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Just saying. All right. Um, I am going to go ahead and call this meeting to order of the Mount Greylock Regional School Committee, uh, Mount Reg Regional School District School Committee. It is Thursday, August 13th

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at 6 PM. The meeting will take place virtually pursuant to the law signed by Governor Healey on March 28th, 2025. Uh it will be live streamed on Willinget and broadcast on Spectrum Cable TV, channel 1303 in Williamstown. They will be the

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meeting will be available on as video on demand within 24 hours after this meeting on the YouTube channel. Before we uh start our tonight's agenda, I'm going to ask Superintendent Berseron Joe to

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share a few words with uh our community and with us about Max Rothschild, followed by a moment of silence in his memory. >> Thank you. Um yes, we we lost a student within our community last Friday night. Um

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and we're at a moment where grief support trying to create normaly are all very much jumbled. Um and our role as a school district will will continue in that way with all of the strength that

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we can muster into the school year. Um so at this point it's all very very raw for everybody. Um, so I thought it was appropriate for us just to take 15 seconds to um, have a moment of silence and then we we do have a full meeting to move forward

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with. >> So with that um, please uh, take a moment of silence in honor of Ma Max Rothschild and his family um, and those who have been deeply impacted by his passing.

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Thank you. We're going to move forward now with our agenda. And with that, I'm going to ask Jose to read the mission. happy to um [clears throat]

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at Mount Greylock Regional School District. Our mission is to create a community of learners working together in a safe and challenging learning environment that encourages restorative based processes, respect, inclusive diversity courtesy integrity and

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responsibility through high expectations and cooperation resulting in lifelong learning and personal growth. >> Thank you, Jose. Uh [sighs] we have public comment next on our

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agenda. I'm not sure if we have anyone here from the public to make a comment. I don't see anyone. So, I will move us forward to approval

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of our minutes from June 10th, 2026. Is there anyone who can uh who would make a motion to approve those minutes? >> So moved. >> Thank you, Carrie. >> Thank you, Curtis.

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Any discussion about the minutes? >> Hearing none, I we'll go for a roll call vote starting with Curtis >> Elfenbine. Eye >> green.

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Do I come after Curtis? >> Yeah. Green eye. >> Miller Malloy. Ah, [laughter] >> Bowen. I >> I think Christine already went. >> Christine already went. So, it's you, Jose.

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>> Constantine. Apologies. That is that is five of us. Um we are the five who are here. I didn't do a roll call to know that to name that. Um that may be the dilemma. Um so we have approved the minutes. Um

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and I don't know what the law would say, but that's the the five of us who approve the minutes are the ones who are here. Um I apologize, Curtis. I looked I know your last name is Alphenbine, but I've also known you as Curtis Ash and you're listed as Ash, so I went with the A. Um, all right,

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>> Julia, can we just do alphabetical tonight? I don't feel like I have it in me to rotate. >> Sure. >> Is that okay? Thanks. >> Yeah, >> from Yep. >> from the top. Thanks. >> Yep. Um, okay. Minutes have been

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approved from June 10th. And now I will invite um I believe Joe is here to speak to us about the Argentina exchange. >> I am. Thank you. Uh nice to be here. Nice to see everyone again. I am not

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very technologically savvy. I do have some photographs in a slideshow. I don't know if I am if I can share my screen. Uh is that something that happens in this format? Joe, I added you as a

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co-host, which um at the base of your screen, there should be a computer with an up arrow icon. >> Yes, >> that's the the screen sharing. And then you can select a tab or a window to share.

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>> Okay, let me see if I can mess this up. Uh bam, bam, bam. Did it work? How's that? Oops. >> And and we're seeing the full tab right now. So, we also see the the speaker

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notes, just so you know. >> Okay. How about now? >> Do you still see the speaker notes? >> Nope. Now, it's just an image of lots and lots of luggage. >> Okay. So, these are roughly in

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chronological order. And as you guys know, we went to Lakumbre again for the second time in April. We had 20 is it 20? It was no 14 students this time because we only took seniors. Uh the

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first time we went we had 25 students and this time it was it was only 14 which was a very good number. We had two uh two chaprons, myself and Liliana uh Miss Nava, who is another Spanish teacher. And this was the airport and

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this was the airplane. Everything went beautifully. It was all we we work with a travel company to arrange all the um airfare and everything. and we work to keep it so that we both leave here at a reasonable hour and arrive there at a

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reasonable hour with as little in the way of connections as possible, which does add up sometimes to a more expensive ticket than uh than you might like, but I really can't do it any other way. Um, but yeah, the travel went

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great. Nobody lost passports or anything. Um, we've got this dialed in pretty well. certain little rules that you you know you establish and then just my gosh that fixes everything. Like uh nobody leaves their carry-on luggage with anybody else. Everybody always

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brings their carry-on luggage with them through the airport. There will not be ever a pile of carry-on luggage and one person who is in charge of watching it who then says, "Oh, I just went to the bathroom for a second and somebody's car No, no, everyone is in charge." Little things like that. We're just dialing it

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in as we as we go along. When we got there in the morning, um this was unfortunately one of my only photographs of a beautiful breakfast uh welcome reception that they gave us. Those are cookies embossed with the logo of Mount

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Greylock and of St. Paul School. Uh that was just Yeah, we we were made to feel so at home. These they really pulled out all the stops. There's the St. Paul School one. I didn't know this technology existed. Um and then we were welcomed into the school community. This

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is these are the athletic fields. This was our very first day. The uh students at St. Paul School had arranged games for us. Uh and the the teachers at the school very much on purpose said, "No, you guys arranged them. You guys are going to put it on. You're going to

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organize it." And they did a beautiful job. Everybody got lots of exercise and lots of sunburn, which was unfortunately we had a lot of rain while we were there. Uh and a number of the things that we had to do uh were cancelled. So we there's another picture of the of the

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welcoming games day. Uh so we spent a lot more time at the school itself than we had programmed. The school is beautiful. This is their courtyard. It's very small, very intimate. They do this at the beginning of every day. They raise the Argentine flag and they talk

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about what the uh agenda for the day is going to be. Um, and we did do a survey with lots of questions that uh Julia helped me with the Google uh what do you call it a Google poll and

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people you know gave lots of feedback and one of the things that they gave the feedback on was that yeah we we spent a lot of time in the school but they all understood why they would also say I get it was raining the things we wanted to do we couldn't do. Um, but you know, the courtyard was great. They played a lot

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of basketball, a lot of soccer and just got to know each other really well. Uh, and that's, you know, more shots of the courtyard. Uh, this this sign they made for us is now hanging, well, I had to take it down at the end of the year. It will be again hanging in my classroom.

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It says, "Welcome LaMumbre, Cordova, Argentina, and it's got uh our logo on the one side and their logo on the other." They're incredibly welcoming. these more shots of the school. Um, [clears throat] this day that we did

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was, you know, I had a very open-ended question. What was your favorite activity of of the uh of the week? And both this time and in a less formal way, the first time we did it, everybody said the horseback riding. We absolutely, you cannot not do the horseback riding. They

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are very well-trained, gentle horses. Uh there are no mountain lions or lions or anything. There's just very little danger involved. And the kids just absolutely loved this. The one thing that they complained about about the

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horseback riding was that we did it as a Mount Greylock uh group and the Argentine kids did not come. They said I it's it really hurt to be away from them. But uh but it was amazing. As you can see the the landscapes are

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spectacular there. had a grand time. Um, yeah, not too much to add around the the horseback riding. I can click back to these if you like. Toward the end of the time together, we had a basically a goodbye picnic um with at one a local

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campground that can be rented out. And I I have a video, but I I won't I won't play it for you, but it's basically a this card game that you can see these. I'll click back through these, but this card game that they're playing among is

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one of many card games that the kids all learn together. Uh, and just to see them playing this, the rocks on the table there are part of the card game. I don't understand it. They didn't they didn't teach me how to play it. But these, you know, this is where I took so many pictures because this is just gold when

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they're all sitting together. Uh they've gotten to know each other so well, host families, host kids. Uh yeah, you really don't need to do anything spectacular. You just need to get them together if the weather is good, preferably outside, and have them all be together. That's

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really all they want. Um, and I will Yeah, I think the last the last picture in this is the one picture that I was able to take that came out reasonably good of our goodbye. We had to leave very very early in the morning and they

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all descended on us. Uh, and it's it's really tough to tear those kids apart. Julia will remember from when they had to leave Mount Greylock. It was just rivers of tears and you almost you need, you know, tasers and batons to get them apart. Uh, and one of my favorite little

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pieces was as we went around the country and as we got on vehicles, we went through airports, Liliana, Liliana and I were just continually counting to 14 to remember that we that we had all the kids, you know, 9 10 11 12 13 14. And

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when we finally got them all, we had two vans to take us to the airport. One of them had all of basically all of the luggage and me and Liliana and the other van had all the students and I was, you know, they're all redfaced and they're finally on the van and I just I get in

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the door and I I went from the the back to the front and I just, you know, one, two, three, four, five, six, seven. And I got to 14 and I pointed at Frankie and I just said 14 and Frankie just [laughter] burst into tears and I closed the door

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and I'm like touchdown did it. This is it was great and the trip home was uneventful. Uh everybody was exhausted. Everybody stayed home that Monday after we got back. I went into work. Um but you know and I'm happy to take any questions. I want to run down quick some

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notes that I Well, I can stop sharing this now. Um, can I Let's see. How do I do that? Bam. Stop sharing. There we go. Okay. Um, things that were different this time around as you know leading into this. I told you guys, but just a

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reminder, the kids all stayed with host families this time, not in a hotel. Uh, gigantic hit that was just tremendous. Among the things you say, what was the most valuable experience? So many students said that it was the the staying with the host families and the hours and hours that they would spend at

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a meal. Uh they said we just we went over to some family friends for an evening meal and I didn't expect anything but we were there for four hours and it was the most amazing thing. We had these long conversations about life and everything and what's different between our countries. I had no idea that was going to happen. And that is

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great from the chaperon's perspective too because you can just kind of turn them loose and expect some magic to happen. And by and large it it really does. So that the host family experience has been great. A couple of things that we would could do better. One host

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family lived about a 25minut drive away and that was really not avoidable for a couple of reasons. Uh but I think everyone the folks in Lakumbre and we were like yeah let's not do that next time. That makes it very difficult. they really want to be together. And when one

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student just has to leave early all the time to drive, then that student starts to feel left out and starts to sort of blame the host family. The student involved was fantastic and was such a trooper and I'm super pleased with his performance. But yeah, that's a

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difficulty we could avoid next time. Um, this was also kind of a unique situation because just the year before many of these Lakumbra kids had come to Mount Greylock and they knew each other very well already, but a lot of the kids who were hosting in Lakumbre hadn't come.

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They weren't eligible, but now they were hosting. So, they just sort of felt a little left out like I'm not really part of this friend group. And the school is so small that the host families were spread out between their senior class

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and their junior class. And they're not really very close friends with each other. They tend to very much stick with their own classes. So sometimes our students are like, "Well, there's a big get together at so and so's house." And the host kid would say, "You know what?

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You just go. I I don't really feel so we're we're going to try to avoid that in the future." Um, but these are these are champagne problems. These are, you know, a couple feelings get hurt. We were overall it was just a spectacular

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success. I would program more obligatory family time earlier in the week next time. I think we all agreed on that that we just kind of have to handcuff them to the family for a couple of days and then let them all get together and have big bashes and such because if it's just

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bashes to begin with, uh, and they're not bashes, they get together at each other's house and they play cards and they make, you know, they make empanadas. Uh, but the the sort of magic of the small host family does need to happen and I think we'll try to make

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that happen earlier on. Um, we'll need more backup activities for when it rains. I can't tell you how many times people apologize to us for the rain. They just This never happens in April. This never happens. But we we had a big a big hike that got cancelled. That was

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my favorite activity from the year before. The last time we went that got cancelled. So, we're going to have to be more creative about backup activities next time around, but we're working on it. They're they're investigating such things. And then the last thing I'll talk about is that we want in future

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iterations, including next year, we want to have the students get teacher recommendations for travel, including their Spanish teacher. Um, and mostly what we're trying to do is really focus the mind of our traveling students as to

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why they're traveling and what the expectations are. Uh, because they are in a school and they are in someone's class. it's not their school and it's not their class, but the temptation kind of can be like, "Hey, I'm on vacation. I'm on a trip. I'm gonna goof around and

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distract." Uh, and that that did become a small problem which was thwarted very nicely and thanks to Liliana who was just great with these kids, uh, it wound up being a positive experience for everyone

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involved. But yeah, we want we want to really focus the mind on the fact that this is it's great and you're going to fall in love with the country and with these kids and with your host family, but it is we do expect the best of you when we're down there. So, going forward, we would like to have students

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be recommended by their teachers for the travel. Um, and the last thing that we did this year, which was Liliana's idea, was we pulled each kid aside and told them, "Before you go, find a few minutes to

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write a letter in Spanish for your host family, telling them everything that you appreciate about having stayed with them, and then, you know, leave it on your pillow." And they did it. And uh boy yeah the reaction I unfortunately

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wasn't there to get the reaction but uh Paola our my colleague there told me that it's just she can't parent after parent just kept coming up to her and hugging her and not saying anything and just crying because of the letter. Uh so you know we're we're getting better at

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it with every iteration. We are uh we improve on each round and I'm very excited for next year. So with that I would take any questions you have. I have a logistical question that I can wait. >> Julia, you looked like you were gonna say something.

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>> I I um I don't have a question. I I just uh as a parent who hosted and then a parent of a child who went um I just want to double down on what Joe has shared about the relationships between

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the kids and the tears at the goodbyes um including my own when we had to say goodbye to the kids that we hosted. Um and uh this is deeply genuine among the students. The cultural exchange is absolutely real. Uh, and I know that a a

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large number of students came back from this trip talking about the next time they were going to go to Argentina. Um, and they all have talked to me, the ones I've spoken to have talked about their use of the language as well. And so, um, it's definitely a cultural exchange, but

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the limiting it to students who are able to speak the language and practice their language skills feels like a a really wise move. um so that so the culture exchange can really happen and students can really improve their language skills. So even in just a week um they felt it. So I just want to double down

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on what Joe has said from a the perspective of a parent who's watched this unfold. Sorry Carrie, go with the questions now. >> Yeah. No, that's great. Um I had a question about the horseback riding. Um, I'm thinking it may not be the custom of the country to wear helmets, but it is

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the custom of American riders to wear helmets, at least on the East Coast. Um, and given the cliffs and the, you know, the terrain, um, accidents can happen if a horse is spooked. So, I'm curious,

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um, about not wearing helmets versus wearing helmets. Yeah, I don't think that this particular place even has them uh to to offer and it

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I think the solution would have to be that the kids travel with a bicycle helmet for that which is definitely possible. I mean I do I wear a helmet when I ride here and I've done some horseback vacation

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riding and I wear a helmet there as well. Um, but you know, I'll be perfectly frank. It hadn't even occurred to me until you asked just now because it's just it's not in the air down

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there. It's uh for those for those and when you see somebody in competition or somebody playing polo uh you know at the high levels in Argentina there I have seen helmets but I I didn't see them on anyone. So, I mean, if that I definitely understand

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that concern and going forward, I would not want to miss the horseback riding, but I will talk I can talk to Paola about that. And it might just be, okay, everybody's got to clip a bicycle helmet to the to their carry-on. That's what I did when I went to Africa. Just click it

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on the carry-on >> and then we'll have it. >> Great. Thanks, Jose. Uh Joe, just I think I'm I'm sure I'm speaking for more than just myself here, and I'm sure we've said this to you many

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times, but just expressing sincere and deep gratitude for the work that you have done, right? And your colleagues at Greylock and our colleagues um at St. Paul School. I mean, it's just it is this is such a phenomenal experience for our students and it sounds like for their students and host families and the

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like. Um, thank you. Since I I I'm at a loss, honestly, for for what more to say. I think the only, you know, thing that I would love us to kind of think about um or encourage us, maybe Joe and and Joe,

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Joe and Joe, both of you, you know, h how can we is there a way for us to ensure some sort of sustainability in this relationship? You know, folks come and go, you know, and Joe, we hope you stay. Joe Johnson, we hope you stay here forever, but at some point, you know, folks do come and go, and I I certainly

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would love this relationship to to be longlasting. It seems so so deep and so meaningful for our our communities. U yeah, thank you. Thank you for that. And I I agree. And I just met with Joe a couple I don't know, a week ago or so,

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and Joe expressed the same thing. Joe Burgron said he wants to see this continue for decades. And I do too. I do too. It is. I mean, it's injected such a jolt of energy into my own teaching and my own work at Mount Greylock. And I think it could continue to do that for a

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long time. And one of the things that I came back with uh Liliana and I together on the airplane coming back just brainstorming about how to make it better. And I am working on what will eventually hopefully be just, you know, the Bible of this program. this is these

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are the dates by which these things need to happen and these are the steps that need it and these are the experiences from before and here are some helpful hints. Um but yes, we we definitely want this to live well beyond any of us here today

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and so do they on the other side. So do they. They are very much you know little little kids. One of my favorite little moments was our guys, our Mount Greylock guys, just sort of going down and and hanging out with the younger kids who

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were eight, nine, 10, and they're swarming them, you know, and our kids are doing magic tricks for them and but they're I mean those little kids are like, "So, I'm going to go too, right? I'm going to go. Can I stay at your house when I come? Can I stay?" And I was like, "Well, I'll be a lawyer by

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then." But you know uh but the the little kids there are like Mount Greylock is on everybody's lips. >> It's phenomenal. Thank you. >> Thank you. >> Okay. If there are no other questions, we will

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>> I will extend that same gratitude to you Joe on behalf of all of us and also let you move forward with your August evening. >> Thank you and thank to all of you guys for all of your support. It's we've really felt it. Um and we we are so excited going forward and and thank you

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all. >> Thank you. >> Good night. >> Um next up I believe we have Nolan um who's going to um give us an update on

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happenings at Lansboro Elementary. >> Hey, good evening everyone. I don't know if can you hear me? Thumbs up. I don't zoom from home often. Thumbs up if you can see my screen.

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Heck yes, I got this. Maybe not. Spoke too soon. >> We see your screen, but it's not yet in slideshow mode. >> That makes sense for me. Spot on. >> Oh, I had it, didn't I? I'm winging it.

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Uh, can everyone see the slides? >> We're on slide five. >> We can. Yeah, you're on slide five and we can see the speaker notes. Just FYI. >> Oh no. Oh no. >> You You can Nolan. Uh, you can click

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slideshow and then >> while presenting this is we got to go back to Zoom. This is way too hard for me. No, I got this. [laughter] Um Joe, you put these slides in our pack, too. Do you want to share the slides

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while Nolan speaks to them? >> Nolan, would you like for me to screen share and then you >> I'm gonna learn. [laughter] >> There we go. >> There you go. >> All right. Uh what a great way to start the evening. Um so last school year, I

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got a few things to talk about. last school year was a lot of it data meetings and then the cape trip last year and next year. Um so this past year we implemented I ready which is our new math curriculum and with that new math curriculum came a

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diagnostic which we took three times throughout the year beginning of the year, middle of the year, end of the year. Um and it's a great way to take quick snapshots and pile it with our other data to see if there is student growth. And that's really what we look for at

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Lansboro. Um that across a classroom, across the school, individual students are making growth. So that way we're all moving in the right direction. Um with that, we've had a ton of continue like professional development. What I Ready

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offers in depth of content is a lot. They have prerequisite skills for students to learn before they go into a lesson. They have a lot of differentiation to offer to ELEL's and it's just a lot for the teacher. It's a lot for any person, not just a teacher,

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just to take in and use and optimize. So, we've been doing a lot of professional development with that. And we will be starting all our two professional development days with I Ready. So, August 28th, 9 to 12, the

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math teachers at Lansboro will be still learning I Ready. Another thing that I Ready offers is a is a application called My Path. And that is like an individual student program on a computer that they

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use for about 15 minutes a day that is curated by their diagnostic results. So, it places them and then as they go, it continues to adapt to where they're at and help them grow. But, it's only about 15 minutes a day and that's used during

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an intervention period. Um, and this is, you know, year one. We just finished year one of hopefully many. So, we're going to continue to grow, continue to adapt, and learn more about this curriculum.

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Any questions about I Ready? Okay. Data meetings. Um so our data meetings have been this this newest iteration started in like 2020. Um

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and that began with a few a few teachers implementing some small data protocols that we have adapted year and year and uh year and year again and it's always changing and growing. Uh so we start by asking teachers what is

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meaningful data to see student growth. Um and that could be student work. We'll work with apps that they're on. Test scores we always start with the MCCAST for the upper grades. And this past year our data meetings started with every data meeting we had

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five over the course of the year. Each one started with looking at data and each one ended with a specific goal of where we wanted to see student growth. Um and then the next meeting we'd say did we meet that goal? Why did we meet

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that goal? How do we meet that goal? Do we have a new gap that we need to close or do we need to continue to work on this goal? And we do that with math and ELA. And that is kind of the process of the data meeting. What the data meeting also allows us to do is develop our

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student support team protocol. So if a student's not growing and we not growing and then the teacher like there's a concern, we then have a child study team or student support team. And what that does is we then put in specific interventions and goals for these

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students to see if they're making uh growth. So, if a student's struggling with reading, we say, "Hey, we want to see the student read 60 words per minute by in six weeks." And they're going to meet with the interventionist five times a week for 20 minutes to help meet that

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goal. And then we have those goals happen, you know, two or three times before we decide maybe the student needs testing for special education or if we make progress, hey, we gota keep doing this. It's the right thing to do. Um, so this has kind of been the

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essential background backbone of student growth and support at Lansboro for the past I think successfully for the past three years. Um, that's just a quick snapshot. I could probably take you through like a 24h hour

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deep dive into how we actually use data, but this is just a a view. And I think um, next year, so next year I think we're really going to dive into writing. I I kind of went off the deep dive deep end when I saw our MCCAST writing scores

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from the last year and I you know alarm alarm bells were going off and then I was like wait this is just one data point. So this year we're actually going to focus on collecting data to make sure what we're seeing from the MCCAST is meaningful to us in terms of where we're at. And that's going to be a new piece

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of our data meetings. So, any questions on the data meeting piece? >> No. And I I think you said this, but how often are you meeting? >> It's six It's six to eight weeks. I try

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to line it up. So, like there's no We do the way it's operated, I start with grade six because they can get their students into school mode quicker than in grade K. Okay. So, we'll do grades six and five the first week, three, four, four and three, two and one, K. And there's like a two week gap. And

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then we just keep cycling through. I try not to make them like the two days before Thanksgiving break. I try to make them at meaningful times. >> Nolan, how is how has the teacher buyin been for this process that you said was

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kind of teacher initiated? Um so was there buyin from the beginning or has it been a challenge um because it is a new curriculum and um this is additional work.

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>> So can I ask a clarifi? So you're talking about I ready or are you talking about the data meetings? >> Um kind of both. Uh I think to be blunt I ready was welcomed in terms of buy in because the previous math program was

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dated and it was just ready for a change. uh in terms of in ter in terms of data meetings it's been buyin has there's been I'd say 70% have been really early adopter adop adopters and eager um and the buyin happens when we

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are looking at when because the conversation isn't hey here's data that I'm giving to you it's what is data that is meaningful to student growth um our teachers are experts and I strongly believe that so having them have a

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honest and fair say in what we're looking at is meaningful. That's why we don't just look at MCCAST and we don't just look at the um the Ready Diagnostic. We're looking at things that teachers also find meaningful. And not saying they don't find that diagnostic or MCAT meaningful, but >> we're getting a really well-rounded set

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of points as we make decisions about student growth. >> Great. Thanks. >> So, back into last year. Um so, I'm going to start with field trips. We had a ton of field trips last year. I'm not going to talk about the Cape until later. Um, we went to the fire, our

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little kids go to the firehouse. Our prek and K go to the firehouse and learn about fire safety. Our fifth grade does a field study with all the little bugs at Lasten Park. We send students up to Hopkins Forest. We send students to

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Williams College. We have a ton of field trips. On top of field trips, we've also had a lot of assemblies. A few assemblies. We had Sher Buckton from the Berkshire Music School come and do a music assembly. We had Berkshire Theory Group come in for form uh Magic

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Treehouse play. And then we also work with Renee Chic and the Center for Learning and Action at Williams College. We do we still are doing these things called Zoom Around the World even though even though it's not on Zoom anymore. We have students from Williams College come in

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and talk about places from that our students haven't even heard of, right? Um, in the past it's been Morocco, Kazakhstan, I think this year we did Germany and Switzerland. Um, and lastly we do sixth grade le assemblies. Um, which is something

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that's really cool. They work with our community building teacher Jen Renzy and they work to put on a assembly and they work in small groups. This past year it's um we worked on PBIS. It was the first assembly. We talked about tickets

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and how to earn a ticket. And the second assembly was actually about sportsmanship. Um, which ended with a massive massive game of rock paper scissors in our in our gym. It was a really fun thing to see.

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So, those were our assemblies. And then our sixth graders went to the Cape Trip. Um, I think it is known that the Cape Cod trip is the highlight for many students who attend Lansboro. The

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trip went smoothly. Um, and just I, you know, I'm I'm in contact with all the chaprons as they go. And the day of the whale watch, I get thirdhand joy. So, the the students are super excited on the boat. the chaffrons are telling

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me how excited the students are and then I'm sitting in my office wishing I was on the boat with the students. Um because for a lot of our students, it's the first time that they're away from home. It's the first time they're at the Cape. It's the first time they're on a boat and it's the first time seeing a whale. So all of that stacking up on

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that whale watch is uh incredible. I was texting Rob Bradley, recently retired Rob Bradley yesterday. I was like, "Hey, I'm talking about the Cape tomorrow." and he's like, "Just remember that three students came back and said it was life-changing." I was like, "All right, I'll make sure

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that's noted." Um, and with Rob retiring, it's kind of an opportunity for us to revisit the trip. Um, I think Rob, this the Cape Trip has been happening for 60 years, and it started with students

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going in a tent and cooking over a fire. Um, for many reasons, we're not doing that anymore. Now they stay in cabins and it's catered. But I think there's an opportunity to revisit because six years is a lot of time and there's now opportunities of there's companies

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that do this professionally. There's companies that have all the the skills we need that we can do it for about the same cost of what we were doing. Um so I'm looking I met with Nature's Classroom or Outdoor Classroom. I don't

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know the current name of the company. Um, and they have a thing that's a that's cape adjacent. We can add a whale watch and it'll give us everything we need with up-to-date um, state standards, up-to-ate trips, hands-on learning. And that's something that we're looking

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to do next year. And I think the big thing that I learned with Rob retiring is he had all the knowledge. Rob was the point person who had all of the knowledge for the cave trip. And I'm gonna I'm next as we grow I'm going to

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try to spread that knowledge throughout Lansboro school because for so long it's been the sixth grade goes to the Cape and I would like it to turn into Lansboro Elementary School and its community sends their sixth grade to the Cape and make it more of a like chaperons are on board with every like

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part of the fundraising and learning about the trip and just get more people to learn about the trip so that students can that this trip can continue and can continue to make life-changing

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experiences. So, that's that's where I'm at. What uh what questions do you have for me? >> I crushed it. Worse. >> [laughter] >> Um, I would uh like to say thank you

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Nolan for sharing all of that. Um, I love actually the talking about Argentina followed by talking about the Cape, talking about the trips our students are taking and um, and just sitting with and knowing the importance

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of relationships among our students uh, with each other and with the faculty and really appreciating the work that you're doing. Um, so thank you. >> Of course. >> I see I do see vote on our agenda. Um,

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but I gather maybe we're not ready to vote yet. The >> um >> the way I interpreted the policy is that we have to actually vote before the fundraising can start. So I've been maybe mis you know not interpreting the

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policy correctly for the last seven years but I think with this new iteration and everything I wanted it to be approved before we started really gain gaining speed as we get the trip going. Nolan, were the revisions that you

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talked about in terms of um you know sharing all the information and the institutional knowledge was that for next year that the teacher who's retiring they're retiring at the end of this year. So you would start No, they've already retired.

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>> Okay. So, so Rob, so it used to be Rob coordinated 17 to 1,000 different events to make this Cape trip happen. And now there's companies that will do it for about the same cost of what Rob was doing. Um, so

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it just takes the load off of any of the shop runs that have to go and then having all the information being with one person. So, pardon me. The shop like having more chaffron buyin early on attending all the different events and being a part of it all is just gonna

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build a school culture that it's not just the sixth grade goes to the Cape, but it's Lansburg Elementary School and the community sends to the Cape goes sends six to the Cape. I guess the reason I'm asking is because it it

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sounds like we would need the details of the trip if it's going to look different than it does than it has historically before we can vote on it, I think. Right. >> Go ahead, Joe. >> The policy indicate the and and this is

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something that I think has often tripped me up. So I'm like the the policy JJH says um you know there's uh initial approval by the school committee is required before engaging students in fundraising activities.

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That's the point where um the school committee just says yes, in theory, this trip has value. Um and we're going to provide you with initial approval, but and then final approval will not be granted until all preparations for the trip have been

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completed, including but not limited to all logistical details involving transportation accommodation arrangements, and fundraising efforts. The school committee requires that final approval be sought no less than 30 days prior to the scheduled trip dates. So that kind of creates like a two-stage

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two stage >> approval. One is go ahead and do all the work to to plan it. And then the second one is yes, you've you've checked off all the boxes that are needed in order for you to safely and and um

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productively do this trip. >> Jose. >> Yes. Thank you, Julia, and uh and thank you Carrie for your question. Joe, I'm curious about what the motion would sound like. Would a motion sound like uh, you know, I move that we provide

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initial approval for Lansboro Elementary to engage in fundraising in support of a pending, you know, sixth grade field trip to Cape Cod. Full stop. >> That's perfect. As as though you're the chair of the policy subcommittee just

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>> and maybe you just moved it. I think I'm trying to I try I might have strained a muscle, but I I definitely [laughter] >> um is there a second to Jose's motion? Thank you, Curtis. >> Um and and now um we have discussion on

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the motion. Um I I have a I have a question. Um maybe it's to us less to Nolan. um in that the way that this policy reads

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I if he comes there is a chance I wouldn't expect it to happen necessarily but there's a chance he could come back 30 days prior to the trip after all that work and we would say

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no. Um, so I like I I I'm a little bit I'm not again I'm not Nolan. I'm not I'm not predetermining this vote, but I'm also not saying this is a whimsical group, but I do just worry about that two-stage

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process. >> Yeah, I mean the circum Oh, go Jose has his hand up. Go ahead. >> No, I I'll be very brief. I mean, my my sense is at least I'm I don't know how how to describe my perspective on this. I think we would be right to say no if

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Nolan were to come back without, you know, clearly delineated logistics having been planned out. You name it, right? There there would be real reasons for us to say no. Um, we don't expect to because we know that Nolan is good at what he does and uh and his team will be

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supporting this effort. But I I I think I hear your point, but I feel comfortable with this moving forward because I think we really need that second step to guarantee that details. >> Yeah. >> Yeah. I guess in the in an ideal world, we would have the details now. And so I

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wonder if if the if gi if even waiting a month would allow us to get the details. I guess that that might be the the question or if we endeavor to do that in the future and we allow it you know we do it this way this time but in the future really try to have the details up

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front and I understand Nolan why we don't have them now. I understand this is a a moment of shifting and if this were a year ago you probably knew all these details in advance because you are repeating you're on you know repeating a cycle. >> Um >> I'll just just while I have the microphone car I know your hand is up. I

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think from I I hear your point, Julian. I I I I think I agree. I think in this case, I I have a feeling we're all on the same page here that by delaying this vote by a month, my worry would be that this delays the fundraising by a month in in, you know, and further complicates

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the efforts to >> get to where we'd like it to be. But I think you rais a really good point. Sorry, Carrie. I spoke. >> No, I think I'm good. Uh you basically touched on my um point that you know

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there there would have to be a second vote to confirm that everything is in place. Um, but I actually kind of like that we have in our policy and now we'll actually, you know, now we'll engage in

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this process that we're okaying the planning of this trip. So, we're giving overall approval of the idea of the sixth grade going to Cape Cod as they have been. We don't quite know what it's

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going to look like yet, but we will before we give final approval. Um, and I think that does make a certain amount of sense. Um, because it could have been that the person who

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planned the trip all these years, hadn't yet retired, but decided to retire mid year, and then all of a sudden they had to shift on the fly. and it was going to look a little different and we had already voted a

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plan. Do they win? Then we would have to go back. I I like the idea of not voting u a detailed plan because we've heard from Nolan that he knows what he plans to do. He knows that he's going to

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contract with a company. He's done the research. He'll do more research. the kids are >> planning to do this and um we will know absolutely exactly what it's going to look like before we give

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the final approval. >> Could could um I know the policy says 30 days prior. Could it could our could our vote be tied to the um the date by which we would have to cancel our contract

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instead? Right. There's often a clause if you cancel by such and such date, you get your money back or you get most of your money back. That would that's I'm not going to actually change the amendment, but I I don't want to ask a future school committee to potentially

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have to vote for families to lose money because we aren't comfortable. And again, Nolan, this isn't about you. I think about this as a as a you know um [clears throat] precedent setting, right? I think of this as precedent setting. Um,

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>> no one's heart is stopping every time, you know, when you say cancel this trip. It's like >> I get it. No. Um, I can give you more details about the trip. No one asked me for more details, though. [laughter] >> It'll be four days, three nights, a little bit like $32,000. It'll be run by

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nature's classroom or outdoors classroom. If I can get the contract finalized, they will uh we have to buy a coach bus down. They will take care of all the meal accommodations. And then to add the whale watch, it's additional it's an additional $50 per student for that day.

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>> That's super helpful. Sorry, I assume you didn't have those details because they weren't provided. So, thank you very much, Jose. [laughter] >> No, thank you. Thank you, Nolan. I I hear your your point, Julia, just kind of speaking in general about our about

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how this pol policy plays out. And I I think if um it's something that certainly the pol the policy and governance subcommittee can look at whether the language of this particular policy could be amended so that instead of 30 days it would be that the details

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be provided in time for the school committee to make a decision um before the district or parents incur costs related to a trip that may not occur. Something along I think that's what you're how do we >> that is what I'm getting at. That is precisely what I'm getting at. Yeah.

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>> So looking at Joe that maybe we can we can build this into our >> this will be the fifth policy that we take up here uh in later in August or in early September. >> Okay. I'm all for it. >> All right. >> Thanks, Julia.

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>> Yes. Any other comments? >> We have to vote. >> Yeah. No, I understand. I'm before we move to [clears throat] a vote. Any other comments or questions? Go ahead, Curtis. Uh just a comment that uh I loved going on that trip about a half a century ago. My older brother loved

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going on that trip. It is one of the longest surviving traditions uh in in that school and in our school district. Uh and I am enthusiastically supporting continuing it. >> Go ahead, Christina.

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I will also say briefly, Nolan, the senior, the rising senior class did not get to go on a sixth grade school trip. So, I bet they'd all be willing to be chaperrons >> because they all feel like they missed out big time.

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>> And a lot of them will be 18 by then. >> Yep. >> You think they can miss four days of school? >> I'm sure they'd be happy to. >> Wait, why? Why didn't they go? It was co >> that was my daughter Sophia's year. >> Yep. Kea and

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>> that already six years ago >> 14. >> Well, they would have been fifth. It was their second. It was the second year of co. >> Yep. >> Yeah. >> Did they do the whale watch? >> Nope. >> Oh, man. Well, I'll say that my daughter

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did the fundraising, got the award for the most fundraising, and then got strep throat and didn't go to Cape Cod. Um, even though Joelle offered to like drive her there after she had been on antibiotics, she was

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just too sick. So, yeah, it happens. >> It sure we're all we all have our memories of happening or not and the importance of it. So, with that, I'm going to ask that we move to a vote. Um, and I also want to recognize I believe

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Steve joined us around 6:35. Um, so he's not on screen, but I believe he has joined us. I will kick off the votes and say Bowen I. >> Henry, I >> Constantine I. >> Elfenbine I.

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>> Green I. >> Miller I. >> Thank you. That's unanimous. I apologize Nolan if your heart stopped at all in the middle of that conversation. >> No, >> we're taking Okay, [laughter] [gasps] >> trying to think on things not just this

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but broader in the implications. So really appreciate your work on this and thank you for sharing all those details. >> Have a great night everyone. >> All right, good night. Um Joe, let's move to you for the year ahead priorities, vision, and value schedule and your draft superintendent goals.

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Yes, in your packet you have a document and hopefully everything within that document looks familiar because they are all things that we in various ways have discussed over the last year. Um some of those are priorities that are continuing

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that were part of um the district's goals, my goals, your goals this past year. Um, some became uh priorities midy year, you know, a as we talked about reinforcing the role of the wellness committee in school nutrition

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as we talked about um taking a more vigorous approach to AI policy and by extension technology guidelines. Um, as the the national scene has has really taken hold around what what does technology mean within a school setting

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and and how are we approaching screen time? How are we approaching Chromebooks? Um, so those were were more a midyear. Yes, let's let's add those to our list of priorities. Um, and then finally, you have a few things that are that are new this year. Um, some

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triggered by, uh, state requirements, um, state processes, other other things being our our local budget and and towns financial situation. So I tried to provide an overview of all of the things that on a daily basis each of those

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subject areas are conversations and work that is happening both within the district office as well as within each school building. Um and they will take new and different shape. And by September, we will have um goals to

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propose for votes to to to really get us forward into an evaluative process this year as well. So I just wanted to open this up to questions. We will um have additional like big picture discussions during the retreat in a couple weeks um

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next next weekend and um and then come the September meeting, we'll we'll have some final discussions and votes to be able to move forward with stamped plans. Um but I wanted to share this tonight so we could start to get things

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flowing and going again for the new year. Are there any questions? Go ahead, Carrie. >> I was just wondering if you might want to introduce Rashan since he's on the call. >> I would I would love >> on the spot. >> I I I would love I I was I was going to

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do all these kind of formal uh formal welcomes next month. Um but Rashan Powell is is here. Not not Camron, I don't think. Um uh just getting to know getting to know everything within within our flow. Um Rashan is our new community

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and communication coordinator. Um our our most recent um uh addition to the district office. >> Hello everybody. >> Welcome. >> Thank you for [laughter] your >> was listening in and then I heard my

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name. So I camera real quick, but I'm g I'm gonna go back off and attend to uh the little ones as they're running around the house. But it's a pleasure to meet everybody. Yes. And and Myra Weiss Cotton, you will all meet um next month, our our new uh

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director of student, staff, and family support. So if I think you say this somewhere in the goal or maybe in the one of the emails, but they're gonna they're both they will both be instrumental in helping us

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through this process of um you know fulfilling our goals but also the strategic planning that we have. >> So many previously Yeah. >> Yes. So many aspects of our work that

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are only increasing over time are areas of focus for for both of them. Um so we really have been able to align the way we're staffed and the way people have responsibilities that are um that are

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all moving towards the the end needs of the district and of our students most importantly. um we we now are are quote unquote fully staffed in in in the way that we had talked about throughout the budget process. Um and being able to

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move forward with um with greater capabilities and clarity and strength. >> The um the last point is u on on the document is the financial outlook and working with the towns. And I'll just

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note that I did reach out to um the chair of the finance committee in in Williamstown because, you know, we had had conversations about maybe there would be an ad hoc committee to talk about long range sustainability for the

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schools. There's this, you know, northern Berkshire sustainability that the former chair of the finance committee is sitting on. So, so the new chair is Suzanne um Stinson and she has

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opted not to have an ad hoc committee but um she has invited us to uh the October meeting of the finance committee which is now meeting uh kind of sort of year round I think

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not in the summer. They used to start meeting maybe in February, but now they're going to meet throughout the academic year anyway. Um, so this will be an opportunity for us to start that conversation um at least with one of our

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member towns and then we should also figure out how to um do that with Lansspur. >> Thank you, Carrie. That's a good um one thing I just wanted to note about this document from Joe is that um I to double

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down on the importance of having made critical hires to support these these efforts. Um and then the kind of third leg of that stool if you will is it's Joe his team and it's us. Uh and so that's where we're going to be spending our time at our at the retreat to make

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sure that we as a school committee are fully aligned and aware of and supportive of th this work. Um and so I when you name that Carrie I just think your role as as chair of the finance committee for subcommittee for us and

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that connection with the town is really critical. Um so thank you for thank you for that um conversation Suzanne and I think all of us need to be thinking about and coordinating and collaborating which we'll discuss at our retreat. How do we collectively support this work? Um

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yeah that is so critical. >> And I was wondering if um our two new district staff members will be present at the retreat. Is that the plan or >> given that it's a Saturday morning? I am I'm not 100% sure of their presence at

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the retreat. Um Okay. I am I'm trying to carve out time for for everybody to also just get to know them on a on a personal >> alongside the alongside the work. >> Okay. >> Y any other questions, comments?

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If not, Carrie, I will hand it over to you for the finance subcommittee. Carrie, did did you want me to jump in or do you just because we've had >> Yeah, we actually haven't had a meeting, Julia, so I think it would make sense for Joe to do it. >> Apologies. Yep. Joe, go ahead.

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>> No worries. >> Yeah. Oh, no. Sorry. Yeah, we've been We've all been moving quickly with a lot of different things. um FY26 close out going better than I'd felt like it would

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um in in the spring. You know, we we are still going to be coming in with um having depleted more available funds than than we had wanted um at the start of last year. Um but at the same time, I

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I'm I'm feeling better and better as we go, which is great. Um we're we're we're right about at the point where um all loose ends around FY26 expenditures are are fully fully completed. You know, any any invoices, POS that are that were

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hanging out there, um trailing bills, things like that. That that all we're feeling good about. And then over the next couple of weeks, we'll be able to firm everything up and know exactly where we stand with each fund um in terms of uh endofear fund balances. Um,

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so progress is good and um, we're feeling feeling better better than we otherwise might. U, that's that agenda item. Any any questions on that? Next up within our transportation

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contract, um, we have an option um, where we can exercise an extension um, so that so that we can take it for one more year. Uh and then we will need to go out to bid um this this winter. Um and with all of the uncertainty in the

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world um around all kinds of pricing and procurement, it it definitely felt like the right moment to stick with stick with what we know. Um and it's it's all within our budget and within the way that that we know we can operate this year. Um, so I did want to because we

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are moving moving out of the out of the three-year zone of the superintendent can make decisions with contracts. Um, I did want to get the school committee to vote to approve um exercising our option to extend the contract for one more year

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with D4 uh transportation for our school transportation. So we don't actually have the contract in our packet but the vote is not on >> binder of paper unfortunately. >> Okay. The vote so the vote is to extend

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the existing contract um for one year. Okay. Yeah. Got it. Curtis, do you want to make the motion or >> looked like you were >> extend the uh current contract with the

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busing subcontractor for one year >> as it exists? >> Well, it's 3% what what are the terms again? >> 4% a 4% increase year-over-year against last year's rates for each of the each

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of the various rates. I move that we extend it one year at the percent increase that Joe just said >> and and due for is the contractor. >> Yes. >> Yeah. Okay. I'll second that. >> Hearing no discussion. Should we move to

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a roll call vote? >> I will start with Bowen. I >> Conry I. Constantine I. >> Elfenbine I >> Green I. >> Miller I. >> Great. Thank you. That's unanimous and

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passes. >> The next item um is simpler in many ways. Uh in in your packet there is a five-year lease um for Pittney Bose's male mail printing stamping equipment for Williamstown Elementary School. Um,

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this is before you because it is a longer than three-year type of contract. Um, it is all per state contract. Um, so there really isn't a lot of variability or or option around it. Um, and I recommend that you approve the lease as

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presented in the packet. Do we have a motion to approve the lease for a five-year um sorry five-year lease for the photocopier as presented in the packet? >> It's not a photo. What is it? >> Postage. Postage stamper. Postage

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>> postage stamp. Sorry, Pygmy Bose's five-year lease as uh provided in the packet. >> Yeah. >> So moved. >> Thank you, Curtis. >> Second that as well. >> Thank you, Carrie. Any questions?

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All right, I'll start again. Bowen I >> Conry I. >> Constantine I. >> Belin by I. >> Green eye. >> Miller I. >> All right. Thank you. That passes.

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Um and Jose, you are up with the policy subcommittee. >> All right. Not all that different from what Carrie asked Joe to do. I'm gonna ask uh Joe to speak to this. it's gonna um come across as uh that this policy is being presented for a scheduled vote a

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bit out of cycle. Um but Joe can walk us through um like where we are the process and uh and we'll um provide some justifications for the revisions that we had before us. Thank you Joe. >> Yeah, of course. Uh so the the state developed updated regulations around

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restraint, seclusion and timeout uh with uh with respect to students and um they they put out their their final word in in February or March. Um that triggered the need for people to start

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rethinking policies, trying to figure out what what do they look like? most school districts, us included, we we waited on MASC to say like here's the one that we recommend. Um that came out in late May. Um and then and then we started our work with it and our legal

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council and our our local trying to figure out what what to do with it. Um, and so here we are in the summer and rather than having three gradual months to review, um, the state does want everybody to have an updated policy in

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place um, here in August. Um so the recommend and I'll and I'll speak to the policy here in a second but um the recommendation that we have is for us to adopt this policy as it is all outlining things that both MASC and the state of Massachusetts say we really need to have

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within the policy. Um but then to take the next few months to process it and read it and and make sure that it's there in the public so that if people want to provide comment um and and so the policy subcommittee can can take time with it um that happens as well. So

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this is a compliance move here in August and then we will do our gradual process here as we move through the next few months as well. Um, >> sorry. Is there's a buzzing on the line? Is that Christina? Is that >> you? I think

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>> me. >> Thanks. >> Um, should I repeat anything or was it? >> No. >> Okay. Um, so this policy JKAA speaks to the ways that the school

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district and our procedures shall abide by the updated state regulations. Um, we are not going to have a lot of uh leeway in terms of like how we how we choose to take paths with this. We certainly might look at specific wording and and other

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tweaks as we as we go through. Um but um I think it's also important to note that given the change in regulations there are changes that we are prepared to make for this year around documentation and review processes. So if a restraint is

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performed, what is the way that we then guarantee reviews following? Um that has changed with these regulations. But nothing about the way that we interact with our students on a minute-by-minut dayby-day basis is somehow being shifted

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through this. Um the state has updated its definitions of terms. Um, so the definition of what a timeout is, the definition of what seclusion is, um, they've added more qualifying language. And I think largely this is in response to the state wanting to say we are

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addressing this topic with as much detail as we possibly can, with as much data collection as we possibly can, and with as many review cycles and points and and um, stern warnings as we possibly can around the impact of

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restraints, seclusion, and timeouts um in with respect to student health. Um so that's that's where this is headed and uh we will undoubtedly have more conversations around this policy over the next couple of months. Uh that's

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what I had to present. >> Thank you, Joe. So, uh, the policy and governance subcommittee, this has not had a chance to convene or have a conversation around around this, but I think, um, Joe, we appreciate your kind of explanation of how we got to where we

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are. Um, as well as, um, kind of communicating how the subcommittee will be kind of reviewing this with more detail and and, um, we'll have a chance to deliberate. But, um, any any questions to Joe regarding uh, this revision?

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I have so many questions but I'll limit it. Um, so I guess my biggest question was about, you know, the uh when when certain

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what precludes um either restraint or seclusion. And that seemed to be um documentation from a doctor andor a psychotherapist or a psychiatrist or

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there were a couple of places where it said you know unless uh like these things are prohibited if a doctor has said that it will be if there's documentation from a physician saying this will be harmful to the So

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what does that mean I mean we have to have and I know it lists certain conditions right where you would never seclude a student, you would never restrain a student who has a heart condition or epilepsy or you know things like that and of course those would be

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in a medical record. But is that all that is needed is a medical documentation that would normally be in a child's record or are they asking for more than that? the the the state with these new regulations, the state is

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unequivocal in stating that seclusion shall never be used with any student unless seclusion is very carefully prescribed by a plan that has the consent of families and has a lot of supporting

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documentation around it that is detailed, you know, checkbox by checkbox within this um within this policy. Um so so seclusion is completely off the table for for any student. Um we have

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not exercised any form of seclusion with I mean by the definition of seclusion um it is something that is >> well they they they use the case of an emergency right if and they outline that

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as of an option which really worries me [laughter] like there's stuff in here that I just feel like >> well the now when when you when you say that it worries you um

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from the state's perspective and and also from my perspective the the idea of I I'm just going to I'm kind of I'm sorry I'm also a little bit exhausted here. >> Yeah, that's right. I'm not worried for us. I'm not worried for us

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>> room without any adult supervision is is not something that we have ever done. Um and it's something that the state very explicitly here wants to make sure nobody ever does. Um so that's that's where seclusion timeouts the the technical definition for timeouts the

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idea of um in a way where a student can make the decision to exit a room at at any time if that is their wish that um we have very careful safeguards around the concept of having a timeout. that is

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something that is very carefully described here and and that and that absolutely is something that under certain circumstances you you could imagine being being very necessary. um restraints. I I think the other dynamic there that's important to to

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note a a restraint is a last resort in that you are only performing any form of restraint if if you absolutely cannot um provide safety for the student and their peers for the adults through any

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other means which which really comes down to um being somebody who is supportive of not having a student run into a road, not having a student harm another person, um

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not having a student harm themselves. Um there are a lot of initial deescalation steps and then subsequent just creating a safe space steps that that you can take that don't involve a restraint. And so all of this

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just it really tries to make sure that every step of the way we have staff who are very carefully trained and that we are being extraordinarily mindful of not doing something that say a parent might view as being a very quote unquote

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practical thing which is just holding a child and saying you need to stay here. um you know that is not allowed in a school setting um except for under very specific conditions with very specific training and then documentation to

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follow. Um and so that's I I think that in some ways yes this this regulation can say like well what you know how limit how much does this limit you at the same time it does put a very clear stance around we are going to

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make every effort possible to avoid all of these things. Um hopefully that was clear. So I'm I'm >> I realiz >> the timeout thing um they put up to you know no more than 30 minutes which seems

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a very long time for you know certainly an elementary school student. So, do our protocols then start to or do we have protocols in place that guide our teachers and staff on what the actual

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parameters are that we want to see within these? I guess that's what I'm thinking. >> Yes. and and um being aware of cues that students are dregulated.

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Taking steps to deescalate any situation that looks like it's escalating to the point where where the student might need to to to be able to um regulate again in a in an environment that's separate from their peers um but

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with support of adults. Um all of that is a part of annual training uh with within district. Um the the restraint training is for specific teams of people within the buildings who who have all of the additional training and knowledge

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around all the things to um all of the steps to take prior, the ways to safely perform restraints and then the the needs and the and the requirements around documentation. Uh, yes. >> Okay. Thank you.

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>> Yeah. >> Thank you. Thank you, Carrie. Um, Joe, I don't know if folks have had a chance to compare or contrast, you know, our existing JKAA policy with what we have before us today, but I I was struck by, you know, certainly the current policy, I think,

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is one page in length um and provides very few guidelines around, you know, how these types of restraints are definitions of turnout and and the likes. This seems this seems a big step in in in an important direction for us.

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I'm so grateful to the state for for helping to move us in the in this way. Um any any other questions uh regarding this policy or the revision? Joe, could you just for uh for the school committee sake and for anyone who's listening um just just remind us

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uh we'll be voting on this revision today, but what's what's the process that you um you know you you you are envisioning regarding uh our our sort of discussion or or work on this particular policy. Yeah, this policy along with

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four others that we're about to start working on. Um, we will have uh September well this one we can view the September school committee meeting as as being a a second read second chance with it and then the October meeting as being

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a chance to amend or or create any any uh other changes um through an additional vote. So, um, we will take our time with this, um, and at the same time meet the meet the immediate needs of the of the state regulations, too.

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>> Thank you, Joe. So, we'll be voting tonight u potentially on a motion to adopt this revision and then we'll have a chance as a school committee to to uh, you know, review and offer amendments potentially or or revision to this particular policy as it pertains to our

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district in the future. Is that right, Joe? >> Okay. Um, any other questions or or comments or points or discussion? >> Um, would anyone like to to make a motion to adopt this revision to policy JKAA?

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Thank you, J. >> I'm going to I'm going to make it. I never make a motion. So, I'm going to make the motion to adopt the changes to policy JKAA as uh presented tonight and uh provided by the state. >> Thank you, Julia. A second. Anybody like

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to second Julia's motion? Second. >> Thank you, Curtis. Um I know we've had a few opportunities for discussion, but I don't want to circumvent any thoughts or questions that folks might have. All right, seeing none, um Julie, would

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you like to start us off? Roll call vote. >> Bow and I. >> Conry I. >> Constantine I. >> Elfenbine I. >> Green eye. might have lost >> I. >> Thank you, Stephen. All right, the

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motion passes and uh I believe Juliet, back to you, >> which it will be hot potato over to whomever will be speaking to the North Berkshire Educational Sustainability Study update. Is that you, Joe?

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>> I can start it. Um so uh the the group has uh contracted with Burke 12. I think we were able to report that um previously and um we've been meeting

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oh is it once a month and then the subcommittee meetings. Uh so we have two subcommittees. One is um a data baseline data subcommittee um talking about what data points we really want to focus on because

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it's pretty broad. Um you know there's a lot of data out there. So what do we want to look at and what are our priorities in terms of our focus? Uh the community outreach is um so that group

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is led by Jake Eberwine and um the community outreach group is led by Brendan Sharon and that group is also talking about the content of surveys and how when and

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where to have um community fora to have focus groups um and to um follow up with folks um as well or later in the spring. So any uh and the

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letter that is in the packet is basically the announcement of you know to the wider community of here's what we're doing, here's the plan, please give us your feedback. So feedback is absolutely welcome at any

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time. And then I think Joe has thoughts about disseminating the survey the superintendents are kind of coordinating, but that'll be toward the beginning of the school year. Um and then we'll have more information about

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um you know um meetings that I'm I'm hoping that there's a a calendar of meetings. I requested that in the last uh the subcommittee meetings were just a couple of days ago, but um a calendar of

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all the focus groups and um community forums that are set up so that we as committee members can attend, but also so that if you can't attend the one in your town, you can attend one in another town, right? um and at least hear

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uh what what points are being made by community members, what concerns there are, what challenges people feel are um most um at hand for our school systems. Um

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and the questions will be around finance and enrollment and uh facilities and you know all the things you would think of when you're thinking about sustaining your own district let alone

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you know your neighboring districts. Joe, do you want to add to that? >> No, that was wonderful. Thank you. I can't help but look at some of the questions that they're going to want to look at in their and listen to our

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families about and see that they're going to co you know coincide with the questions we want to be listening to and I don't think we can ask people to come to two things. Um so I hope I just want to name I'm hoping we can piggyback or

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share um that space somehow. Um is are they planning on leading the discussions or can like >> we are so there are a few different things at play there. Um one is I agree with you.

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Another is having consistency across school districts. the questions and the ways that you absorb >> right >> sentiment from from families and from staff are really important.

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>> Um, which complicates, you know, can we have can we somehow make it so that there's only one grand event? >> Um, and but but it's definitely a conversation right now. I don't think I

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know the the answer. to to how to best go about it. Um >> yeah, my s >> Yeah, my sense is that the the

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sustainability study group is going to um well the consultants along with the steering committee will have a survey and these conversations and that we should uh participate in those and also

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um listen to what is being said in our own communities um but then add to it not try not to repeat what is being asked in their in these fora and um then

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also customize the questions that we ask in addition to these so we don't want to overwhelm people for sure um so the timing will be important to pay attention to but I agree with Joe that you know they're trying to coordinate

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four different districts and however many schools. I think there might be 12 schools or eight schools or something like that. >> Um but we can add to that

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>> in order to get the information that we need. Not at the same time or in the same surveys, but you know, >> yeah, >> we don't have to repeat the same questions. Okay, >> any other questions about this agenda item? Christina?

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>> Um, just a quick FYI, Curtis, his Wi-Fi just cut out. He's trying to get back on. >> Thanks. Yeah, summer um has been tough getting people to meetings as with anything. So,

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I think the work of of this group will really pick up in the fall when everyone has to school. >> Sure. >> Okay. Um if there are no other questions on that, uh we can move to the districtwide recent and upcoming news

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and events. That's you, Joe. I I do not have any additional news right now other than by the time we next meet, we will all have returned to a new school year um starting September 1st or

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students um and starting to welcome staff uh new staff back early the the week before and all staff uh late the week before. Um so that is that is the

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news. Um and next week, next uh Thursday night is the the welcome back to school fall sports meeting that people [clears throat] >> many many people here will also be attending. Um so uh events around

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schools start to kick off uh next week. >> Excellent. Excellent. Um, all right. So, we have uh one upcoming meeting listed on our agenda, which is the retreat, which is next Saturday, August 22nd, from 8:30 to

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12:30 at Mount Greylock in the um A109, which is the room we've always met in. Um there will be some light food there. Um you know, not brunch, but uh some snacks to keep us going through that.

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Um, and then we have our next school committee meeting, as Joe said. Um, I don't it's not on the agenda, but it's the second Thursday of September. Um, >> any will there be a um an agenda for the

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retreat before the retreat goes out or? >> Of course. It's a it is a open it is a publicly uh it >> Yeah. >> All is all meeting protocols. Yep. >> Yep. Okay. I have an agenda request if when have we gotten there yet?

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>> We're not there yet. >> We're not there yet. I unless it's specific to the retreat if you'd like to talk. Okay. No. Okay. Um I have no other items for discussion that were not reasonably anticipated.

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Joe, did you have anything else? No. Okay. Carrie, we are now on agenda requests. >> Yeah. I would um and this might be a policy request. Uh I'm not sure, but um the student representative

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um I'm not sure that we're actually using that position properly. And I I'd like to go back and look at the, you know, what MGL says about it and what our policy says about it. Um, I know

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it's changed over the years since I've been on the committee and someone else asked me this question the other day. A superintendent or maybe it was a school committee member said, "So, how did how how does the student representative work in your district?" And I'm like, "Well,

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I don't know if they're actually like doing what we what they should be doing." Um because I don't think we need a student to just simply I love seeing our students no matter what they're telling us but to have them tell us you

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know what's going on um in terms of events or sports or you know that is a list perhaps that could go in the packet and I know this the principal used to do that but then we had a list go in the packet here's what's going on and it can

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go in our calendar um of events, but um you know, >> yeah, I I know that there have been >> Oh, all right. I should >> I was just going to say so ro the role of the student representative. >> Yes. >> On our committee and whether or not Joe

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and I can discuss and decide if that >> if that's a policy question or where, but we can put that on the agenda. >> Okay. An agenda. Any other agenda requests? Hearing none, um I will look for a motion to adjurnn

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which is not on the agenda. We will adjourn. Thank you. Thank you, Steve. Is there a second? >> I will second. >> Thank you, Christina. So, um we have a motion from Steve, a second from Christina. We'll go to roll call vote and I'll say Bowen I.

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>> Conry I. Constantine I >> Green I >> Bill [clears throat] I. >> Thank you everybody. Um I hope you can go enjoy the rest of your August evening

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and we'll see you in September. >> Have come out. >> Oh >> the end of just time. [laughter] >> Oh good. Oh good. Good luck, Joe, with the start of the year. >> Thank you.