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Uh, tonight's meeting of the Arlington School Committee is being conducted in person and through the use of Zoom. This meeting is being simultaneously broadcast on A-A-C-M-I and the meeting is being recorded. Uh, I believe all members will be present, so all votes now. Len is there. Oh, Len is, Len is coming though. He's stuck in traffic. So if we have to take a vote, Jeff is not Jeff, but Jeff is not zooming in either, I don't think. No, he, so, yeah. So I think we'll be able take voice votes. Persons wishing to access the meeting using Zoom may find information on how to do so on the town's website. The posted agenda and supporting materials for this meeting are also available on the town's website. Due to open meeting law restrictions, the committee cannot participate in or access Zoom's chat function. While everyone is welcome to observe this meeting, active remote participation requires advanced notice. All participants are asked to activate their camera and shall provide their full name. In the interest of developing a record of the meeting, for members of the public who wish to address the committee, there will be 20 minutes of public comment. If you would like to sign up to speak, you need to notify Ms. Diggins by 6:00 PM on the day of the meeting. Uh, and we can start with public comment now, Mr. Miller, would you like to start us off?\n\nSpeaker 2: And if you can, uh, state your name and address or residence for the record?\n\n","timeStart":15.475,"timeEnd":113.005,"chunkIndex":0},{"id":"019ed3ec-496d-71e2-87c6-5d41f7d17cae","content":"Speaker 3: Sure. Uh, Jeff Miller, 53 Academy Street in Arlington. Uh, I'm a parent of an incoming Gibbs student and a bishop student. I'm here to comment on the personal device policies being considered tonight and to urge you to go further with the high school policy. I wanna start by applauding Superintendent Homan and the school committee for tightening device policies over the past few years. The a HS Survey results show real progress teachers report fewer distractions and better classroom management, but the current policy is focused only on classroom time. Phones remain available during passing periods, lunch and other non-classroom time. And the survey identifies consistency across classrooms and teachers as the main area for improvement. Extending the policy from first bell to last would not just reduce academic distraction, it would improve the social environment. Lunch passing time and free periods are when students should be talking face to face and building real peer relationships.\n\n","timeStart":114.215,"timeEnd":168.865,"chunkIndex":1},{"id":"019ed3ec-4975-768e-8fa6-fdff9583683d","content":"Speaker 3: Two recent national stories show why this matters. The New York Times reported on internal social media company records showing that platforms intentionally targeted students during the school day through notifications and engagement tactics. The Wall Street Journal reported on lunch shaming where students photograph and embarrass classmates while they're eating a class time only policy does not address either problem. Arlington's Own Youth Risk Behavior survey also points in the same direction among a A HS student surveyed. Excessive recreational screen time is strongly associated with higher rates of sadness and hopelessness, anxiety and suicidal ideation. The school cannot control the whole day, but it can give students six or seven hours free from the constant pull of phones, social media and notifications. Massachusetts and the country more broadly are already moving in this direction. 24 states in Washington DC have passed be to Bell. Policies Massachusetts has passed be to Bell bills in both the House and Senate, and a final bill is expected to become law before the start of the school year, and is supported by Governor Healy and Attorney General Campbell. Why adopt a weaker policy tonight? That would have to be rewritten in August. Please make the high school policy stronger all personal devices stored away and inaccessible from the first belt to the last with clear exceptions for medical needs, visibility, accommodations, IEPs, and 5 0 4 plans. This is a chance for Arlington, Arlington to lead, not wait.\n\nSpeaker 3: Thank you.\n\n","timeStart":169.935,"timeEnd":256.275,"chunkIndex":2},{"id":"019ed3ec-497f-7ea1-87b3-8c6bf0e7660d","content":"Speaker 2: Thank you. Uh, we now have, um, I I have four student names here. I'm not sure who, how many are actually presentation. They're not, they're not. Oh, so we don't, they're not online. There are presentation. They, they're a different presentation. We don't have the middle schoolers. Okay. I mean, if they come, we can hear from them. Um, okay. A EA representatives, Ms. Eros, not much to report other than the temperature . It's a hot day on the third and fourth floor of the . We did job, I hope it cooler spaces throughout my, my afternoon classes. Were in the cafeteria. Just sorry. , we survived. The peer celebration of learning was in the cafeteria today, so I feel your sweat . Um, uh, we do not have the a HS student representatives here. Uh, and then our first item on the agenda is the students who are present the M-A-I-P-S-E students, Annalise, I'm gonna try to pronounce their names right. Abdel nor, um, Baron de Los Analise and Willow Sandlin Brown. Um, and Ms. Elmer, did you wanna Sure, yes.\n\nSpeaker 4: Start them off. So we have our a HS transition coordinator, Analise Abdel nor, and then as you mentioned, our students, Baron De Los Angeles, and Willow Sandlin Brown. Um, Baron was here last year actually to present, um, they participate, just finished up a year. That's right over at Middlesex, uh, community College in the RISE program. Mm-hmm . And I believe you're gonna have your slides in a minute. Yes. Mm-hmm . And I'll turn it over to the students and we'll, we'll just wait to miss, um, gets it up on the screen.\n\n","timeStart":256.885,"timeEnd":369.795,"chunkIndex":3},{"id":"019ed3ec-4987-77f1-b417-132fe0e9e356","content":"Speaker 6: First of all, as personally for our student, I would like, I would like you to wait on making any sort of policy actions until this, until the student committee is able to weigh in on it. I already am seeing enforceability concerns with, with Mr. Miller's suggestions if into report, even if a yes. Even if a STA of a ball passes.\n\nSpeaker 4: Thank you. Will, thank\n\nSpeaker 5: You. Mm-hmm . Alright.\n\nSpeaker 6: I, I unfortunately do not have the attention span, which part of that is ironically because of phones, but a lot of that is largely because of A DHD and a lot of the depression and suicidality is simply being informed. Not, not necessarily, not necessarily in the school, the phones themselves. It's, it is not necessary to change policy until a law passes. However, I am just a student. I am not a professional.\n\nSpeaker 5: Thank you.\n\nSpeaker 4: Ready to get started? Miss a or?\n\nSpeaker 5: Yes. This slide, this is, the slide show's not popping up full screen, but I'll just read off that anyways. Second. So, wait, I'm gonna read a few slides and then you're gonna read your speech. Okay. So, um, the program that Baron and Willow participated in is called the MAP C program. Yeah. Or the Massachusetts Inclu Inclusive Post-Secondary Education Initiative, or no, they just changed the name.\n\nSpeaker 7: Yeah. It's formerly known as Macy.\n\nSpeaker 5: Yes. Formerly known as Mac C, not\n\nSpeaker 7: Macy's with a\n\nSpeaker 5: Y. Not that Macy. A different Macy's. Yeah.\n\nSpeaker 7: Good big day.\n\n","timeStart":370.325,"timeEnd":494.635,"chunkIndex":4},{"id":"019ed3ec-498f-7c46-976a-5f1a14e5b526","content":"Speaker 5: It is. The slideshow's not working right now, but I'll just tell you a little bit about Macy before they read their speeches. It's a program that's designed to, um, help students access college that may not be able to access it without, um, support. Um, it's, uh, students can take the same college classes as other students. These, they take college classes at Middlesex Community College\n\nSpeaker 7: And sometimes other, and sometimes other\n\nSpeaker 5: Colleges. Yep. There's, there's, maybe speak into the mic when you're speaking so everybody can hear you. Oh, yeah.\n\nSpeaker 7: Hello,\n\nSpeaker 5: . There's ME programs at other colleges. That's what Barry Barham was saying, but there's Is that Middlesex Community\n\nSpeaker 7: College? Yeah. Mm-hmm . That's the, yeah.\n\nSpeaker 5: And as a\n\nSpeaker 7: Part of the one I graduated after two years mm-hmm . Of the,\n\nSpeaker 5: And as part of the supports that we provide, there is an ed coach that attends class who is me and is on campus with the student. Ben, do you want to just give your speech?\n\nSpeaker 7: Uh, uh, maybe he wants you get the slides. I'm\n\nSpeaker 5: Gonna try to get the slideshow slides to work, but you can\n\n","timeStart":495.855,"timeEnd":572.535,"chunkIndex":5},{"id":"019ed3ec-4998-7c51-97da-1fef9fd5ba18","content":"Speaker 7: Just go and give your, so, my name is Baron de Los Angeles. Um, MPC has, uh, helped me overcome hard times by providing me with support and calming activities. In my first year of, in MPC, I took filmmaking and public speaking classes. In Middlesex Community College, they are at first difficult to connect with my current interests, but in the end, I was able to be successful in these two classes. Public sp public speaking especially helps me learn how to make transcripts for my YouTube videos, and that helps me adapt to voice acting in some of them. And filmmaking, I can even learn efficiently on using video editors, such as, uh, sound effects and syncing clips In the second year. In Map C, I continued Middlesex Community College by taking two music tech classes. These help me know how I can use digital audio workstations or daws, such as Ableton Live and Ethel Studio. This class has given me support on music making since I have worked with daws in the past, such as, uh, sound Trap and Band Lab. And I wanted to know how to make my own original songs something more than making mashups of e of existing tracks.\n\nSpeaker 7: My plan in a may see when I'm about to transition from Middlesex to my next college being Bunker Hill Community College, is that I'm going to take an animation class.\n\nSpeaker 5: Looking\n\n","timeStart":572.535,"timeEnd":664.615,"chunkIndex":6},{"id":"019ed3ec-49a0-7ba6-9433-acd494c63719","content":"Speaker 7: Back to my previous classes, the key to learning about animation is to maintain my knowledge of video editing and transcripts. Animation even involves storytelling and soundtracks, similar to story storyboards and, uh, and, uh, silent film tracks and, uh, from, uh, filmmaking and, uh, music tech effectively. Also, my best friend from Discord is great at animating with a software called Adobe Animate. Thank you Ms. Alor. And, uh, and my ed coach Sydney and, and my other ed coaches for supporting me in MC. This transition would've not been, been as smooth without the program. And that's all.\n\nSpeaker 5: Thank you.\n\nSpeaker 7: Yeah.\n\nSpeaker 6: Do you wanna share anything? Your side\n\n","timeStart":664.615,"timeEnd":715.765,"chunkIndex":7},{"id":"019ed3ec-49c8-7a6c-a0e5-9d374d359082","content":"Speaker 6: Yeah. With students from other, other schools. Uhhuh. . Yep.\n\nSpeaker 9: And do we provide the, this applies or is that part\n\nSpeaker 6: Of it? We do, do we do, the ED coach is provided through the district. Okay. Yeah.\n\nSpeaker 4: So we pay the main one, the tuition for the classes at, um, Middlesex. And we provide an ED coach who is part of the high school staff with ms. Um, AB nor, and we also, um, provide,\n\nSpeaker 6: Well,\n\nSpeaker 4: We, they practice travel training, so, um, t cards and whatnot to be able to take public transportation, um, out to M mc or Middlesex Community College. Um, and so those are the fees associated with it. Um, and we have two students slated for next year as well. Right.\n\nSpeaker 5: We actually only have one for next year and a potential other student.\n\nSpeaker 9: And do the, um, does the ED support person help with the after school, you know, the, the clubs and things like that too, or,\n\nSpeaker 5: Yes. Mm-hmm . Yeah. She helps support them on campus and, and other things they're doing in the community, social things. Um, work Baron has two different jobs. Do you\n\n","timeStart":1213.585,"timeEnd":1288.035,"chunkIndex":12},{"id":"019ed3ec-49d0-7a2a-8c92-4cdda1d71877","content":"Speaker 7: Wanna talk a little bit? Yeah. I also, yeah, I have, I also have two different jobs. Um, one of, one of my fir one of my jobs is, uh, in Walgreens near Spy Pond. And I, and I work as a, as, um, I work for, uh, out dates and, uh, stocking job in, uh, in, uh, Tuesdays and Thursdays. And, uh, and, uh, and, and the, my other job is, uh, is of course in Male Cafe, which is nearby my house. And, uh, and, uh, a HS\n\nSpeaker 5: And Barons,\n\nSpeaker 7: It's a lot. And, and, uh, I work as a cashier. It's a lot more simple. Yeah.\n\nSpeaker 5: Baron's very independent at his jobs now, but when he first started, the ed coach went with him to, um, help him learn job expectations.\n\nSpeaker 7: Yeah. Although it's still really difficult on Wal on Walgreens though. Yeah. That's still, because that's strict\n\nSpeaker 5: Interesting lately. Yeah.\n\nSpeaker 2: Yeah. And Willow has been doing an internship in the school's print lab.\n\nSpeaker 7: Ooh.\n\nSpeaker 6: I've also trying to been look, looking for actual jobs that has been difficult.\n\nSpeaker 4: And actually Baron, um, did receive recognition because he's gonna be concluding the Mac Macy program. And Will, I think you mentioned be moving on. Congratulations to Bunker Hill Community College on his own, and he'll be attending classes over at Bunker.\n\nSpeaker 7: Well, um, being independent can be really hard. That's right. Yeah.\n\nSpeaker 5: But you think you're\n\nSpeaker 2: Ready?\n\nSpeaker 7: Yeah. Especially, yeah. Those rules of it. Yeah.\n\nSpeaker 5: Any other questions?\n\nSpeaker 2: Any other questions for the\n\nSpeaker 7: I, something about my\n\n","timeStart":1288.035,"timeEnd":1378.765,"chunkIndex":13},{"id":"019ed3ec-49d8-7035-aaeb-ffd574d66068","content":"Speaker 2: Thank you so much. Thank you for coming and sharing with us. I can tell that both of your public speaking classes have\n\nSpeaker 7: Yeah.\n\nSpeaker 2: Been really, really good.\n\nSpeaker 7: Yeah.\n\nSpeaker 5: Thank you for having us. Thank\n\nSpeaker 2: You. Good job. Next steps. Um, I do have to go in here. Uh, we have the, uh, rainbow Commission appointment. Uh, Ms. Ton is going to speak on behalf of the Community Relations Committee.\n\nSpeaker 10: Uh, Ms. Higgins, do you know if Megan was planning to attend? Is she in the other? I just, I see our other appointee and I'm wondering if, if it's okay with the chair if we take it out of order. Yeah,\n\nSpeaker 2: Sure. Mm-hmm .\n\nSpeaker 10: Okay. Um, quorum, if you wanna come up here. We'll, we'll, since I see you and you're here, we'll do your appointment first and then maybe Megan, we'll come and if not, we'll move on. Um, all right. So this is actually gonna be the Arlington Human Rights Commission appointment. Um, so the, um, the Arlington, uh, sorry. The Community Relations Subcommittee is pleased to bring Dr. Sanna k, uh, to the full committee for consideration, uh, for appointment to the Arlington Human Rights Commission. Uh, the subcommittee met with Dr. Korum, who goes by Korum. Um, on June 2nd, he shared his interest and experience with us, and the subcommittee had the opportunity to ask him some questions. Um, I believe Ms. Diggins shared, um, his resume and cover letter, um, with the committee. Uh, Dr. Corrum is a research scientist at Mass General Brigham Hospital and Harvard Medical School, as well as a facilitator in the Kaur Global Network and Kaur Pride Webinar series.\n\n","timeStart":1378.975,"timeEnd":1495.045,"chunkIndex":14},{"id":"019ed3ec-49e0-7e8c-9ae4-d57050a0af92","content":"Speaker 10: Dr. Corrum said that his family enjoys living in Arlington, and he is eager to join the A HRC to represent the voices of immigrant families in the community who often struggle to navigate and integrate into Arlington. Dr. Corrum is eager to lead a project focused on equitable access to educational rights, which would be designed to ensure that immigrant and multi-language learners in Arlington are aware of the school district's resources and their rights as parents and students. He said he brings a diverse perspective because he's lived in Thailand, Vietnam, South Korea, and Japan. Before settling here in Arlington, um, the subcommittee asked him about his experience building consensus, and he responded that his professional work involves bringing people with diverse views together. Um, he is here, um, to briefly share a little bit, um, about himself or take any questions from the committee, and then I will be very happy to make a motion for his appointment to the Arlington Human Rights.\n\nSpeaker 2: Did you wanna speak at all or just take questions? It's up to you.\n\n","timeStart":1495.305,"timeEnd":1561.445,"chunkIndex":15},{"id":"019ed3ec-49e8-7966-8cbe-3effe48fa78c","content":"Speaker 11: Uh, I can speak a bit. So, yeah. Uh, I seem to use, I'm a scientist, but I'm here like, uh, a a father of a son at a Thompson Elementary School, like really proud of him, and I really enjoy living in Arlington. There's a lot to learn about it, but there's also a lot information that we need to navigate as a immigrant. And I see this kind of struggle around people around me as a immigrant, a less in my neighborhood. So I want to help them, or unless get access to all this information through all this connection, make us better in, naturally into Arlington. So we become more, uh, a citizen in the Arlington, uh, ourselves and my passionate on education. And because I have experience with my son when, and I believe that everybody have a different milestone, but the first start is, is important that we have to get opportunity to this young kid early on.\n\nSpeaker 11: Even those, they come from different background, different culture. Like we from Cambodian, we have a Asian related background, and our education system might be not comparable to here, but the early opportunity that we have kind of will start this. And I see this in my son when he is come here with the education he have, he can pick up it early on. And I hope to share this with all other immigrant who have not able to access this, uh, for them to, to get, uh, bush up, booth up early on to, to have a successful life in Arlington and the US by themselves.\n\nSpeaker 2: Do we have any questions from the committee, Mr. Schleman? Yeah.\n\n","timeStart":1562.545,"timeEnd":1675.985,"chunkIndex":16},{"id":"019ed3ec-49ef-724b-b518-65274837b4a1","content":"Speaker 12: Not so much your question, but I want to thank you for coming forward. Um, my background is I worked for 19 years in Lowell, um, before that in Boston. And I've always worked with immigrant communities, and I think it's really important that we do more to support immigrant families within the district. Uh, I'm very glad to hear you come forward tonight and express your desire to work in this regard. And I think you make us proud to have such an accomplished person as yourself representing the school committee on the Human Rights Commission.\n\nSpeaker 11: Thank you.\n\nSpeaker 2: Would you like to make a motion? Sure. Yeah.\n\nSpeaker 10: Um, so, um, I move that the Arlington School Committee appoints Dr. Kom to the Arlington Human Rights Commission for a term commencing on June 11th, 2026. That expires on October 31st, 2027.\n\nSpeaker 2: Second, someone second. Um, all in favor? Aye. Aye. That's a unanimous or all against No one unanimous vote. Thank you, congrat.\n\nSpeaker 10: Congratulations. Thank you so much. I believe you'll receive a letter from Ms. Diggins that you'll take to the town clerk to swear you in. Mm-hmm . And then you can begin your work. Mm-hmm . Thank you so much. Thank\n\nSpeaker 2: You. But we will go back to Ms. Rising, who is now with us on Zoom.\n\n","timeStart":1676.325,"timeEnd":1762.905,"chunkIndex":17},{"id":"019ed3ec-49f9-7864-8a9b-1ced7464a643","content":"Speaker 10: Um, so we, uh, the subcommittee is also pleased Shi bring Megan Rising to the full committee for consideration for appointment to the Rainbow Commission. Um, we met with Ms. Rising on June 2nd as well, and she shared her interest and experience in, um, joining the, uh, the Rainbow Commission. Um, her information is also in an email to you. Um, Ms. Rising noted in her remarks to us that she is a longtime Arlington resident and parent who wants to ensure Arlington remains a community that is welcoming and supportive of lgbtqia plus people. Ms. Rising has served as a town meeting member and a trustee of First Parish Unitarian Universalist Church. She noted that she has had a longstanding professional career designing and leading national advocacy campaigns in support of marginalized communities. Um, Megan is also now here for us on Zoom, um, to take any questions, um, and she can briefly introduce herself as well. And then I will be happy to make a motion to appoint Megan, uh, to the Rainbow Commission.\n\nSpeaker 2: Did you wanna speak Megan briefly, or?\n\nSpeaker 14: Um, well, thank you for having me, and my apologies for being, um, late to the, the meeting this, but I'm glad to be here with Megan.\n\nSpeaker 10: Hold on for one second. Is there a way to make this louder? Sorry. We have fans in here.\n\nSpeaker 14: I can talk louder too.\n\nSpeaker 13: Oh, I think he might have made it louder. Oh, okay. Let's, is that what this is? Okay. Yes. Yeah. And she'll try to talk louder. Yes.\n\nSpeaker 14: Well, it basically\n\nSpeaker 13: Mm-hmm .\n\nSpeaker 10: All right. Try, try again, Megan. Sorry.\n\n","timeStart":1764.165,"timeEnd":1879.575,"chunkIndex":18},{"id":"019ed3ec-4a01-7cfe-9db0-18baf6bcb40a","content":"Speaker 14: No, no problem. Um, I was just saying hello and, uh, thank you for having me and considering my candidates Theater Rainbow Commission and yeah, happy to answer any questions that anybody might have.\n\nSpeaker 2: Does the committee have any questions? Well, I'll just say I was so ha I've known Megan, um, a long time since we have very small children, and, um, I was so glad when you reached out with interest for this. I think you are going to be an excellent commissioner, and we are lucky to have you.\n\nSpeaker 14: Thanks, Laura. I appreciate that. Yeah, it's, I am, I am grateful for the opportunity to put kind of my energy and, uh, the passion that I have for these issues, like directly to work in our community. Um, it feels like, uh, just such an excellent opportunity to, to bring that to fruition in ways that'll help people in our community create a sense of belonging. So, I Thanks. Yeah,\n\nSpeaker 2: Go ahead.\n\nSpeaker 10: Um, I move that the Arlington School Committee appoint Megan rising to a three year term on the Rainbow Commission commencing on June 11th, 2026, and ending on June 11th, 2029.\n\nSpeaker 14: Second.\n\nSpeaker 2: All in favor? Yes. No one opposed you, uh, will receive a letter from Ms. Diggins that you can take to the town clerk to be officially sworn in. And thank you so much.\n\nSpeaker 10: Thank you, Megan. Thank congratulations. Thank you.\n\nSpeaker 14: Thank you all so much. Really appreciate it.\n\nSpeaker 2: Okay, our next agenda item is the annual afterschool program report. Mr. Schweitzer is taking that\n\nSpeaker 15: Good evening school committee. It should be just pulling up.\n\nSpeaker 14: Perfect.\n\n","timeStart":1880.355,"timeEnd":2000.245,"chunkIndex":19},{"id":"019ed3ec-4a09-7093-aa9e-53f89b0eecbf","content":"Speaker 15: Good evening. So tonight, um, I be presenting the 2026 annual afterschool program report. The superintendent over the last couple weeks and months has been in the kind of onboarding process to kind of transition the oversight of some afterschool programming to me starting next school year. I look forward to our discussion tonight and hope I can answer all of your questions. Um, we will put this on the agenda again next meeting, just in case there's any follow up questions or, um, anything that's still lingering following tonight's presentation. So tonight's agenda, we'll start off by reviewing overall enrollment trends for the elementary afterschool programmings that we have district wide. We'll then take a look at the percentages of families who are accessing our afterschool care at each of these elementary schools. We'll go over some of the financial reports that you've received by the program or by each program, and then we'll conclude with recommendations for the year ahead and possibly a vote or review of authorizing the posting of an afterschool program reviewer.\n\n","timeStart":2001.555,"timeEnd":2063.805,"chunkIndex":20},{"id":"019ed3ec-4a12-77ff-860e-4d82f5995955","content":"Speaker 15: So we're pleased to report that the enrollment continues to improve in the afterschool programming, both for our own programs as well as the external providers. As a reminder for context, we do have afterschool care at all of our elementary schools in-house. We do have programming at the Thompson Hardy Pierce, and then a dual language program at the bracket. And then we also, through external hired vendors, have, uh, providers of the Stratton bracket Bishop, and then the down one on this slide here on the chart on the left, you'll see the total afterschool enrollment in these programs over the past five years. We'll note that all the programs have held enrollment rather steady or increased enrollment this year, with the exception of the external programs at the bracket and a slight decrease at the Bishop. And then the two programs on the left are the internal programs.\n\n","timeStart":2066.495,"timeEnd":2117.355,"chunkIndex":21},{"id":"019ed3ec-4a19-7a3a-a481-74aeb0fd349b","content":"Speaker 15: Uh, the A A SP is the Arlington Afterschool Program represents the programming at Hardy Thompson and Pierce. And then the A A SP dl you see there at the second section is the dual language program at the bracket. Staying on this slide, the upper right chart that you see there, this shows the total enrollment in afterschool programming as a percent of that total school enrollment, or the percent of that total school enrollment. The blue bars show the percent of students accessing afterschool care in our external programs over the five years, and then the red shows the percent accessing afterschool care from our internal programs. And then at the bottom of the slide, we provide a little bit more additional context about showing how school enrollment has changed over those last five years. So this table shows that overall school enrollment at the elementary level has slowly declined in these schools, where the external schools and programs and the overall school enrollment has increased rather steadily. Despite dramatic increases in the percent of students who are able to access these programs, it's easier to provide more access to a greater proportion of the students as that enrollment is actually declining. So you can see at this slide, this is kind of a snapshot showing that we're very proud of the progress that we've had, especially within our internal programs, to increase that accessibility to the afterschool programs that we've grown in each of the elementary schools the last five years.\n\n","timeStart":2117.375,"timeEnd":2198.315,"chunkIndex":22},{"id":"019ed3ec-4a21-78ba-9791-5e531a2e0ff0","content":"Speaker 15: Now, this slide here focuses on the school base first, and then the next slide we'll look at the outside vendors. So a steady increase here in our AF Arlington afterschool programming. You can see here in the last five years, the individual year dips, um, I think it was two years ago in particular, was due to just some hiring, uh, difficulties and challenges in the beginning of the year. And then you can see those have rebounded here in FY 26. In FY 22, uh, 373 students accessed afterschool care internally, which represented only about 22% of our school's populations. We're now welcoming about 567 students here in 2026, representing 40% of these schools. And then next slide is gonna be focusing on the external vendors, uh, similar chart and graph. Um, we have partnered with our vendors for an average of 31 years with these outside partners.\n\nSpeaker 15: These programs have become beloved. They're embedded within the communities and provide that valuable and necessary service to the families in those areas. They have been excellent partners, and when we had requested a couple years ago as a district to try and attract and grow that enrollment, um, and availability of students, they answer that call. And despite some enrollment declines, um, consistent on our end too, either they've been able to maintain or slightly increase the participation. So like our internal programs, you can see we had some of that increased accessibility. 37% of students were accessing the care with the private vendors 2022, and now that's up to 47%.\n\n","timeStart":2200.995,"timeEnd":2287.035,"chunkIndex":23},{"id":"019ed3ec-4a29-7bdb-9abc-3e1680ea24c3","content":"Speaker 15: In respect to wait list, there's a couple things that are notable here. Uh, one I think mostly is the unreliability of tracking can sometimes make it difficult to qua, uh, kind of quantify what the size of that wait list is, is there's some differences in how we might track a wait list to the vendors. And then amongst the vendors themselves, for example, many of the families on a wait list might figure out an alternative option. And though they might prefer our school-based program, they might go to a different one. And as I said, another program might knock people off a wait list where we might keep 'em. Um, it's also worth noting that in-house, um, our programs are kind of consistently at those Title one schools. And so cost might be a favor, uh, uh, factor for some of those families when deciding whether they enroll within one of our programs or find another solution, um, or an option for afterschool care. And then overall, the wait lists have been relatively steady on average, um, even amongst those dips. But you'll see that there has been a significant decline here in FY 26, and we attribute a lot of that decline part to, you know, better hiring practices and allowing to fill positions and accept more kids earlier in the school year.\n\n","timeStart":2289.895,"timeEnd":2353.005,"chunkIndex":24},{"id":"019ed3ec-4a30-719b-a50d-e7d71f78cb0d","content":"Speaker 15: The next few slides are financial summaries over the couple of years. And then as part of the memo, there was also a one pager that captures the slides. So this slide here, first reviews FY 25 based on the finances that were reported to us. Um, there's a couple slides there about like average staff salaries and average administrative salaries. Those were taken into account based on reported finances and then also the number of FTEs, um, they had respect there. The expenditures and revenues per student are calculated at the bottom. Um, in particular, just the note on both revenue and expenses per student revenue offers an approximation of the cost of the program and not necessarily what each individual family's paying, because each family might not be participating five days a week. It might only be two, three or four. Um, there's also maybe the nuance of summer programming as well. Um, but that is an average across the board. Um, and then you'll see that our internal programming is pretty close to the average for expenses and for revenue, uh, across the board.\n\n","timeStart":2355.985,"timeEnd":2411.285,"chunkIndex":25},{"id":"019ed3ec-4a38-7482-ac79-78f67ca90c04","content":"Speaker 15: Moving on to 26, um, this information was received, um, several weeks ago, so this is still a projection for the current year that we're in. Couple things that are notable, I think year over year changes are indicated, uh, along the bottom and show that Arlington's afterschool programming had a dramatic year over year enrollment increase. Expenditures are increasing a little bit faster than revenues, and that's appropriate both with our programming and the external vendors. As you can see there, uh, one of the more significant drivers through expenses as usual, are personnel. Um, not just salary related things, but benefits as well. Um, salaries here, as you can see based on the analysis, kind of vary, uh, across the board. Any consolidation, and this is maybe getting ahead of a slide or two, but any consolidation of programming or any expectations set, um, you know, might come at a higher cost of a certain program, uh, you know, based on which kind of programs, uh, were attracted within some of the\n\nSpeaker 8: Schools.\n\n","timeStart":2413.725,"timeEnd":2467.105,"chunkIndex":26},{"id":"019ed3ec-4a40-7bb2-899b-594bb92ce953","content":"Speaker 15: And then following up from the finances and, and kind of wrapping up the presentation, just some key takeaways. And then before we get into kind of next steps in the year ahead, few takeaways. Our internal prioritization of full coverage and or filling out student schedules have helped families most who need the childcare, but also makes it challenging for a higher percentage of students to gain access to that afterschool care. Our internal programs as well as the external providers work together to prioritize over the last few years, increasing that access. And we've seen that even in spite of elementary reduced enrollment, the percentage of students that are gaining access to this care is influenced to some extent by, again, those overall enrollments, uh, you know, reducing, but also how we're drawing down from those wait lists and attracting more families to attend. The wait list persists and are relatively steady despite some overall declines in enrollment. And that's a signal of a higher proportion of families that are in need of this offering. There are some significant differences in how the programs are managing and maintaining their wait lists. Uh, pay staff offer benefits and structure fees, and that's not just us, but that's also amongst the private vendors. And then all of our programs are committed to our goal of providing this needed service, extremely valuable service to our families.\n\n","timeStart":2472.045,"timeEnd":2544.615,"chunkIndex":27},{"id":"019ed3ec-4a47-7501-a0f3-4e906ca695dc","content":"Speaker 15: So there are some key challenges to address or questions to answer as we're reviewing the state and looking ahead. Any other questions that come to mind are, what do all of our programs have to offer in terms of innovative programming, staffing, training, and hiring approaches? What do our families and students today need most and want out of their afterschool programs going forward? What would be the benefits of internalizing this programming or engaging in a competitive bid process? What could be the benefits of that? And also potential drawbacks. What would be the benefits or drawbacks and costs of attempting to provide an after school programming to all interested students that are in our buildings? And then, is there a way to do this that helps us meet our goals, such as recruiting future teachers and staff, or providing high school students with community service or workshop and work opportunities?\n\n","timeStart":2547.265,"timeEnd":2593.525,"chunkIndex":28},{"id":"019ed3ec-4a4e-78e5-8707-ac8ac7ddb0ac","content":"Speaker 15: And then next steps going forward? Um, to answer some of these questions, we'd like to conduct a comprehensive review of our afterschool programming at all of our sites. Um, this mirrors one of our goals that was presented in the first read last week, and we'll discuss here later tonight. Uh, this audit or this review would collect, analyze, and provide some recommendations based on the following data. They would perform the task of various interviews with families, students, and staff in the programs that each site as well as families who are not able to secure a spot. It might be on our wait list or are, are currently not engaged and actively on a wait list for said program. It might be observations of the programs at each of the sites in the evenings and afternoons would be an analysis of staffing models, schedules, tuition, salaries, and other expenses that are each of the sites, and then visits to other afterschool programs in the areas at surrounding communities.\n\n","timeStart":2595.785,"timeEnd":2645.845,"chunkIndex":29},{"id":"019ed3ec-4a5d-7ae0-b3c7-017cd4d3ce50","content":"Speaker 15: We'd like to hire and, um, hire a part-time role, which would be charged to one of the revolving accounts for a 10 month role from August to April to conduct these above actions and develop a report including recommendations for improvements to enrollment programming, and identify any cha uh, challenges. This person in this role would provide a progress report by November 1st, a draft report by January, and then a final report by April 1st. And then this person will work with me to be able to present a more formal, uh, proposal to the committee in April or May next year. Um, the position description is also included in your minutes. There is a, um, sorry, just spoke of that, um, that this position we could talk about, can maybe answer any questions, but that position could be looked upon as a first read. And as I alluded to at the beginning, this will also be an agenda item on the next meeting, and we could revisit that position description then. And I'm happy to answer any questions.\n\nSpeaker 17: Thank you. Uh, questions from the committee? I'll go out the poll. Mm-hmm . Oh, you go ahead. Oh, my first question is, do you have any initial indication as to who are the student groups that are on this wait list? Like are there, are they low income students? Are there student with disabilities? Are they, like, do we have any idea who's, who's not getting access to this programming? It,\n\n","timeStart":2646.835,"timeEnd":2724.005,"chunkIndex":30},{"id":"019ed3ec-4a64-7e3b-9d6f-eba5e4a043c1","content":"Speaker 15: It, it's a good question. Um, I, I can't speak to exactly like who, who's not, but I know generally it might be on like a first come first server by a date. So generally you could arrive at, you know, how many applicants and how much space we do have. Um, space could also be a concern as well. But, um, I think a lot of the, the staff has increased as well as we've increased enrollment in the past, but through the exact nature of the students that may or may not be on a wait list. I don't have the answer to that at this time, but it's certainly some I can look into. Mm-hmm\n\nSpeaker 8: .\n\nSpeaker 15: Okay. It's a good question.\n\nSpeaker 17: Uh, Mr. Schulman,\n\nSpeaker 12: Can we bring up the program wait list slide? Sure. Okay. Excellent. I'm, I'm a little confused here. Sure. Because we have a wait list for external programs in blue. Okay. And for our internal program in red, and the yellow was purported to be an average. Mm-hmm . Uh, I don't, obviously something is going on here that you're reporting something on a different scale because, um, if you were taking an average of external and internal, the average would be somewhere in between the two. Right. Basic law of averages. So I'm wondering what's that yellow line really representing? Because it can't be the average of the red and blue, uh, warrants. Yep.\n\nSpeaker 15: Uh, it's a great observation.\n\n","timeStart":2724.005,"timeEnd":2824.015,"chunkIndex":31},{"id":"019ed3ec-4a6c-789a-931e-c860e6937e7a","content":"Speaker 15: I'm not able to pull up the link chart right now. There's a link chart to an external, um, I can follow up on, on you with that. I know the average, that's not pulling from the right spot. It's supposed to be an average. Mm-hmm . I, I know the superintendent had prepared the chart to show an average because of that significant kind of up and down right there to show it across the board. Um, I think part of that blue number I think I might have spoke to, I think there's a little bit of an inconsistency in how each of those different partners are reporting a wait list mm-hmm . Um, so that's why I was trying to be presented as a skewed average, um, or to get rid of the skew and, and make it an average. Um, so that's definitely picking up a wrong point. And to your point, it should be shown a little bit differently and I can definitely update that for the next report.\n\nSpeaker 12: Yeah. I appreciate it. We'll look at that. I'm, yeah. Okay. Yeah. Thanks. But I will say that I'm impressed with the direction you're trying to take the program. Yeah. So don't let my questioning on the slide. No, it's fine. Uh, be, uh, a drawback from my appreciation for the effort.\n\nSpeaker 15: You,\n\nSpeaker 12: My superintendent Mason, this Mr. Cardin. Did you?\n\n","timeStart":2832.575,"timeEnd":2890.765,"chunkIndex":32},{"id":"019ed3ec-4a73-7a01-a34b-709f846fa7ca","content":"Speaker 18: Yeah, just, just following up on that, I think the intent of the language of the report is to get the wait list by program and then the total, so we know how many is on the wait list of each program at each one, what the total number of kids in Arlington are on wait lists. Uh, averages are fine to look at, but that's the data that we need. Sure. Thank you. Mm-hmm .\n\nSpeaker 12: Dr. Allison Amby,\n\nSpeaker 9: Can you pull up the slide? That is the, uh, 20 20, 25, 26 financial summary mm-hmm . So I'm looking at the A ESP finances, the expenditures per student and revenue per student. And I'm concerned that we're expending more than we're taking in mm-hmm . And then if you go and look at last year, that was similar. And the numbers when you add them up are kind of big mm-hmm . And I know that some of this money, you know, like the rental expenses is kind of, we're paying it to ourselves. Sure. But even that doesn't account for the difference. And I'm just, can you speak to this?\n\n","timeStart":2891.435,"timeEnd":2958.045,"chunkIndex":33},{"id":"019ed3ec-4a7a-7fbe-a95c-660b5f7fe38b","content":"Speaker 15: Yeah, I, I might speak at a, a high level. So, um, one of the things I did, I did know, 'cause when that was submitted, it was a couple weeks ago, and I think the current revenue was presented at that time and not a full projection. So what I actually checked this morning, it's well over $3 million in revenue mm-hmm . And to closeout the year, we're still collecting for the year ahead. So I don't think that that difference is gonna be what it is. But to the point I spoke about even on the private programs as well as us, there is currently, and it has been a trend for a couple of years, is the revenue is slightly lagging. The expenditures, um, when I looked at the balance for us for our internal program, when I looked from 22 through closing out 25, the balance that carried at year end went from about almost 400 K to 824 was about a million.\n\n","timeStart":2958.435,"timeEnd":3004.125,"chunkIndex":34},{"id":"019ed3ec-4a81-74b7-9089-98bacc75914d","content":"Speaker 15: And then last fiscal year closed out at about 800, and that was the first year that health insurance for all those employees was charged there. So that was why I think the revenue or the expenditure in 25 looks like it was going over the revenue. And then at 26, right now, the rental expenditure was upon the annual review with custodial rates going up and then the percent of revenue, um, that was an assessment of 18% of revenue, um, for this current year that we're in. And that was the agreement with my office and with the afterschool program. Okay. It's that more aligns with, um, with some of the updates in the custodial, it was lagging for a couple years, what was being assessed to the afterschool program. So that's why there's a jump in the rental rate from 25 to 26.\n\nSpeaker 9: Right. But my point is that we're not, okay. So I understand what you're saying that this year isn't capturing all the revenue. It's only capturing like to now or whatever. Yeah. But when I look back at 25, we also spent more than we received. And I understand what you're saying that that was when we were taking health insurance, but we should be, we know this is coming, we should be adjusting our rates to cover these things. Yep. And\n\nSpeaker 15: We are.\n\nSpeaker 9: Yep. Right? Yep. So are, we are, and, and actually even the projections for next year have us essentially losing money on the afterschool. And I'm just, if that, why are we doing this? Yeah,\n\n","timeStart":3004.145,"timeEnd":3097.555,"chunkIndex":35},{"id":"019ed3ec-4a88-79fd-b7f4-44498d8477ab","content":"Speaker 15: I, I can come through it a little bit more, especially the projection, all the information that's here was presented to us by those vendors and then our director as well. But I'll come through especially our, our data a little bit more before two weeks from now. Um,\n\nSpeaker 15: Yes. So it has been addressed. I think that, um, I, I can't speak from my seat a year or two ago, but for planning ahead, certainly rates and such are being looked at on staffing and, and access and opportunity are being looked at going forward because that health insurance is certainly a new expense mm-hmm . That's hitting this. And this is only second year incurred next year's the third year. So where maybe rates we're only going up about 3%. We have had to make adjustments in, in what we are charging for access to some of this to adjust for that cost. That's certainly true.\n\nSpeaker 9: Yeah. I think it'd be good to hear about it because we're consistently running three quarters of a million behind. Sure. And we don't have tons of money, so thank you.\n\nSpeaker 2: Um, I have a question. My first question is, can you just, the bracket after school program column that is the, the private program,\n\nSpeaker 15: The second one there?\n\nSpeaker 2: Y Yeah. Well, I'm actually looking at the other, uh, the chart that was like an attachment, not looking at the slide, but I think it's the same data. So in the, the column of on the financial reports. Sorry. So that second column in bracket afterschool program, that is which program? At B bracket that,\n\n","timeStart":3098.235,"timeEnd":3193.645,"chunkIndex":36},{"id":"019ed3ec-4a90-7531-a963-657280bd4329","content":"Speaker 15: That's the private one. All the, uh, Arlington after school and Theb is the furthest to the right column before\n\nSpeaker 2: The total. Okay. Um, and I guess what, and this, you know, may, you may not have answers to these questions now, but as you're going back and looking and before our next meeting, I am struck by a, well, one question I have that I think we've received in prior reports is I would like to actually see the, what the tuition being charged to appear is across the different programs mm-hmm . Because my recollection is that there was some pretty wide ranges between what we as a district are charging when we're running it and what some of the private programs are charging. So I'd like to see that, but also I think very related to that, I am struck by the wide range in average salary, both at the administer later level and at the staff salaries. Mm-hmm . So I guess a little bit more information about that would be helpful.\n\n","timeStart":3193.645,"timeEnd":3253.085,"chunkIndex":37},{"id":"019ed3ec-4a97-7184-b57f-8febdf528143","content":"Speaker 2: And a related question, I know that one way we were working on retention for the staff at the district run programs was that for, for example, at Pierce, there's a certain number of the afterschool teachers who are also, who are working earlier in the day before after school mm-hmm . As recess monitors or the things that it was helping sort of round out their, um, their income and their work. How is that, is, are the numbers here for average staff salary reflecting? Like for somebody who does that, what number is it? Is the number going in here simply what they're making from the afterschool program? Yes. Are we that we have separated that out? Yes. Okay. This, this is just looking purely at the afterschool. Okay. Okay. Okay. So yeah, I would just, I would like more detail about some of these and some of this is what I know Dr.\n\nSpeaker 2: Homan wants to audit Yes. With the position, but, um, the distinction in salaries and, and then my other question was gonna be what Dr. Allison Amey asked, which is, um, there's like a, where, where is that money coming out of the money that we are not receiving? I, I know we, there's been a lot of effort to increase accessibility through scholarships and some like scale, uh, tuition, which I think is great, but I would, it'd be really helpful to see what, you know, sort of where we're doing that and you know, where we may need to do more of it. If, if that's the, if that's the, the deficit there. If, are there any other questions? Yeah, Ms. Ton, um, the\n\n","timeStart":3253.945,"timeEnd":3356.275,"chunkIndex":38},{"id":"019ed3ec-4a9e-7470-b515-edf3a41255f1","content":"Speaker 10: Thank, thank you. And, um, I have a, I, I have a question about rental, but before that I just wanna, um, first I just, I, I've said this before, but I really appreciate the fact that, um, you and the superintendent are moving forward mm-hmm . On this audit and hiring a position to really look at this. Um, this is something that has been an issue in the district since at least 2018 and probably before that. Oh. Um, and so I, I think it's really important, um, happen. I also, and you mentioned this, but I also just wanna, um, say it again. I think it's really, really important to acknowledge how important and beloved, um, these vendor programs are to the families at the schools. Um, they have the same people have been running these, you know, I think you said how many years they've been there.\n\n","timeStart":3356.645,"timeEnd":3404.805,"chunkIndex":39},{"id":"019ed3ec-4ab4-71c2-92a6-1be8b81f1ce5","content":"Speaker 15: To an open all approach? Yeah. Um, I think what that option could be, so we're in all of our elementary schools, but is it expanding our own Arlington programming, working with the private vendors? Is it doing some sort of bid at set schools or all schools where more of those vendors or the vendors could grow to other schools? So it's just opened all opportunities, but I think that's where this role is so critical is we're working within Arlington right now, but what are some of the other communities doing that's doing well? What's the best practice other communities are working in? And just, you know, being open to all options.\n\nSpeaker 18: Um, okay. So it, it's not unlimited enrollment,\n\nSpeaker 15: Sorry, you point, it's\n\nSpeaker 18: Not unlimited enrollment. It would, like for our, for the private programs, it would be hard to do that. But for our, our public programs, we could say we will take everybody. There will not be a wait list\n\nSpeaker 15: Could be an option.\n\nSpeaker 18: Yeah. Is that sort of the It\n\nSpeaker 15: Could be an option, yeah. Okay.\n\nSpeaker 18: Um, just the other thing to raise is that there are also offsite afterschool programs in town mm-hmm . So make sure those are also factored into the analysis. Yep. Thank you.\n\n","timeStart":3552.785,"timeEnd":3613.065,"chunkIndex":42},{"id":"019ed3ec-4ac3-7fe7-a476-d3494bebd21f","content":"Speaker 17: I just had a quick question. Um, when you are doing these projections year over year, do you, is it more on the average of students who have participated the years before, or do you aim for a number of slots available every year for families? What I mean by like, let's say, you know, going off of lens, like a question on open to alt, do you aim to have enough slots for every kid in a PS or is it, do you aim for 50%? Do you aim for 40%? Like, and, and if you do aim for a certain percentage, is that published anywhere so that parents know only 60% of kids in the district will have access to after school?\n\nSpeaker 15: Yeah. Is, is this more in respect to, um, kind of like in growing enrollment at a school mm-hmm . But still it might only be 40%? Um, so I don't know if I can give a full answer. I think there might be a follow up, but I, I think just specifically into the space, there, there are some space limitations within certain programs and we have certain access to space. We certainly love to expand. All the kids might have other opportunities, but there still could be a wait list too, if we can't fit 250 kids in one space at one time. So even within our own internal programs, there might be some limitation on space. Um, but certainly looking at some creative opportunities to where we can increase that access and opportunity for all.\n\nSpeaker 17: On average, how many slots are available to kids every year?\n\n","timeStart":3614.865,"timeEnd":3697.405,"chunkIndex":43},{"id":"019ed3ec-4acc-7ab0-918f-fba42d8aaa65","content":"Speaker 15: Um, I don't know the answer to that, but I, I know it's also different based on each, each school. So it's not like Arlington at the four that we have, it's the same across, I know each school's a little bit different.\n\nSpeaker 17: Okay.\n\nSpeaker 2: I think also, um, just for context, and we've talked about this challenge in collecting the data, is that fam what we define as a slot is really challenging because I, I think at most programs you like the minimum enrollment is two days a week and families use anywhere from two days a week to five days a week. And families need anywhere from two days. Some families only need two, some use two because they've only gotten two. So it is hard to calculate the number of spots available because it's not the same kids in each program every day, five days a week, uh, for, and, and that demand is, is just changing.\n\nSpeaker 17: So maybe that's something that a part of the audit, so we have those clear definition lines as well, I think is important too. 'cause if people are signing up for just whatever they can get, I don't think then when you're putting it into a chart, you're not representative of the need.\n\nSpeaker 2: Anything else? Thank you. Okay. We are gonna move on to the cell phone and personal device policy update with Ms. Rubino, Mr. Imadi and Dr. Janer.\n\nSpeaker 8: Um,\n\n","timeStart":3698.575,"timeEnd":3801.245,"chunkIndex":44},{"id":"019ed3ec-4ad3-79a4-ba57-cc689dd98f64","content":"Speaker 19: We can go first. Just gimme a second to share our screen. Hi everyone. Um, so we are going to talk about, um, our current cell phone guidelines. Um, this goes for our cell phones and smart watches. Um, they, we have had them ongoing. This is our second year of these cell phone guidelines. Um, and the goal of our cell phone guidelines are, um, to promote student engagement, minimize digital distractions, and use consistent restorative practices when we address and fractions related to cell phone use.\n\nSpeaker 20: All right, so these are just kind of, well, I'll start by saying we give reminders, uh, to students. Kids come in, they have their phones, they have their watches. Some so's just an accident. They had it on, on the bus. So we remind them at the beginning of the day, put 'em away, put 'em in your lockers, um, get rid of 'em. Um, and then these are kind of the guidelines we follow after that. So if we, um, if a kid has been asked and still has one on, we'll hold it until the end of the day and return it a second time. Um, students would meet with their counselor and, and, and come up with a plan or talk about why they continue to have it a third time. An administrator is generally, uh, involved and we call a family member, uh, to come, um, pick it up. And you see the fourth violation. Um, you haven't had a a, a fourth violation. So, um, typically once you get to a parent having to come retrieve a device, um, um, it ends. Thanks.\n\n","timeStart":3802.225,"timeEnd":3915.065,"chunkIndex":45},{"id":"019ed3ec-4adb-72cd-ba11-8ac136737032","content":"Speaker 19: Yes, I would agree. The fourth violation are very outlier situations. It's very rare that we get to that. Um, so as I mentioned, this is year two of our implementation, um, which is ahead of the state guidelines, um, that have been being discussed. It is a bell to bell policy. So when students arrive, we ask that, that they put their phones away. Um, so even if they're here in the morning for breakfast, um, once they enter the school building, their cell phones must be put away. Um, uh, we allow students to turn them off and store them in either their lockers or their backpacks during school hours. Um, as Andrew already me mentioned, um, we really do try to promote restorative processes so that students are learning so that it's not punitive. So if they are found with their cell phone, um, we really have an opportunity for them to understand and talk with their counselor first to understand why, um, we are not allowing cell phones during the school, during the school day.\n\n","timeStart":3917.785,"timeEnd":3972.645,"chunkIndex":46},{"id":"019ed3ec-4ae4-70b2-805b-5896f0f72db6","content":"Speaker 19: Um, again, we have standard protocols and reminders. Just recently, um, I reminded students that smart watchers are also not allowed. And I gave teachers a reminder. I gave students a reminder, I sent a reminder to families and gave people some time to remember that when you get to school, either don't bring your smartwatch to school or turn it off and keep it in your backpack. Um, and that by the end of the week, if students were still wearing them, that we could ask them to turn it into the main office. Um, have not had any smart watches turned into the main office since we reminded them. So I think just sometimes those simple reminders are very effective. Um, and the feedback from our staff this year has been very positive. Um, our staff also remind students, um, and I would say the most, you know, difficult thing for some staff is if they see a cell phone inside of their pockets.\n\nSpeaker 19: Um, some, some staff feel uncomfortable or may ignore that because of, um, concerns around perceived over scrutiny. Um, but for the most part, many staff will see it and say, Hey, you gotta put that phone away. If I see it again, I'm taking it. And, um, they'll put it away. And it, it, you, you really do not see cell phones use in the classrooms. You don't see it in the hallways. Um, are there outlier situations in bathrooms? Yes. Um, but they are rare. Um, and we are able to use our disciplinary processes and restorative practices to address those. I think that's, that's it for our slides. So\n\n","timeStart":3974.785,"timeEnd":4062.645,"chunkIndex":47},{"id":"019ed3ec-4aed-7ff1-b123-a6bc4d2d030f","content":"Speaker 2: Do, should we, do you wanna do questions or can we, let's hear from Dr. Ger Sure. About the high school and then\n\nSpeaker 21: She did that really smoothly. I'm not, my slides try. Okay. So, um, it's funny, I was so embedded in my cell phone policy that when I initially sent the slides out, oh, Mike. Yeah, the, when I initially sent the slides out, I just went straight to parent student and teacher feedback without an explanation of what the policy was. The assumption that since I have it tattooed on my shoulder, everybody else would remember it. Mm-hmm . So I added back in here a little. Just update. So we similarly have been doing a stronger enforcement cell phone restrictions over the last two years. Two years ago, um, we more consistently addressed the class, um, in class possession and use of cell phones by restricting students to keeping it in their backpack or in caddies. Um, there was a lot of success with that restriction, but there was consensus among, again, students, teachers, and parents that more consistent enforcement was gonna help people to do that more effectively.\n\n","timeStart":4065.905,"timeEnd":4150.925,"chunkIndex":48},{"id":"019ed3ec-4af5-7546-910b-c99a8a4e5c71","content":"Speaker 21: Set clearer norms and expectations. So, um, this year, um, we have focused on having everyone have a standardized procedure where they place them in the caddies, use the caddies for, um, attendance purpose, or take attendance through the caddies. And in theory, don't allow those out of class. The, the sort of big picture before I even go through all this again, it has been very, I think, successful in improving classroom environments and reducing conflict around cell phones. Um, and generally making the classroom environment better. However, enforcement is an issue, consistency is an issue. Um, and that's sort of the area where we're looking at. So we did a survey of parents, teachers, and students. Um, you guys need me to go through the progressive response to violations and similar, what they do in middle school. Alright, I'm gonna jump past that.\n\n","timeStart":4151.345,"timeEnd":4210.025,"chunkIndex":49},{"id":"019ed3ec-4afe-7b46-94e9-3abe7efe9ba9","content":"Speaker 21: It is important to note that this is not a bell to bell ban. Cell phone bans, cell phone restrictions in high schools. Um, while a good idea and while helpful, there's a lot of research that shows they're much more difficult to enforce. High school students have higher levels of independence. They're moving around between classes and our school, they have open campus. So what we have focused on is the classroom environment, not on regulating overall software. So we collected 277 responses from students, which is a pretty high number for students. 97 for teachers, which is, uh, two thirds of our teachers, 267 from parents, which since there are twice as many parents as there are students, is not quite as good as it's for students. But those are large numbers if not represented. Mm-hmm . What we found overall was that students, teachers, and parents found it to be overall effective teachers more so than students and parents and students, least of all. Nonetheless, um, people were looking again for that to be effective. You look at the different distributions to see teachers felt more strongly, parents shift a little more to ambivalent, but very few people are negative about it. And the students, while positive, have more students who are negative.\n\n","timeStart":4212.045,"timeEnd":4293.205,"chunkIndex":50},{"id":"019ed3ec-4b06-7e03-88c7-329cb100cea0","content":"Speaker 21: So the next question was, do people actually understand the policy? The levels of understanding are fairly high, right? Students respond that they understand it, the expectations are clear, and that 70% of teachers consistently follow the policy. You'll see that that's reflected in the number of students that say they keep their, their phones in caddies. Students overwhelming understand the expectations, and they report generally consistent to implementation. So then these are just visuals of the same. Where do they keep their phones? 70% report that they're keeping them in caddies, 12% in their pocket, which is probably the most problematic group because that's still gaining your attention. Mm-hmm . Right? It's still vibrating when someone messages you and it's still easy to peek at. I know if mine's in my pocket, it's pretty easy to be distr and 8.7 in their . I know that it's in my comments, but the students feel like we should continue the policy and be more consistent, but feel less strongly that we need caddies. So how many students have had their phone confiscated? According to the students reporting in 95% of those students have never had their policy, their phone confiscated. Most believe that it is fair and most believe that it's respectful. I will say the number of students who have gotten to the point of having their phone confiscated and brought to the front desk is very small, much less\n\nSpeaker 8: Than 95%.\n\n","timeStart":4295.995,"timeEnd":4385.005,"chunkIndex":51},{"id":"019ed3ec-4b0f-73b4-aab2-5c3319350c3f","content":"Speaker 21: Um, so teachers reported reduced classroom distractions, improved classroom management, greater student attention, greater ability to begin instruction. Um, 80%, which is pretty substantial reported the classroom management easier this year. I will say my experience and observations is while I might see inconsistencies and violations, it was really clear that bones were just much less of an issue in distracting classes, which is in the end, our goal. Our goal is not to have a hundred percent enforcement. Our goal is to be able to create a classroom environment as positive parents. 88% support, maintaining or expanding the policy. Parents probably feel more strongly about expansion. Um, and again, they comment and hear from their students about inconsistency.\n\nSpeaker 21: So the areas of consensus, your expectations are clear. Classroom phone use is reduced, consistent implementation is supported, and the policy supports learning. Um, so in the end, if you look at these consistency across classroom, again, the same thing. We did have to clarify after the beginning of the year, issues around earbuds and, um, smart devices. And at one point we had an issue of smart wa uh, glasses, which we have basically banned school overall. Um, because we don't want kids walking the halls with those. Well, so again, the summary of findings is policies functioning as we expect teachers report, it's working area report. Students say that it's working for them. So consistency of implementation remains the primary opportunity. Where we are now, we are not thinking that we are going to change the policies. We do think that we'll tighten up language and we're gonna do training with teachers around the routines that help .\n\n","timeStart":4388.735,"timeEnd":4505.845,"chunkIndex":52},{"id":"019ed3ec-4b25-7a0f-b6ab-7b6e20a42642","content":"Speaker 21: What we did see, just sort of anecdotally, there's sort of two groups of classes where the enforcement is challenging. One is classes in which student behavior, student compliance, and classroom management is really not an issue. And for those teachers, the feeling is I don't really need to worry about it as it's not a problem. And then the other classes in which general compliance is challenging, often those are more challenging groups of students. And for those students, they need the other group to imply implement more consistency. So it's more of a norm. And they need training on establishing those norms right from the beginning of the school year. So the students can do that. And that's something that we're working on. And as I say there, the data does not suggest a need for major policy change, but does suggest a need for tightening their practices. That's\n\nSpeaker 2: It. Can I just ask for clarification? Yep. At the high school, our watches, our watches also\n\nSpeaker 21: Smart watches, earbuds are not allowed.\n\nSpeaker 2: So, okay. I just wanted to, 'cause just wanted to clarify that.\n\n","timeStart":4506.395,"timeEnd":4571.145,"chunkIndex":53},{"id":"019ed3ec-4b2d-75fa-a41f-101152ea7b08","content":"Speaker 21: Um, now someone will tell you if you don't tell me, most kids have one of these. Yeah. Right? And so this is not locking anything down, right? If kids choose not to comply, and if we're not able to manage compliance, there are lots of other ways that kids can access that information. The issue is making it less of a distraction. The issue is making it less intrusive. And the issue is avoiding conflict with classes. Um, and that's what we've been really successful. These are much easier to monitor regular. When I go into classes and walk around behind everybody when they've got computers open, there might be one kid with something up. But this is something a teacher can see as they walk around.\n\nSpeaker 2: Um, so I understand that we're, you're not contemplating policy changes, but the commonwealth is. Um, so, um, how are you thinking about like, should, should that change very quickly? Like what are the, what are the challenges for you in implementing that? I think we sort of can guess it some of that already. Yes. For you. Well, because yeah, the bell bell is happening. You guys are ahead of the curve. Um, so I'm just sort of curious. Like, I think I, I'm concerned about the implementation challenges of the state's of, of the law. And so, but, but if it's the law, we're gonna have to do it. So, um, how are you thinking about that?\n\nSpeaker 21: Well, the nature of this issue is the devil's in the details, right? So I'm waiting, they keep saying they're going to do something. We've led lots of different versions of it. Um, for us, the issue becomes the unfunded mandate to enforce.\n\nSpeaker 2: Yeah. Mm.\n\n","timeStart":4571.565,"timeEnd":4686.675,"chunkIndex":54},{"id":"019ed3ec-4b36-7103-8f47-226c79c8d3c2","content":"Speaker 21: It's not very complicated for me to say. What I think we would probably say, keep your phone in your locker. Everyone gets a lock. If I see it, we will take it. I can say that. And we can come up and enforce that very similarly to this, which is non-confrontational. We see a kid at, um, in a small situation. We take it, we give it back to them. If it escalates, um, then we have a conversation with their parents in the first few weeks. We just remind people of expectations, walk them to their locker room, lock them in. Let's be realistic. If I'm not policing every kid puts it in a yonder pouch, um, which I don't want to do. That's going to a school where I have to have multiple people screening everyone coming in. It's the equivalent of running everybody through. Um, if I'm not doing that and kids can keep them in their backpacks, if I don't see them and they're not in class, we can live with that.\n\n","timeStart":4687.105,"timeEnd":4748.645,"chunkIndex":55},{"id":"019ed3ec-4b3e-7b71-a219-d008cae13be2","content":"Speaker 21: I will say the problem is, it actually is harder for me to police in class now because I don't see their phone come out and go into the cat. Their phone is still in their backpack, but it's not supposed to be there. It's much harder for me to police turn over campus. My nightmare scenario is I go to Whole Foods. I see a young looking person on the phone. Are they mine? I'm not sure. I don't know them. So I'm not going to get into a fight with some random community member about their phone. But I know that kid. So I go talk to that kid and he wants to know why I'm not talking to that kid. And then I'm getting calls from parents. That's a worry for me. So it really depends on how the state does this and how much of a mandate they make for us to do it simply in school. I think we could live with, we see it, we take it, you go in your lockers, but exactly how that will work. There's a lot of pages to their current proposed legislation.\n\nSpeaker 2: And just, um, when you say the, uh, the possibility of an unfunded mandate, can you do, you know, do you know what it would cost the district to provide yonder pouches?\n\n","timeStart":4748.805,"timeEnd":4814.365,"chunkIndex":56},{"id":"019ed3ec-4b47-7f79-98ee-9b169ca5cbee","content":"Speaker 21: So I would not recommend yonder pouches. We did a pilot with yonder pouches. Um, it requires me to stand there at the door for 1800 kids and watch them put it into a little pouch and lock it. The kid then goes and buys a magnet, ops it out, um, or the kid loses their mag, their their yonder pouch and takes it home. It creates conflict for us. It does not help. Um, we got the yonder pouches where we do use them. Is there some kids who get very anxious when we take their phone away? And so we give them their phone in their yonder patch, so they control it. Um, but those are kids who've had phones banned in school, which is on one hand. Um, other than that, that's not something I want to be responsible. So the issue, yeah, the issue of the unfunded mandate primarily is me spending time having conflict with students. They did a big study of things like yonder pouches. Recently they found a 16% increase in disciplinary issues related to phones. Um, and so the problem I'm worried about is conflict with kids. What we're doing right now is in a supportive context, in a classroom context where the kids understand it, where there's very little incentive on the part of the kid to violate the policy or to get into conflict with the teachers.\n\nSpeaker 2: I'll say also, um, having worked in an, uh, context where yonder pouches, pouches were piloted, Siri still works. Um, and kids were sending texts through their yonder pouches with Siri. So that's\n\n","timeStart":4814.745,"timeEnd":4910.385,"chunkIndex":57},{"id":"019ed3ec-4b4f-75c2-99b2-a488755a0b1d","content":"Speaker 21: Big. And every, I don't know about your house, but I have dead phones all over my house. So when we say to somebody, bring me a phone and put it in a pouch, they bring me a burner and they put it in a pouch. Now I've, I've, all I've done is created a situation which I'm in conflict. Um, the under companies listening I think is great.\n\nSpeaker 2: Yeah. Um, questions from the rest of the committee? , uh, Mr. Cardin.\n\nSpeaker 18: Thank you. Um, so first to the Gibbs, uh, om s folks. Um, uh, so you've had the policy in place for two years and there was a period before that where kids did have phones during the school day, and I think parents maybe got used to texting their kids with reminders or information that in the past would not necessarily merit a call to the school office mm-hmm . But was still a convenient way to reach their kids. How are, you know, the state law, the state law proposals require a way to, to allow parents to notify that their kids in emergency situations. How are you doing that? How is that working?\n\n","timeStart":4911.085,"timeEnd":4977.375,"chunkIndex":58},{"id":"019ed3ec-4b5a-72be-9dd0-15ff05ea1a4a","content":"Speaker 19: Yeah, we have parents that will call the office. And if we need to give a message to a student, we do. Um, that's basically the main way is they call the main office and we share that information with families, from families to the student. It works effectively. Um, and if students need to call home, um, we let them call home. There's phones in the offices that they can use to do that. And that's been pretty effective and pretty smooth. Um, I think in some cases if a parent has a message to share that's not urgent, they can still text them. And then when they take their phone out, at the end of the day they see the message. Um, or a reminder, I've had a parent, um, reach out to me and say, I'm not sure that my son's gonna see this message, but can you please remind them to go with a chorus practice? And I have no problem doing that. So I've done that several times. I've,\n\nSpeaker 20: Yeah, I similar to Ms. Rubino, but I, I would just add, I mean, when I've caught kids texting like during the day or, you know, coming outta the bathroom, they're texting their parents and their parents are texting them back. So I think one of the things we need to address is like, okay, is it an emergency? 'cause if it is, please do call the school. If it is simply wanting to them to know something quickly, I, I think we need to be consistent about that messaging as well.\n\n","timeStart":4978.405,"timeEnd":5046.785,"chunkIndex":59},{"id":"019ed3ec-4b62-778c-9d1f-caa7b42b3f9d","content":"Speaker 18: And then my other, um, more of a point, and I'm not gonna make a motion, but I certainly would be happy if one of my colleagues does. I do think these state laws, you know, they, they've been passed in each, each branch of the, of the legislature. There's a lot of interest. 38 28 states have passed a law. Um, so I do think it behooves us to have a draft bell to bell policy on paper this summer at the high school. I don't know if simply copying what's going on with the policy at OMS and Gibbs, it's more challenging, as you said, because of the open campus. So I would, I would ask you to please spend some time assign someone to write a draft policy so we're not caught flatfooted if in July,\n\nSpeaker 21: I, I've already got one in my drawer. I mean, I've already written one, but like I said, I don't know. There's a lot of different language in there about my responsibility for enforcement, um, my allowance to take or not take phones, the liability to the schools, um, what we can do outside of school buildings during school hours. So I have a draft. Okay,\n\nSpeaker 18: Great.\n\nSpeaker 21: Um, but I will wait until I get it.\n\n","timeStart":5049.285,"timeEnd":5122.925,"chunkIndex":60},{"id":"019ed3ec-4b6a-7b8d-8726-fb9689e29dea","content":"Speaker 9: Uh, uh, Dr. Allison, thank you. Um, I just wanna say I appreciate how OMS and the Gibbs are doing it, where the phone can be in the locker or in the backpack turned off ignored. I'm concerned with the caddies that you're setting kids who are having executive function issues. First, they're having to handle the phone twice in each hour. I mean, twice in each period at the start and at the end. And then again. And if they forget where they left their phone, you know, if they don't pick it up, then they have to go back, get it, come back. So they're losing instructional time because they're running back and forth and, and, and, or looking for the phones. Um, and I understand that teachers feel it's working, but it doesn't, the students and the parents aren't so sure. Um, so I think the candies are nice for the teachers because it's easy to take attendance and stuff, and they can say, oh yeah, I've done this, but I'm not sure it's the best option for, certainly for a subset of kids. And that there is no alternatives offered. And so, especially if we're going to bell to bell or something, I think we need to, I I, I like what the Gibson Auto Center doing better.\n\nSpeaker 21: So if you look at the student responses, eyes\n\nSpeaker 2: Are bad. Well,\n\n","timeStart":5124.845,"timeEnd":5227.055,"chunkIndex":61},{"id":"019ed3ec-4b72-7b50-b73c-7d04d48efc0f","content":"Speaker 21: There are about 30% of students who are negative, 70% of students who are neutral or positive. Um, in the open-ended questions, I don't think there's more than one or two students who talk about the fact that they have to fill it out. I don't know that it's been an experience or an ongoing issue, although you may know anecdotally of someone of people who are regularly leaving their phones behind and losing significant amounts of time, it becomes a routine. I agree right, as an adult, that I would rather just keep it in my backpack. And a lot of kids would rather just keep it in their backpack. It's less issue for them. But we did that for a year, and I just keep it in my backpack, means that the teacher has no idea where it's, and the reality of that is that we are having much higher levels of interference, much higher levels of violation.\n\n","timeStart":5229.825,"timeEnd":5286.135,"chunkIndex":62},{"id":"019ed3ec-4b7a-70fb-b92a-e8f71031b55a","content":"Speaker 21: So we have to monitor in one way or the other. And there's evidence that just having your phone sitting out in front of your desk lowers your iq. So there is something to be said for having it. As much as it's very hard to ask someone who is, we know how we are to these phones. Someone who is dependent upon their phone and thinking about their phone a little in the back of their head all the time, would say to you that they are uncomfortable having to put it over there. But that doesn't necessarily mean it's bad for every, there are lots of different learning styles in field. So I guarantee you there are some kids for whom that process is more challenging for others. Um, but that has not been a significant issue.\n\n","timeStart":5286.815,"timeEnd":5326.595,"chunkIndex":63},{"id":"019ed3ec-4b8a-77be-98f2-ef621012d4e3","content":"Speaker 2: Can I add some, oh, Ms. Madera? Yeah. So I just wanna say, knowing teenagers, they are more likely to leave their heads behind in a classroom than their phones . Um, and I don't have problems with phones in my classroom. Um, it's a non-issue. But one thing that does, sorry, that does come up for me is when a kid has it in their pocket, they take it to the bathroom with them. And so one thing I would like about a caddy system or the option to just store them during class is that we know that they're, they're not gonna the bathroom, they're playing games in there. They're texting mostly their parents , who text them back. Um, and sometimes, you know, getting into shenanigans on social media, we've had kids before, you know, they're filming tiktoks in the bathroom and posting them during full time. Um, so that is just one advantage to having them away from them in the class.\n\n","timeStart":5331.465,"timeEnd":5380.365,"chunkIndex":64},{"id":"019ed3ec-4b91-72de-9304-4ff2cdf2bc0f","content":"Speaker 21: Ms. Ann, let me speak to like, some of the training because what we have found is most effective is when teachers make as it should be for us, putting the phone away, getting yourself into the mental state for school or class, bringing your thing out. Now we're focused on this, but when that routine is part of starting class and ending class, um, so you'll go into classes that are really effective and the kids will be finishing up their business on their phone and then bringing it over and putting it there. And now they're ready for class. And that's a really helpful routine actually for some of those kids who have our executive function. 'cause they lock in. I know when I go on a date, take my phone, put in my wife's purse, and now I'm ready to be at the date. Um, so it's really helpful.\n\nSpeaker 19: Ms. Hands,\n\nSpeaker 17: Carpenter, um, just getting to some of the other requirements in, in the state law that's being proposed, depending on if you're reading the house or Senate bill, there's a social media literacy education piece. And so I'm curious if there are already programs in place, parts of 'em maybe addressed in different spaces, maybe in health ed or any of that kind of thing. But if that does codify into law where we have to put that as part of instruction, are we prepared to do that? This is a question for both. Both.\n\nSpeaker 19: Go ahead. You\n\nSpeaker 17: Start.\n\n","timeStart":5381.705,"timeEnd":5466.185,"chunkIndex":65},{"id":"019ed3ec-4b99-7a9a-a73b-56cde8b3afc5","content":"Speaker 20: I've read the House and Senate bill. I don't know them both off the top of my, uh, head, but no, we don't have like, ongoing training with social media. Um, probably should not get on a soapbox here, but I, but I have some concerns about, um, that being another function of the school. Um, and another, um, mandate placed on a school when there's many, many important things to teach. But certainly if it becomes law, then we'll need to take a look at, um, how we're doing that as well as other, uh, digital learning and tech competencies. Mm-hmm .\n\nSpeaker 19: Yeah. And I, I think in some of our health classes, some of that, you know, online behavior is addressed through health classes. Um, but you know, to echo what Andrew said, we don't specifically have like a social media curriculum that we're teaching mm-hmm\n\n","timeStart":5467.775,"timeEnd":5513.705,"chunkIndex":66},{"id":"019ed3ec-4ba1-714e-8f26-a226901f4aed","content":"Speaker 21: . So at the high school, it is part of the health and wellness curriculum that the ninth graders have to take. Um, we have a digital literacy component to the advisory program. So there's a few advisories that deal with digital literacy and social media is obviously a big piece of it. And then as part of oriented bullying work that we do with the freshmen, social media and appropriate behavior and social media is part of the general issue around appropriate speech and reducing, what do they say? Bullying, harassment, degrading language. Um, the one thing I will say is, at one point when I was doing that workshop, one of the students raised the hand and said, I think you should teach people not to do this stuff. And I said, is there anyone in this room who does not know where the school stands and what it is we want to do?\n\n","timeStart":5513.745,"timeEnd":5562.085,"chunkIndex":67},{"id":"019ed3ec-4ba9-7940-bb59-f7b3dea5c74c","content":"Speaker 21: And they all raised their hand. It's like, now, right? Everybody knows what we want you to do. And then it's like, how many of you think that everybody follows what we asked them to do? Obviously not that many hands went up. Mm-hmm . So I think they're getting the message. They're learning. And I will say this for our kids, I deal with social media issues. That's the bad news. Mm-hmm . The good news is most of the time when someone on one of these threads says something nasty, somebody else says, don't do it. And then you see a bunch of people leave the chat, right? Which is what we have trained them to do. Mm-hmm . And then somebody takes a screenshot and reports it to us. There are other things happening that we don't see, but we are making progress in for many of the kids at safe.\n\nSpeaker 19: And we address it during our advisory session too. We have an advisory around cell phone etiquette as well. Mm-hmm\n\nSpeaker 12: .\n\nSpeaker 19: And online behavior.\n\nSpeaker 17: Yeah. There, I just ask because I think of if this, if a if something comes down, we, we may have to pivot quickly. So building upon what already exists would, would help with, with adherence to state guidelines, right? Mm-hmm . So,\n\nSpeaker 21: And I know it is outside of our mandate, but large corporations are selling this to our children.\n\nSpeaker 17: You\n\n","timeStart":5562.505,"timeEnd":5634.905,"chunkIndex":68},{"id":"019ed3ec-4bb0-70c7-a78d-7128fae674be","content":"Speaker 21: Are. And they're making us responsible for taking it out of their hands, and they're coming to school with it every day. And then they're making us responsible for taking it out of their hands. So I think that I would like to hold hands with our parent community. I making this a collective responsibility. And I know a lot of parents, we answer, ask the question about them backing it up at home, and many parents do. So I think thinking about ways that we can support this in their home and the people can lock down their, their own phones to support their children having access would be really help. Mm-hmm .\n\n","timeStart":5634.905,"timeEnd":5668.345,"chunkIndex":69},{"id":"019ed3ec-4bb7-7021-89e0-0423a1865758","content":"Speaker 12: Mr. Sch Slicking, thank you for the presentation. And I wanna speak specifically to the high school because it is obvious you've done a lot of work to build an in-house policy that has the support and input that students, teachers, and administrators, because it has to be enforceable, has to be reasonable, it has to be something that everybody in this community, excuse me, can buy into. But we've got a legislature out there, the majority of whom haven't been in the business end of the school for 40 years coming along and writing legislation, telling us what to do, and giving us mandates on something they don't have any real contact with. But if it, I figure this is a hot issue where the legislature can do much better work for us in addressing the concerns that we cannot handle an impact on a local level. I would hope the legislature would drop this cell phone nonsense, allow us to fix a policy that works in Arlington and go fix the funding problem. Because when you've got a couple of hundred towns even making drastic cuts or going for large overrides, that's the big threat to the schools right now. There's a funding stream and the United address that they're going after cell phones. I mean, gimme a break.\n\nSpeaker 2: Um, I don't think we have any for any further questions. Thank you all for, uh, thank you for the thoughtfulness of how we are doing this. Thank you. You're, yeah, you're staying. I'm staying. Thank you, . Uh, next on the agenda is, uh, school handbooks first read. Did you\n\n","timeStart":5668.845,"timeEnd":5781.945,"chunkIndex":70},{"id":"019ed3ec-4bbf-7cea-bb08-b4249e8285ed","content":"Speaker 4: Wanna? Yes. So, um, Dr. Holman is online now, but I also have her update that she provided, um, as a memo, just, uh, in context to these handbook updates. This is, we engaged in the cleanup and consolidation of the handbooks in an effort to make them easier to understand and navigate and also, um, more easily, um, readable through our accessibility features. Um, she also shared comparison documents with you so that you can see the changes. Um, please look over them closely because, you know, we did the best that we can, but we have missed something. Um, and she just wanted to highlight some of the substan substantive changes to the handbooks that you're going to do a first read on. Um, at the high school, there is an adjustment to the FA or failure to attend policy to mirror, mirror the current practice, which eliminates the automatic failure due to attendance.\n\n","timeStart":5781.945,"timeEnd":5833.785,"chunkIndex":71},{"id":"019ed3ec-4bcd-710f-91e9-8ad267e4cd66","content":"Speaker 4: If a student fails three quarters due to attendance, the policy now states a maximum grade for the year. If a student receives multiple quarters of fas, um, for all schools, we've made adjustments to mirror the new health, wellness and medication policies that have been passed by policy subcommittee. And they're also on our agenda for tonight. Um, for all school handbooks, we also made adjustments that were required to Title nine, title six, and bullying language to refer families to district-wide policies and procedures. Um, these procedures change frequently, um, but they're implemented at the district level. So rather than maintaining them in the, um, individual handbooks, um, they are referencing, they've added reference to the district policies so that they are kept up to date, which, um, also, as you were hearing tonight, um, for all schools there's a review of cell phone and personal device language, um, as well as school issued device language.\n\n","timeStart":5833.885,"timeEnd":5887.565,"chunkIndex":72},{"id":"019ed3ec-4bd6-7db3-92cf-69fac9efa3e6","content":"Speaker 4: Um, and we've added those to the elementary handbooks and also for all schools, we made some adjustments to formatting and elimination of redundant policy language to make them more accessible. Um, these handbooks are still awaiting review from our attorney, um, and she is going to advise on whether we can also, um, create a district-wide discipline policy and procedures manual similar to our bullying and intervention plan. Similar to the reasons we referenced with the other one, these are things that are, um, across all schools. They're subject to change due to legislation regulation. And it seems like it would be a better, um, place to keep these more living documents, um, in a school policy or district policy manual that rather than in the individual handbooks. Um, and so since this is a first read, we're not looking for approval tonight.\n\nSpeaker 2: Thank you. Dr. Chenga, did you have anything you wanted to say or are you just here to answer questions?\n\n","timeStart":5888.065,"timeEnd":5939.005,"chunkIndex":73},{"id":"019ed3ec-4bdd-7508-9764-9de44cb6de86","content":"Speaker 21: Well, Dr. Holman, I would say this. So at the high school, um, we actually have a wonderful group of students. The student council reviews the student handbook every year. They're much better editors than we are. Um, and they suggest changes. Almost all of their changes are clarifications of policies. One of the tensions we have though, is often they want us to more list specifically what we mean. And sometimes the language is intentionally broad. Um, because if we say cigarettes and this and this and this and this, we've left something off the list, then someone says that's not on the list. So we say nicotine to try to cover everything. Um, it is a large and complicated document, which as, um, Ms. Elmer just was reading from Dr. Roman has many, many input in different authorities. So it sort of layers and can get very complicated. Um, so I have it as a summer project myself to go through it again.\n\nSpeaker 21: Um, the only things I would point to other than the change in the FA policy, um, is that we added to the plagiarism policy what has been practiced, which is that, um, academic honesty infractions are reported to the honor societies. Um, and there's one other, and then there's some language that got changed. Make it so that the definition wasn't everywhere. 'cause what would happen. And the thing is, if we define the same thing multiple times, it ends up getting changed once here. But we made changes where we tried to define it once and then refer to the place where it's officially different. Other than that, there are not substantive changes in policy.\n\nSpeaker 2: Dr. Holman, did you wanna speak before we take questions?\n\n","timeStart":5940.955,"timeEnd":6049.145,"chunkIndex":74},{"id":"019ed3ec-4be5-711e-ac22-ff64fee89513","content":"Speaker 23: Um, I'll only note, um, can you all hear me okay?\n\nSpeaker 2: Yeah, yeah.\n\nSpeaker 23: Um, I'll only note to add on to the conversation we were just having about cell phones.\n\nSpeaker 2: No, we can't hear you that well. .\n\nSpeaker 23: Oh, you can't, there's\n\nSpeaker 2: A lot of fans. Here's, it's not you. Yeah. Oh, in this room it's, uh, so if you could just speak a little louder, maybe\n\nSpeaker 23: . Okay. I'm in a very quiet room, so I was,\n\nSpeaker 2: It's not quiet. Here. Turn it off.\n\nSpeaker 23: Okay. If I'm louder. Is that better? Yeah.\n\n","timeStart":6050.335,"timeEnd":6080.985,"chunkIndex":75},{"id":"019ed3ec-4bf1-76d1-adfc-b15e098290d8","content":"Speaker 23: Okay. The conversation we were just having about cell phones, there is language in the high school handbook that explicitly states that pending regulation, it's subject to change. Mm-hmm . The middle school policy is pretty much bell to bell ban, so it would align with the regulation. The more I would say strict regulation is the house bill. Um, I am a bigger proponent of the Senate version, but I do like some of the sort of exception language in the house version. So, um, you know, kind of depending on where it lands and when the implementation is expected, and I actually think we're doing our handbooks right now for them to pass new legislation before DESI gives us, um, model language, which the legislation does say we're supposed to get from desi, uh, and expect that to be implemented immediately. Seems a little unrealistic to me, but if, if it were to be implemented immediately, we would be able to shift that, um, and change our approach. Though I do agree with all of the sentiments shared regarding, um, my thoughts on, you know, some of the obstacles associated with that. Uh, but we did think about that. We know that that legislation's possible and we would pivot if we needed to.\n\nSpeaker 2: Thank you. Questions from the committee, Mr. Cardin?\n\nSpeaker 18: Um, so I'm still a little confused by the FA policy. So if a student gets a 59 in a class, they still get credit for that class. When, when does the student, what, what grade is so low that a student does not receive credit for the class? So\n\n","timeStart":6081.735,"timeEnd":6179.695,"chunkIndex":76},{"id":"019ed3ec-4bfa-7326-9bf0-00ec0621d710","content":"Speaker 21: The FA policy is a quarter by quarter policy. So if a student is otherwise passing in that quarter mm-hmm . But misses seven of the 36 classes, unexcused or excused, but optional, then they receive a failure due to attendance. They can retrieve that failure due to attendance in the following quarter if the attendance is okay. So in the first quarter you pass, but aren't there a lot, um, and then you get an FA but you come in the second quarter, you've recouped that work habit, right? Which is part of your grade. So we would retrieve that. There is a case where a student's attendance remains problematic throughout the year. And so they have three fas. What it has said in the policy is if you received an FA in three quarters, you would receive a failing grade for the year. But that has not been our practice for the last couple years.\n\n","timeStart":6179.695,"timeEnd":6236.245,"chunkIndex":77},{"id":"019ed3ec-4c01-7e3d-9399-3a922db95562","content":"Speaker 21: And the reason why we haven't done that as a standard practice is 'cause if you think of our grades from a standards-based perspective, the grades represent learning and demonstrating content learning and demonstrating skill and learning and demonstrating work habits. If the student has otherwise met the content and skill components of the class, they could be annoying, they could be late, right? They could have terrible work habits, but somehow or another they've learned this stuff and they've shown us they've learned this stuff. So giving them less than a 60 or a 59 for work habits is a little extreme. Um, and so the expectation has been if your work habits grade is that low for three quarters, it will pull your grade down. 'cause at some point we want kids to come to class, but it will not result in your failing. So if you get a 59 to 59 and 59 and a 63, that averages to a D minus. If you get a 59 to 59 to 59 and an 80, um, it's a little bit ridiculous to give you a C because you really have not been there. Your work habits don't read. So there is a penalty for the fa but the penalty is one point higher if it's across three quarters. Does that make sense? So it's not numerical, it's simply standards based as the way we think about it.\n\n","timeStart":6236.945,"timeEnd":6322.205,"chunkIndex":78},{"id":"019ed3ec-4c09-7a14-a85a-dacc5819a5c0","content":"Speaker 21: The 59 is averaged in for one quarter, it's averaged in for two quarters, but when you get to three quarters, it flips the switch, it drops your grade to a d it used to drop it to an F, now it drops it to a D because there are kids who can be very difficult and have a hard time getting to class, and they should not get fully meet standard because their work habits are not good. And that is part of being a student.\n\nSpeaker 18: Yeah, no, that's, that's fine. I, it's, uh, reading through it quickly was, was confused. Yeah. But no,\n\nSpeaker 21: I knew,\n\nSpeaker 18: I'm sure\n\nSpeaker 21: I was hoping someone would be confused about that.\n\nSpeaker 18: I'm sure the, uh, students will understand it, uh, better than I did. Uh, yeah, I've never been a, a fan of that policy, so I'm glad it's, it's being modified at least to be a little bit less punitive and reflect what you've been doing in practice. Thank you\n\nSpeaker 24: Ms. Ton.\n\nSpeaker 10: Uh, thank you. Um, we had a little back and forth. I just wanted to bring it up. Um, so on page 33, which is the end of a sort of chart of different violations of things, um, it originally said smoking and then it was added nicotine. And I was just curious where vaping fell in that scenario. Um, and if you could just talk a little bit about\n\n","timeStart":6324.265,"timeEnd":6403.205,"chunkIndex":79},{"id":"019ed3ec-4c10-7ac9-b7c9-a0045bfdb082","content":"Speaker 21: Yeah, so that is probably one of those areas in which, uh, another read through for consistency would help us all. Um, because the language differentially talks about substances, nicotine, THC and delivery methods, vaping, chewing, um, patches, you name it. Um, and as I talk spoke before to this issue of the general versus the list. So look, you're looking specifically for the chart. Nicotine would be a 10 that would cover vaping. If you are vaping nicotine, it would cover tobacco, it would cover other nicotine products. Um, I need to look more closely at your question to see whether it's consistent across all. So there's a problem with the adding or removing vape. One of the things we did in here was that nicotine was often in the list with THC, but it's actually dealt with differently. So we were trying to separate those so that they were in the right places. You know, it is a drug violation to have THC. It is not a drug violation to have nicotine.\n\nSpeaker 10: Okay. Yeah, no, I mean, I, I like did a search for, for vaping. And vaping as a verb is not in there at all. Then the vape pens are there as paraphernalia. Um, and, and I, I understand that sort of, if you get too specific, then there's something excluded. And, and\n\nSpeaker 21: So it used to just say smoking. And the reason we added nicotine was because it's not the smoking, it's the nicotine. Um, although we can hope they don't have chamomile cigars.\n\nSpeaker 10: Well, I mean, and as you, you sort of said it's the delivery, um mm-hmm . But vaping is,\n\n","timeStart":6403.915,"timeEnd":6515.185,"chunkIndex":80},{"id":"019ed3ec-4c18-722c-b357-694c6eed957d","content":"Speaker 2: But also I, the vape pens is only mentioned in the alcohol or drugs.\n\nSpeaker 21: Yeah.\n\nSpeaker 2: Not, it doesn't reference nicotine. So that's, yeah,\n\nSpeaker 10: I don't know. It's just my sense that vaping is more prevalent today than smoking and it feels like it's left out a little bit. I,\n\nSpeaker 21: I loaded it as a note. We'll go through, go back through it and decide what you wanna do. I think what we need is to have two or three, like this is one of the things we've been trying to do, but it's a lot to do, is to have two or three ways that you have the phrase that are consistent throughout. Because what happens is someone adds vaping to this one, but not that one. I, I will review it between now and the next time we see. Thanks.\n\nSpeaker 2: Anyone else? Thank you. We are all set.\n\nSpeaker 21: Thank you.\n\nSpeaker 2: Next what? Sorry. No, I was\n\nSpeaker 4: Gonna see if Dr. Holman wants to do the next goals update, or you just want me to go ahead.\n\nSpeaker 2: Um, there's a memo in your packet. It's hard, it's hard to hear her. So you do. Sure. Yep. And so\n\n","timeStart":6515.605,"timeEnd":6586.755,"chunkIndex":81},{"id":"019ed3ec-4c1f-768d-bd4e-1a8de86bd4d1","content":"Speaker 4: Since we can't hear Dr. Holman at home, um, for the next, um, you have a second read on the district goals. Um, and this is kind of just an update on the approval process so far. Um, CIA met on May 20th to review an initial draft of the goals and offer feedback. And then at the regular school committee on May 28th, they presented an update on both the 25 26 goals, which will serve as the basis for Dr. Holman's evaluation in November. Also provided an update on the strategic plan for the first three years of implementation, and then did a first read of the draft goals for 26 27. Um, to date, we haven't received any feedback on those draft goals, but we are here asking, um, for approval of the goals tonight so that we can share them with staff and begin planning on, um, planning for these goals for next year.\n\nSpeaker 2: Any questions or comments from the committee? Yeah, go\n\nSpeaker 10: Ahead. Um, I move approval of the district goals for 2026. 2027.\n\nSpeaker 12: Second.\n\n","timeStart":6586.755,"timeEnd":6646.385,"chunkIndex":82},{"id":"019ed3ec-4c27-78de-b58e-e0902fcc69d3","content":"Speaker 2: All in favor? Aye. Aye. None opposed? They pass. Thank you. Um, okay. The next item on the agenda is me. This is a discussion in vote for a pot, a potential revision of the May 1st, 2025 executive session minutes, which we discussed in executive session two weeks ago. And I have language from Mr. Cunningham for this. So I am seeking the following motion, uh, a move to approve edits of the committee's May 1st, 2025 executive session minutes. So that the first sentence of the last paragraph on the first page of those minutes now reads after discussion regarding a potential salary increase based on Ms. Elmer's time and experience. The committee consensus was that members were comfortable with a 4.33% increase. So moved.\n\nSpeaker 12: Second.\n\nSpeaker 2: All in favor? Aye. Aye. Then we have amended those minutes. Mm-hmm . And Ms. Diggins,\n\nSpeaker 12: Then we have to vote to approve.\n\nSpeaker 2: Approve. We have to\n\nSpeaker 12: Vote to it. Vote to approve is amended\n\nSpeaker 2: To, oh, I thought that's,\n\nSpeaker 12: We voted to amend\n\nSpeaker 2: The I vote. I vote. Moved to approve edits.\n\nSpeaker 12: Well, that's amending the minutes.\n\nSpeaker 2: Okay.\n\nSpeaker 12: So I, I'll just move. Okay. Just to be technical, I move that we approve the minutes as amended. Second. Second.\n\nSpeaker 2: All in favor? A. So passes, uh, six zero. Mm-hmm . Okay. Mm-hmm . Um, the next is Mr. Schleman. First read of several many policies,\n\n","timeStart":6647.245,"timeEnd":6766.005,"chunkIndex":83},{"id":"019ed3ec-4c2e-7871-9b30-9bf456ed1b01","content":"Speaker 12: Policies and procedures has been busy. We met June 3rd. There was a bunch of stuff for first reading. First one is ECAB, access to buildings and grounds. The current policy conflicts with ECA regarding authorized staff access to buildings outside of school hours. This is corrected in the rewrite. JFBB School Choice State law requires a sibling priority, which was not included in the policy. So we're adding that JKAA timeout, seclusion and restraint of students. This files A-M-A-S-C total rewrite with edit from council. We would replace the current JKAA with IT policy. This policy has been entirely rewritten to align with new state regulations. Thus he requires his policy and accompanying procedures to be in place by August 17th.\n\n","timeStart":6767.245,"timeEnd":6831.085,"chunkIndex":84},{"id":"019ed3ec-4c36-78bd-b1af-a554c06be23b","content":"Speaker 12: JLCD and J-L-C-D-C. This is a payer policy recommendations by MASC to align with new regulations issued by the Department of Public Health to provide a safe and proper storage administration of medications to students in the Commonwealth schools. It also permits school nurses to delegate responsibility for administration of medications to train nursing, supervised unlicensed school personnel. JLCD is a total rewrite by MISC with minor, minor edits from council. It'll replace our current policy. J-L-C-D-C is a new policy. KBG, parent advisory Councils policy language on parent advisory councils has been updated to remove best practices and include guidance regarding pacs, not subject to the open meeting. Law includes new language to cover pacs. Cheryl Miller liked the duties listed for the pac. Sent an email asking for similar language for cpac, which we included in this version tonight, though, CA has subsequently asked us to retain the current duties as a mirror. State regulations will make that decision when we go to second reading and make a vote. J-L-C-C-B protocols and guidelines for students with life threatening allergies. This file a collection of protocols and guidelines, which focuses on implementation patient rather than setting policy, which is best reserved for the superintendent and our building leaders. So our recommendation is to delete this file. That's what we have for first reading.\n\nSpeaker 2: Does anybody have questions or comments? Dr. Allison Amey.\n\nSpeaker 9: I'm a little concerned about the medication policies in that, the one I forget which is which. But, but anyway, between them, one, it looks like kids can't get,\n\nSpeaker 8: Um,\n\n","timeStart":6833.455,"timeEnd":6969.645,"chunkIndex":85},{"id":"019ed3ec-4c3d-7466-bbd0-e1d911b5fb40","content":"Speaker 9: Like if a, a girl in middle school has cramps, she can't get Advil unless she has a student specific medication order from a licensed per prescriber. And I'm concerned that you're either making it harder for kids to go to school or stay in school. Um, I mean for things like headaches and stuff like that. So I am, I don't know the background behind this policy, but I'm concerned about that aspect. And then the second one is the one about for kids doing self-administration of medications that they have to demonstrate to the nurse that they can do this and that that is a lot of work for our nursing staff. Um, if the kids have to demonstrate an EpiPen or, uh, inhaler and things mm-hmm . And that, um, especially at the start of the year, if you have all these kids coming in and having to, to demonstrate this, that that's, I'm worried about that.\n\nSpeaker 12: That's why we bring this to first reading. So that I would hope that the superintendent can bring answers to your questions. Okay. Uh, before we hit second reading in a couple of weeks, did you hear that? That sounds up to the superintendent.\n\nSpeaker 8: Thank you.\n\nSpeaker 2: Anything else, Ms. Ton?\n\n","timeStart":6972.075,"timeEnd":7060.045,"chunkIndex":86},{"id":"019ed3ec-4c45-7484-a488-d531da4dd870","content":"Speaker 10: Sorry. Um, no, I actually, I appreciate Dr. Senapi bringing that up. And I'm curious, so right now the policy now is sort of parents can provide a blanket permission mm-hmm . For administration of a set of over the counter medications. Um, this, this po this would eliminate all of that. Like pa there wouldn't be sort of a, a way to approve all of that. I mean, I think that's, I I think that's a huge issue and a, I mean, we're talking so much about attendance and, and things. I mean, that would be\n\nSpeaker 2: Dr. Homan\n\nSpeaker 10: A huge barrier.\n\nSpeaker 23: I don't know that that's understood or intended. So let me ask the nursing director, because that's who had done some of these revisions for us. And so let me just find out whether there's a legal reason why, like a regulatory reason why, or whether that was just an unintended revision that we're reading differently than it was intended. So I, I will find out.\n\nSpeaker 2: Thank mm-hmm . Thank you. Anyone else? Okay. So we will, uh, discuss these again in two weeks. Um, next on the, oh, no, on the particulars it a super, are you doing an update or no,\n\nSpeaker 23: Not really. .\n\nSpeaker 2: Okay. Um, but it's on the agenda, but yeah, go\n\nSpeaker 23: Ahead. Do it because they have, we have updates. Okay. Um, enrollments are in your packet. Mr. Schweitzer, did you update on safe routes?\n\n","timeStart":7060.215,"timeEnd":7168.775,"chunkIndex":87},{"id":"019ed3ec-4c55-7c95-8a0d-3b811832fc07","content":"Speaker 15: Yep. I can speak briefly. So one of the materials within the superintendent update is just following the last meeting, um, and activity in the last month, um, uh, select board has approved, uh, updated safe routes to school routes that the, um, transportation, uh, or attack within the town had worked on updating. The last time that the walking route maps were updated were back in 2016. So it's been about a decade. So, um, the maps were finalized, the materials are in your packet with a little bit more information about the background of the walking route maps. Again, it's been over a decade since they were amended the tremendous work that tac, you know, took on over the last several months to update these and revise them. And then in May, uh, select board did approve them. So, um, these will be shared as part of onboarding of new families coming to the district, and then soon would be updated on the website connected with GIS data.\n\nSpeaker 2: Okay. Thank you. Dr. Allison. Ey. Oh, Dr. Sorry. Dr. Allison. Ey.\n\n","timeStart":7170.275,"timeEnd":7225.375,"chunkIndex":88},{"id":"019ed3ec-4c5c-77ec-94b4-3a53082b9ba5","content":"Speaker 9: So on these, I mean, I appreciate what they've done. My concern is we have buffer zones that cross major highways. Mm-hmm . None of these safe routes address these buffer zones there. There's no crossings of major like Park Ave or Mass Ave and stuff in that. I don't know how, I don't know who decides what routes they're looking at, but if we have, if we expect to be sending our kids to, you know, ones who are in sort of the bracket catchment area to D or who are in the hardy catchment area to Thompson, it feels like we should, that should be part of the root stuff too.\n\nSpeaker 15: That's helpful. Um, I, I can look into that, maybe submit it like a revise. I know as part of the initial data that, uh, police department and the school department worked on before this even got to MAs dot, part of the data that shared with them to make the initial maps is a heat map of where current students are and maybe aging into mm-hmm . Um, so it basically takes a round map and knows where those kiddos are coming from, but I think certainly there might be some nuance to kind of those buffer zones and such. So I can look into that a little bit more. Thank you. Yeah.\n\n","timeStart":7225.915,"timeEnd":7299.565,"chunkIndex":89},{"id":"019ed3ec-4c65-794b-bc67-fdad6e7a3060","content":"Speaker 2: Anything else? Thank you. Um, next on the agenda is the consent agenda. All items listed with an asterisk are considered to be routine and will be enacted by one motion. There will be no separate discussion of these items unless a member of the committee so requests in which event the item will be considered in its normal sequence. Warrant number 2 6 3 0 2 dated June 4th, 2026. Amount, $109,675. Mm-hmm . Warrant number 2 6 2 9 7 dated June 9th, 2026. Amount, 1,000,012 one $1,012,684 and 83 cents, uh, school committee draft meeting minutes from May 14th, 2026. So\n\nSpeaker 10: Moved second.\n\nSpeaker 2: All in favor? Aye. Aye. Aye. A. Anyone opposed? So that is passed. Six oh subcommittee, liaison reports and announcements. Dr. Alice Nappy. Budget. Nothing\n\nSpeaker 23: To report.\n\nSpeaker 2: Um, Ms. Ner, are you reporting for community relations?\n\nSpeaker 10: Um, so we, um, did our two appointments earlier in the meeting. We had that conversation on June 2nd. We also, um, heard from Dr. Homan about plans to establish a district calendar committee. Um, it is not the our committee's, um, responsibility to vote on that or anything. She was just presenting a plan, um, that would include representation across the district, um, to meet two to three times in the fall and submit recommendations by December. Um, primarily just about the, and Dr. Roman can jump, but if there's, I missed something, but about the conferences and early release days and professional development days, it is not intended to be a conversation about specific days off. Mm-hmm . Um, at this time. Um, and it would include, um, community representation, um, and a member of the school committee. Did I miss anything? Dr. Hommer?\n\n","timeStart":7302.345,"timeEnd":7435.925,"chunkIndex":90},{"id":"019ed3ec-4c6d-7d9a-82c2-e660bf6581c8","content":"Speaker 23: Only, um, that I'm looking for a member of the school committee. , like join the calendar committee. The commitment is not going to be, um, like really significant unless at some point not for next year. The calendar committee decided they wanted to tackle a big, um, aspect of the calendar project. We're imagining this is a couple of meetings just to, with multiple eyes, look over dates, make some recommendations, um, for the dates that typically go on the calendar. So we'd love to have somebody, if anybody's interested. Um, let me know, uh, me and Liz Diggins, and we'll see who's interested. And if anybody from the um, community relationship committee is interested, we would probably select one of them. Um, but we would certainly like to have a committee member.\n\nSpeaker 2: Oh, Ms. Madero. Sorry if I missed this. I just heard community and school committee. Is there a teacher spot? Yes. On that?\n\nSpeaker 10: Yeah. Sorry.\n\nSpeaker 2: Absolutely. Yes.\n\nSpeaker 10: Two staff representatives. Two building administrators. The executive assistant to the superintendent's office, the human resources director, one school committee member, one to two, one to two community members, and the executive director of access and engagement would be the chair of that committee.\n\nSpeaker 2: Okay. Thank you. Yeah. Uh, curriculum, instruction, assessment and accountability, Ms. Ton.\n\nSpeaker 10: Uh, nothing to report.\n\nSpeaker 2: Uh, Mr. Thieman isn't here. Is there anything from facilities? Dr. Holman? Do you know? Okay. Uh, wait. Do you have anything\n\nSpeaker 12: Meeting later in the month? We\n\n","timeStart":7438.015,"timeEnd":7533.205,"chunkIndex":91},{"id":"019ed3ec-4c75-79c4-9120-75ca84a8bf65","content":"Speaker 15: Have a subcommittee meeting on Monday, June 22nd. Um, and we'll be inviting anyone that has engaged with the school district inquiring about any rentals has participated in a rental, has reached out about the new fields. Um, so we'll be having that meeting on the, uh, that's one of the items on the agenda on June 22nd.\n\nSpeaker 2: That, thank you. Four o'clock.\n\nSpeaker 15: Mm-hmm\n\nSpeaker 2: . Uh, policy and procedures. Mr. Schleman,\n\nSpeaker 12: You heard of all we did, uh, earlier.\n\nSpeaker 2: Great. Mm-hmm . Uh, Arlington High School Building Committee. Uh, Mr. Thalman isn't here. He hasn't had any updates in a while, so I'm assuming it's the same. Uh, liaison reports, announcements. Future agenda items. Okay. Um, we are now looking for a motion to enter executive session to conduct strategy sessions in preparation for negotiations with non-union personnel, or to conduct collective bargaining sessions or contract negotiations with non-union personnel. Uh, deputy Superintendent of Teaching and learning. And we will not be returning to open meeting.\n\nSpeaker 10: So moved.\n\nSpeaker 2: This is a roll call. Vote. Mm-hmm . Um, Ms. He Copthorne? Yes. Mr. Cardin? Yes. Dr. Allison Amey? Yes. Mr. Schleman? Yes. Ms. Ton? Yes. And the chair votes? Yes. Thank you. Mm-hmm .","timeStart":7533.205,"timeEnd":7613.715,"chunkIndex":92}]}}}