[SPEAKER_07]: Kiana, the first agenda, oh, so I should clarify, just first of all, welcome to the joint meeting of the Sharon School Committee and the Sharon Select Board.

[SPEAKER_07]: I am acting...

[SPEAKER_07]: In my capacity as vice chair, as the chair of the meeting tonight, our chair is just dealing with a personal situation and she is here, but has asked me to chair the meeting.

[SPEAKER_07]: We have our select board chair here, Ms.

[SPEAKER_07]: Pierre-Louis.

[SPEAKER_07]: And I would ask Kiana, do you want me to call attendance from my board first or would you like to go first?

[SPEAKER_10]: Nope, you can go first. [SPEAKER_10]: Thanks, Avi. [SPEAKER_07]: All right, for school committee, just stay present when I call you.

[SPEAKER_07]: Shawna.

[SPEAKER_14]: Present.

[SPEAKER_07]: Dan?

[SPEAKER_07]: Present.

[SPEAKER_07]: Jeremy?

[SPEAKER_07]: Present.

[SPEAKER_07]: Julie?

[SPEAKER_16]: Present.

[SPEAKER_07]: Alan?

[SPEAKER_07]: Present. [SPEAKER_07]: All right.

[SPEAKER_07]: And I don't see Adam, Shane at the moment, but I am present. [SPEAKER_07]: Avi? [SPEAKER_07]: All right, Kiana, the floor is yours.

[SPEAKER_10]: Thank you. [SPEAKER_10]: And thank you, Avi.

[SPEAKER_10]: And thank you for inviting us to your school committee meeting briefly. [SPEAKER_10]: And I see Xander, you can say here.

[SPEAKER_07]: I'm here.

[SPEAKER_10]: And I don't see Hannah, but she said she's joining.

[SPEAKER_07]: So.

[SPEAKER_10]: All right. [SPEAKER_10]: Well, we can start. [SPEAKER_07]: So we have one very quick agenda item here.

[SPEAKER_07]: We're here for the appointment to the Southeastern Vocational Technical School Committee.

[SPEAKER_07]: We have one application that is Ronnie Goldstein.

[SPEAKER_07]: know i've seen the application i trust school committee members have seen the application of select board members seeing the application uh ronnie is here ronnie thank you for joining us tonight um if there's anybody from either board who would like to ask any question of ronnie uh raise your hand and i'm happy to to call on you otherwise i would just ask ronnie to give us a [SPEAKER_07]: very brief sort of bio.

[SPEAKER_07]: We've seen the application does not have a lot of questions.

[SPEAKER_07]: So we've seen very quick background on education and whatnot. [SPEAKER_07]: Maybe it's more appropriate. [SPEAKER_07]: Ronnie, why don't you give us a one-minute elevator speech on yourself, and then if anybody has questions from either board, we can ask before I entertain a motion.

[SPEAKER_02]: Sure. [SPEAKER_02]: Thank you very much, Avi. [SPEAKER_02]: And thank you, everybody who's here this evening.

[SPEAKER_02]: So I saw that the application was open, that no one had stepped forward to [SPEAKER_02]: you know, run for that position.

[SPEAKER_02]: And so given my educational background, I've been in public education now for over 20 years.

[SPEAKER_02]: I cut my teeth in Boston Public Schools many years ago at Madison Park Technical Vocational High School in Roxbury, for those who know what that is in Roxbury Crossing. [SPEAKER_02]: So I worked there for a year.

[SPEAKER_02]: I enjoyed that experience many, many, many moons ago. [SPEAKER_02]: And then [SPEAKER_02]: I decided to make a move out to the suburbs after a couple of years of being in Boston. [SPEAKER_02]: I've been in Norton public schools ever since then. [SPEAKER_02]: And so I was a teacher for about seven years in Norton.

[SPEAKER_02]: And for the last 13 or so, I think going my 14th year, I've been the assistant principal in that building.

[SPEAKER_02]: And during that time, [SPEAKER_02]: I've worked on a number of different initiatives in the school district that I'm in.

[SPEAKER_02]: The most recent one is the Playbook Initiative, which works to build diversity and strengthen the bonds and ties between different groups of students within the building. [SPEAKER_02]: And so that's just one of the things I've done, but I've done various other things during the course of my years in the building. [SPEAKER_02]: And so I'm an educator. [SPEAKER_02]: It's what I do. [SPEAKER_02]: It's what I've been doing for a long time. [SPEAKER_02]: And so I saw that this was an opportunity to kind of give back to the town and [SPEAKER_02]: you know, just do something that I felt like I was generally qualified for. [SPEAKER_02]: And so, you know, that was kind of, you know, what led me down this path. [SPEAKER_02]: And so, you know, here we are and, you know, I'm happy to answer any questions if anybody has any of anything for me.

[SPEAKER_07]: All right.

[SPEAKER_07]: Are there any questions from the school committee?

[SPEAKER_07]: All right. [SPEAKER_07]: I can call. [SPEAKER_07]: It's up to you. [SPEAKER_07]: I don't want to step on your toes.

[SPEAKER_07]: All right. [SPEAKER_07]: Xander, go ahead.

[SPEAKER_30]: Ronnie, I'm really excited about your candidacy. [SPEAKER_30]: And I just, I really wanted to ask, I know that there's a lot of interest in the school and Sharon is sometimes challenged to get everyone in that we want. [SPEAKER_30]: Do you have any thoughts about how we can even improve Sharon's representation at the school?

[SPEAKER_02]: You know, it's an excellent question. [SPEAKER_02]: And so one of the things I have often wondered is I'm wondering what, you know, internally, and I don't know the answer to this, but [SPEAKER_02]: I am wondering internally what the mechanisms they use are for determining their placements and how many slots that they determine per district and that sort of thing. [SPEAKER_02]: Obviously, with Brockton being a member town for Southeastern, I understand that they're going to get the lion's share just because they're a much larger community.

[SPEAKER_02]: And unfortunately, Brockton does not have its own vocational school. [SPEAKER_02]: One could argue that they probably should, but that's a debate for another time.

[SPEAKER_02]: But I'm assuming that that's the case. [SPEAKER_02]: But I am curious as to how the rest of them get delegated out [SPEAKER_02]: Just speaking from my experience in Norton, I know we have a lot of students every year who do apply every year.

[SPEAKER_02]: And, you know, there's a lot of disappointment because vocational schools have become much more competitive. [SPEAKER_02]: And they've become, you know, a place that students really want to go. [SPEAKER_02]: And they're a place that, you know, students look at as a real viable alternative. [SPEAKER_02]: You know, I think there's a lot greater interest in vocational education than there used to be.

[SPEAKER_02]: And I think as a result, you're seeing a much more competitive process. [SPEAKER_02]: At least from my experience, that's what I've seen. [SPEAKER_02]: Because every year we have students who don't get in.

[SPEAKER_02]: that I see eighth graders in my building and I kind of shake my head and I wonder why. [SPEAKER_02]: Thank you.

[SPEAKER_10]: I don't have a question, but I just have to say, Ronnie, thanks one for stepping up and noticing that there was a whole, they're looking forward. [SPEAKER_10]: They've emailed us probably about four times looking forward to a person. [SPEAKER_10]: So I'm glad that we will have some representative there to do sharing voices. [SPEAKER_10]: I think that's really important.

[SPEAKER_10]: And I think you saw, I think Avi and I had the biggest head nods with Madison Park, but that was where my stomping ground. [SPEAKER_10]: So I know that well, that you were there. [SPEAKER_10]: That's something.

Yeah. [SPEAKER_07]: One of my close friends here in Sharon, growing up, his dad taught at Madison Park.

[SPEAKER_07]: And actually, I remember that maybe my junior year in high school, Sharon was unfortunately eliminated in the MIA tournament in a game. [SPEAKER_07]: I believe it was against Madison Park. [SPEAKER_07]: It certainly was at Madison Park. [SPEAKER_07]: All right.

[SPEAKER_02]: Yeah, no, they ran a great ship over there for a number of years. [SPEAKER_02]: They had some really good leadership and, you know, things come and go in cycles. [SPEAKER_02]: Unfortunately, they've run into some tough times and they've had some good times. [SPEAKER_02]: So it just, you know, like anything else, it depends on circumstances. [SPEAKER_02]: And so, and I know, you know, speaking of Southeastern, I know that they've got a pretty good reputation and, you know, certainly, you know, like I said, vocational schools used to have a reputation that, you know, where they were somewhat maligned.

[SPEAKER_02]: However, I think that's really changed. [SPEAKER_02]: And I do think that there are, you know, there's a lot more interest in [SPEAKER_02]: I think a lot of people, you know, see the virtue in vocational education, so.

[SPEAKER_07]: Absolutely.

[SPEAKER_07]: All right.

[SPEAKER_07]: By the way, Hannah, I did, I mean, I'm sorry, Kiana, I don't know if you saw Hannah did join the meeting.

[SPEAKER_09]: I saw her.

[SPEAKER_07]: So for whatever reason, your vote is up first on the agenda. [SPEAKER_07]: So I'll let you entertain a motion and then I'll do the same.

[SPEAKER_10]: All right, let me get Hannah unmuted to first see if you feel, did you hear enough, Hannah, to... [SPEAKER_21]: I'm sorry, I was having technical issues.

[SPEAKER_21]: I did. [SPEAKER_21]: It's great to see you, Ronnie. [SPEAKER_21]: Thank you again for stepping up to serve. [SPEAKER_21]: I think your experience certainly fits what is being looked for in terms of representing our community and your experience that you bring to the position. [SPEAKER_10]: All right.

[SPEAKER_10]: Thank you.

[SPEAKER_10]: I will entertain a motion from the select board to vote.

[SPEAKER_10]: Ronnie Goldstein to appoint, excuse me, Ronnie Goldstein to the Southeastern Vocational Tech School Committee. [SPEAKER_21]: Is there a specific term?

[SPEAKER_10]: Hold on, Fred.

[SPEAKER_10]: We're getting you unmuted.

[SPEAKER_28]: Yes, the term expires at the state election in November, 2026.

[SPEAKER_28]: So if Ronnie wants to seek reelection, you'd have to run on that at the same time the state legislature is elected.

[SPEAKER_10]: For a term ending November, 2026.

[SPEAKER_30]: So moved.

[SPEAKER_10]: Second.

[SPEAKER_10]: Hearing a motion made and seconding, all those in favor, Hannah?

[SPEAKER_10]: Aye.

[SPEAKER_10]: Xander?

[SPEAKER_07]: Aye.

[SPEAKER_10]: And I'm an aye, so you are sorry.

[SPEAKER_07]: All right. [SPEAKER_07]: Thank you so much.

[SPEAKER_07]: All right. [SPEAKER_07]: I would entertain a motion to appoint Ronnie Goldstein to the vote Southeastern vocational technical school committee for a term expiring in 2026.

[SPEAKER_09]: So moved.

[SPEAKER_07]: Second.

[SPEAKER_07]: All right.

[SPEAKER_07]: Jeremy.

[SPEAKER_07]: Yes.

[SPEAKER_07]: Allen.

[SPEAKER_07]: Yes.

[SPEAKER_16]: Yes.

[SPEAKER_07]: Julie.

[SPEAKER_16]: Yes.

[SPEAKER_07]: Dan.

[SPEAKER_07]: Yes.

[SPEAKER_07]: And I am a yes.

[SPEAKER_07]: Motion carries 6-0.

[SPEAKER_07]: Congratulations, Ronnie. [SPEAKER_07]: Thank you for being willing to step up here.

[SPEAKER_07]: Hopefully it's as fun as being on this board is.

[SPEAKER_02]: I'm sure it'll be very experiential. [SPEAKER_02]: So I'm looking forward to it. [SPEAKER_02]: And I'm assuming someone from that school committee will be in touch with me at some point in the near future here. [SPEAKER_02]: 8-0-1-A-M.

[SPEAKER_02]: I'm sure it'll happen rather quickly.

[SPEAKER_02]: Thank you all. [SPEAKER_07]: I appreciate your vote of confidence. [SPEAKER_07]: Thank you.

[SPEAKER_07]: So Kiana, without you guys here, we drew straws and it actually turns out the select board is going to continue and handle the rest of the meeting.

[SPEAKER_10]: With that, I will take a motion to adjourn.

[SPEAKER_10]: Board made the joint select board and school committee meeting.

[SPEAKER_10]: So moved.

[SPEAKER_10]: hearing the motion made and seconded.

[SPEAKER_10]: Just all those, well, no. [SPEAKER_10]: All those in favor, Hannah.

[SPEAKER_10]: Aye.

[SPEAKER_10]: Lander.

[SPEAKER_30]: Aye. [SPEAKER_10]: And I'm an aye. [SPEAKER_10]: Goodbye, everybody.

[SPEAKER_10]: Have a great meeting. [SPEAKER_10]: Bye.

[SPEAKER_30]: Have a good meeting.

[SPEAKER_07]: Thank you.

[SPEAKER_07]: All right, school committee.

[SPEAKER_07]: Now that the select board has completed their part, we'll go to public comments.

[SPEAKER_07]: Is there anybody with Adam not here willing to do [SPEAKER_07]: A two-minute timer?

[SPEAKER_07]: Nobody?

[SPEAKER_07]: Nobody willing to help me out here?

[SPEAKER_07]: I'll do it. [SPEAKER_05]: I'll do it. [SPEAKER_05]: I'm just going to point up on my phone. [SPEAKER_05]: I'm not as good at that. [SPEAKER_05]: I'm with the app.

[SPEAKER_07]: All right. [SPEAKER_07]: Let me know when you're ready, and I will call first name that I saw there. [SPEAKER_07]: Okay.

[SPEAKER_07]: I'm ready.

[SPEAKER_07]: All right.

[SPEAKER_07]: Tobin Asplock.

[SPEAKER_17]: Hi everyone, I'm Tobin Asplar, a parent of three kids in the shared public schools and queer community member.

[SPEAKER_17]: In the absence of reassurance from the superintendent, I'm reading a February 7th memo to superintendents from DESE Commissioner Russell D. Johnson.

[SPEAKER_17]: In light of recent communications from the White House and the US Education Department, I want to share the following with you.

[SPEAKER_17]: The Department of Elementary and Secondary Education's educational vision remains unchanged.

[SPEAKER_17]: In its simplest form, it is to create a public education system where every student is seen, heard, and valued, and where all students have the opportunity to thrive. [SPEAKER_17]: This work remains firmly grounded in Massachusetts General Law Chapter 76, Section 5, which prohibits discrimination in public schools based on race, color, sex, gender identity, religion, national origin, or sexual orientation, and the Massachusetts Constitution Article 114, of which prohibits discrimination based on disability. [SPEAKER_17]: Massachusetts schools remain responsible for providing a safe and supportive learning environment for all students and this responsibility under state law is not impacted by recent executive orders at the federal level.

[SPEAKER_17]: Our guidance on non-discrimination on the basis of gender identity in public schools is unchanged. [SPEAKER_17]: It is essential that schools should continue their support for marginalized students, including LGBTQ students, to reinforce that they belong in their school communities.

[SPEAKER_17]: Research consistently demonstrates that when schools take proactive steps to foster inclusivity through strong policies, affirming practices, and supportive educators, students experience improved mental health, [SPEAKER_17]: academic success and overall well-being.

[SPEAKER_17]: School and district leaders are strongly encouraged to continue implementing policies and practices that protect all students, including transgender and non-binary students.

[SPEAKER_17]: The Safe Schools program for LGBTQ students is available to provide training, technical assistance and implementation to support [SPEAKER_17]: support to help schools uphold these commitments.

[SPEAKER_17]: We can work together so that all students in Massachusetts experience a safe, supportive, and affirming learning environment.

[SPEAKER_17]: Thank you so much, full committee.

[SPEAKER_07]: Thank you, Toby. [SPEAKER_07]: Katie Conroy.

[SPEAKER_22]: Hello.

[SPEAKER_22]: Hello, my name is Katie Conroy.

[SPEAKER_22]: Two years ago, I was thrilled to see that free full day kindergarten was going to be offered in our town going forward. [SPEAKER_22]: This past year, I was very discouraged to learn that free full day kindergarten was rescinded indefinitely due to budget constraints.

[SPEAKER_22]: The vast majority of cities and towns in Massachusetts offer free full day kindergarten.

[SPEAKER_22]: It is shameful that Sharon is not providing our youngest learners with the same opportunity as most of their peers across Massachusetts. [SPEAKER_22]: Free full-day kindergarten was fought for, supported by our town, and promised to our residents going forward two years ago.

[SPEAKER_22]: Free full-day kindergarten should still be a priority to invest in our children and to attract young families to move to our great town.

[SPEAKER_22]: As costs are rising across the board, the full-day kindergarten tuition and sharing is high and could present young families with tough financial decisions for their family budget. [SPEAKER_22]: I spoke with the school administration regarding the differences between half-day and full-day kindergarten.

[SPEAKER_22]: I was told that the school administration strongly encourages all kindergartners to attend full-day kindergarten.

[SPEAKER_22]: This is great, as full-day kindergarten has been proven to be extremely beneficial to early childhood development.

[SPEAKER_22]: But it is unfair that it is strongly encouraged in our town while the town continues to charge a significant amount of money for it. [SPEAKER_22]: I understand that there are budget constraints, but I do think it is imperative that our school system budget be reviewed to see what creative solutions can be made to deliver on the promises that were made to Sharon residents.

[SPEAKER_22]: I had the opportunity to speak with the school committee chairwoman, Julie, and the head of the finance committee, Ira.

[SPEAKER_22]: I have thought about creative solutions to fund free full-day kindergarten.

[SPEAKER_22]: One idea is using part of the tax revenue from Costco to cover the cost of free full-day kindergarten.

[SPEAKER_22]: Since Costco hasn't opened yet, the tax revenue is extra money that will be coming into the town, the majority of which will be going to our school budget. [SPEAKER_22]: Another approach could be requesting a one-time allotment from the Finance Committee from the Free Cash Reserve that goes directly to fund free full-day kindergarten this year, with the understanding that free full-day kindergarten is a significant priority in our town, and it will be included in the budget from the beginning for the 2026-2027 school year going forward. [SPEAKER_22]: There could also be a town vote at the upcoming town meeting to get the residents involved in the decision surrounding the fee for free full-day kindergarten.

[SPEAKER_22]: I would also be happy to brainstorm other alternatives to come up with creative solutions with the school committee to fund free full-day kindergarten beginning in September, since I know it is a high priority item among the school committee. [SPEAKER_22]: Thank you.

[SPEAKER_07]: Thank you.

[SPEAKER_07]: Thank you.

[SPEAKER_07]: Just a point of clarity for folks.

[SPEAKER_07]: We do have two opportunities tonight to speak.

[SPEAKER_07]: One is now during public comment, another is during the budget hearing.

[SPEAKER_07]: Obviously it's totally within everyone's right to speak both times or to speak during this open forum or public comment period about budget concerns.

[SPEAKER_07]: I just wanna make sure folks do know that the budget hearing will be an opportunity to speak as well.

[SPEAKER_07]: Just want folks to know. [SPEAKER_07]: All right, Amanda Butera.

[SPEAKER_00]: Hi, I'm Amanda Butera.

[SPEAKER_00]: I'm a fifth grade teacher at Cottage, and I'm going to speak about our instructional assistants.

[SPEAKER_00]: I truly could not do my job effectively without their support.

[SPEAKER_00]: And I believe it will be difficult to find a teacher who says otherwise. [SPEAKER_00]: With three open positions at Cottage, open IA positions at Cottage, resources for support for students are already strained, but still my students, all of my students and I feel supported. [SPEAKER_00]: That is because we have wonderful overqualified IAs [SPEAKER_00]: who, despite being treated unfairly, go above and beyond. [SPEAKER_00]: They monitor behaviors during a whole group lesson, consult with teachers about students, and overall just take care of and love students just as teachers do. [SPEAKER_00]: When I find out the instructional assistant who supports my students [SPEAKER_00]: and class is going to be pulled to cover something else, it changes my day and the student's day for the worse.

[SPEAKER_00]: Lessons often end up less effective and more difficult.

[SPEAKER_00]: Students say, we missed you or where were you when the IA returns.

[SPEAKER_00]: The absence is noticeable to all. [SPEAKER_00]: What the IAs are respectfully asking for is completely reasonable and could and should have been resolved by now.

[SPEAKER_00]: Treating these crucial members of our school community this way is deplorable and disrespectful to the people who often support some of the most vulnerable students in our district.

[SPEAKER_00]: Two minutes is not nearly enough time to express the importance of this job and our instructional assistants deserve the respect of a fair contract at the bare minimum.

[SPEAKER_00]: And thank you IAs for showing up for us lately.

[SPEAKER_07]: Thank you.

[SPEAKER_07]: Adrienne DeMarco.

[SPEAKER_11]: Hi, thank you. [SPEAKER_11]: I am a parent of four kids, two of which are at heights at the moment, one of which is in the SPED program.

[SPEAKER_11]: And he's a little bit of a unique case because he is in the SPED program solely for physical limitations. [SPEAKER_11]: And his IEP entitles him to an aid, which he was not given this year because they felt that he could just get by with the aid built into kindergarten.

[SPEAKER_11]: But next year, I'm not quite sure how that's going to work because he can't open doors.

[SPEAKER_11]: And I'm not sure how the schools are ADA compliant without automatic doors available.

[SPEAKER_11]: But I really want to push for [SPEAKER_11]: better funding for the aides in the schools because they are invaluable to our students.

[SPEAKER_11]: And I'm personally starting to experience the idea that because they're in high demand but short-staffed, that there are students like my son who, even though his IEP has offered him an aide, is not getting one. [SPEAKER_11]: because they're going to students that maybe have higher needs.

[SPEAKER_11]: And so I would really like to push to make sure that we are treating our IAs and our aides with what they deserve, what they need, and making sure that all of our students are able to have the services that they deserve.

[SPEAKER_11]: Looking at the budget, I do see, if I'm reading it correctly, that the superintendent has [SPEAKER_11]: budgeted for keeping the DEI director, which I also would like to highly advocate for.

[SPEAKER_11]: I know a lot of times the DEI director, DEI in general, gets related to like race and LGBTQ issues, but we live in a very ableist society.

[SPEAKER_11]: And I think sometimes we forget what DEI does for our non-neurotypical students and students that have [SPEAKER_11]: Michelle Thaler- Physical limitations and disabilities, and so I think it's incredibly important to our students that we keep this DEI position, so that they have the resources they need to feel like they.

[SPEAKER_11]: Michelle Thaler- belong that they're accepted and that they're able to access everything they need to at the school, thank you.

[SPEAKER_07]: Thank you, Michelle Thaler.

[SPEAKER_20]: Michelle Thaler- hear me.

[SPEAKER_20]: Michelle Thaler- there, my name is Michelle and I am a parent to.

[SPEAKER_20]: Soon to be two boys in the public school system. [SPEAKER_20]: My older son is in first grade and my younger son will be starting kindergarten next year at East.

[SPEAKER_20]: We are in the unique position of kind of being on the crosshairs of two tough budgetary considerations for next year, one of which the prospect of free kindergarten and the second, which in my view is far more challenging.

[SPEAKER_20]: a far more worthy priority of addressing, which is retaining the current four classes in first and second grade at East.

[SPEAKER_20]: I see that the superintendent's budget proposal for fiscal 25 and 26 proposes cutting the number of first grade and second grade classrooms at East from the current four down to three.

[SPEAKER_20]: And yes, I understand that budgets are incredibly squeezed.

[SPEAKER_20]: That's an understatement. [SPEAKER_20]: However, I really do believe that taking this action would be a major, major disservice to the first and second grade students at East.

[SPEAKER_20]: First and second grade are prime years for identifying and often beginning to address social, emotional, and learning disabilities in children. [SPEAKER_20]: It's often the tip of the iceberg.

[SPEAKER_20]: East's rising second grade class includes a large number of children with special needs, including many with IEPs and 504s that are primarily managed by teachers.

[SPEAKER_20]: My son, who will be in second grade next year at East, fits into this latter category of having 504 accommodations.

[SPEAKER_20]: He is far from the only child in his classroom that requires additional attention from his teacher, who is brilliant, tireless, and yet already stretched thin amongst her 18 students.

[SPEAKER_20]: Increasing class numbers to 25 or 26 first or second graders would be a recipe for disaster.

[SPEAKER_20]: The teachers, as well as many parents, have reported that this was the case when it happened two years ago.

[SPEAKER_20]: Doing so would limit already squeezed teachers from serving and observing children at a vital developmental stage where problems are either identified and addressed or overlooked and left to grow into bigger, more challenging learning-related problems.

[SPEAKER_20]: Teacher attention would be disproportionately focused on the very highest needs children, leading to inadequate attention for children with more moderate or less obvious needs.

[SPEAKER_05]: We're still here at the time. [SPEAKER_20]: Just a heads up.

[SPEAKER_20]: I just want to say that it's a hard choice.

[SPEAKER_20]: It's in many ways an awful choice to have to make. [SPEAKER_20]: But I know from my perspective, and I believe from the perspective of many other parents, [SPEAKER_20]: The idea of cutting teachers in both first and second grade and increasing those class sizes is ultimately really going to cost the children.

[SPEAKER_20]: And if it is a choice between free K and cutting those teachers, I really urge the school committee and the entire group here to really stand behind keeping those teachers intact and keeping those classrooms intact so that [SPEAKER_20]: all children get attention, not just the very highest needs children with behavioral issues, which is what would happen if you cut those classes.

[SPEAKER_20]: Thank you.

[SPEAKER_07]: Thank you.

[SPEAKER_07]: Judy Crosby.

[SPEAKER_18]: Thanks.

[SPEAKER_18]: I have a few things I want to talk about. [SPEAKER_18]: The first is the mental health and wellbeing of our students, which I think has been really unfortunately impacted by the past couple of school committee meetings.

[SPEAKER_18]: I appreciated at the last meeting that Shanna asked to have the discrimination statement read.

[SPEAKER_18]: I think you need to understand the level of stress that's pushing down on some of our students. [SPEAKER_18]: And I was horrified to learn that the high school is considering doing away with ACEs, which used to be called Eagle Block, which for those of you who graduated before Eagle Block came in, [SPEAKER_18]: or haven't had high schoolers go through, Eagle Block, which is now ACEs, was put in place to help with our kids' mental health.

[SPEAKER_18]: I'm afraid it's gonna take a kid dying by suicide for folks to realize what you are doing when you allow this to happen. [SPEAKER_18]: It was a release valve in our kids' day.

[SPEAKER_18]: And to remove it effectively from the schedule next year is to ignore the work and the progress that this district has tried to make on this issue.

[SPEAKER_18]: I also wanted to talk about the IAs.

[SPEAKER_18]: You have a kid that wandered off at cottage and that could have ended incredibly badly.

[SPEAKER_18]: And you have a mom reporting that in her IEP, her student is entitled to an aid and it's not being provided.

[SPEAKER_18]: And the kid can't open a door.

[SPEAKER_18]: My kid couldn't open the door last year to the front or two years ago to the front of her high school.

[SPEAKER_18]: I know what that feels like. [SPEAKER_18]: It's infuriating.

[SPEAKER_18]: But my child was meaningfully older and didn't need an aid.

[SPEAKER_18]: This particular parent's child does.

[SPEAKER_18]: And you all sit here and shake your heads, nod your heads and do nothing.

[SPEAKER_18]: You need to figure it out.

[SPEAKER_18]: Lastly, fees for clubs.

[SPEAKER_18]: I know this is being discussed after the budget forum, which I object to.

[SPEAKER_18]: But since it is being discussed after the budget forum, I wanted to point out, because drama is regularly one that's mentioned, drama has four seasons, usually. [SPEAKER_18]: They do four shows a year.

[SPEAKER_18]: Kids may participate in one to four.

[SPEAKER_18]: So when you're discussing fees for a club like drama, please be aware that if you're going to charge everyone 100 bucks, that may be a kid who only does the fall musical and does sports the rest of the year.

[SPEAKER_18]: I think you need to delve a little deeper into how each of these clubs work and not just go with one size fits all, which is what was discussed the one size fits all last year. [SPEAKER_18]: And I'm glad you didn't implement it yet, but I worry that you will now.

[SPEAKER_18]: And you will take away yet another thing that gives our kids access from a mental health standpoint. [SPEAKER_18]: Thanks.

[SPEAKER_07]: Thank you.

[SPEAKER_07]: Next up, I've got Craig.

[SPEAKER_07]: Craig, before you speak, could you just state your full name, just because it only says Craig on the screen, and then go ahead.

[SPEAKER_23]: Can you hear me?

[SPEAKER_09]: We can hear you.

[SPEAKER_23]: All right, yeah, Craig Sherman.

[SPEAKER_23]: Got a daughter in first grade at East, and a couple years from now, I will have another one in kindergarten.

[SPEAKER_23]: On the issue of cutting...

[SPEAKER_23]: first or second grade teachers, I didn't come prepared with written statements like Michelle or Katie, but certainly it's well documented, and I don't have the information in front of me right this second, but it's well documented. [SPEAKER_23]: I think we'd all agree, larger class size, lower academic achievement.

[SPEAKER_23]: I mean, there's a correlation between a student's success and being able to have [SPEAKER_23]: more focused attention from their teacher.

[SPEAKER_23]: When I was a kid, Sharon High class of 96, this town, our school system was routinely top 10 in the state.

[SPEAKER_23]: And in the last 10, 12 years as I've been following it, we've fallen behind a bunch of other districts that have risen in the ranks. [SPEAKER_23]: And we're not doing our kids [SPEAKER_23]: a favor.

[SPEAKER_23]: Yeah, we're still top 25 or whatever it might be, top 30, top 25, but when I grew up here, every kid had a lot at their disposal.

[SPEAKER_23]: It's a real shame to see that going away bit by bit, year by year.

[SPEAKER_23]: A major piece of student success, I think, is maintaining a reasonable class size.

[SPEAKER_23]: And to Michelle's point, if you've got a class of 24 first graders or second graders, they're crazy.

[SPEAKER_23]: And I don't say that pejoratively. [SPEAKER_23]: I mean, anyone who has little kids knows, six and seven-year-olds, they are prone to be bouncing off the walls or whatever.

[SPEAKER_23]: And it's going to create problems. [SPEAKER_23]: Teachers will be more stressed out.

[SPEAKER_23]: quality of education will decline.

[SPEAKER_23]: And we are, we'll be doing our kids a disservice. [SPEAKER_23]: And I just can't emphasize enough that it's, I think it's a mistake, even cutting a teacher.

[SPEAKER_23]: That's it.

[SPEAKER_07]: Thank you.

[SPEAKER_07]: Next up, I've got Matthew Desmarais.

[SPEAKER_06]: Hi, thanks.

[SPEAKER_06]: I have two children in Sharon's schools, one in kindergarten at Cottage and one in the substantial separate classroom at the ECC.

[SPEAKER_06]: I wanted to comment on the proposed policy changes to JIH questioning and searches.

[SPEAKER_06]: Our current policy is the strongest that the policy can be. [SPEAKER_06]: Students under 18 must have a parent or guardian present, no exceptions.

[SPEAKER_06]: Your proposed policy changes remove that right from students 14 to 18, and it allows for these minor children to be harassed and intimidated by school officials or law enforcement, be it federal, state, or local.

[SPEAKER_06]: The proposed policy states, quote, consistent with the SRO MOU, parents or guardians shall be given a reasonable opportunity to be present.

[SPEAKER_06]: Who defines what is reasonable and who enforces it? [SPEAKER_06]: The SRO MOU specifically states in the second paragraph of section one, quote, this memorandum does not and may not be relied upon to create any rights substantive or procedural enforceable by any civil, by any person, excuse me, in any civil or criminal matter.

[SPEAKER_06]: Referencing the SRO MOU in any school committee policy changes appears to be in violation of the agreement and to me appears to be used here as a tool to create the illusion of legitimacy to the proposed JIH questioning and searches policy changes.

[SPEAKER_06]: to ensure any future policy updates are free from political agenda or manipulative wordsmithing.

[SPEAKER_06]: I'm requesting that the school committee dissolve the policy subcommittee and the work of policy changes be placed on the whole committee so there's more transparency and elected representation to the policy revision process.

[SPEAKER_06]: The policy subcommittee chair has consistently stated here [SPEAKER_06]: Matthew Decker- And here in committee meetings and an online forums, that the proposed changes strengthens students rights when it in fact weakens their rights to say this strengthens students rights is misleading and.

[SPEAKER_06]: Matthew Decker- flat out lie also. [SPEAKER_07]: Matthew Decker- Thank you, Matthew.

[SPEAKER_07]: Thank you.

[SPEAKER_07]: Stacy Wilson Newman.

[SPEAKER_04]: Can you hear me OK? [SPEAKER_07]: We can.

[SPEAKER_04]: OK, great. [SPEAKER_04]: And apologies for keeping my camera off. [SPEAKER_04]: I had dental surgery today.

[SPEAKER_04]: No worries. [SPEAKER_04]: I am a resident of Sharon and I'm also a teacher in the Sharon Public Schools and I'm speaking now as a resident.

[SPEAKER_04]: And as a resident and taxpayer of our community, I'd like to speak out against the cost of these drawn out IA negotiations.

[SPEAKER_04]: Not only are they costly to the morale and pocketbooks of hardworking IAs who deserve a living wage, they're also costly to us as taxpayers.

[SPEAKER_04]: I'd like to make a formal request to be provided with the total amount [SPEAKER_04]: that the school committee has been paying out and or has been billed in legal fees to the law offices of Valerio, Hillman, and Dominello for their legal services related to IA negotiations from January 1st, 2024, which is not even how long the [SPEAKER_04]: The IAs have been without a contract. [SPEAKER_04]: It's been way longer. [SPEAKER_04]: But from January 1st, 2024 to the present date, if this information is not readily available, I kindly request that it be provided within 10 days under the Freedom of Information Act.

[SPEAKER_04]: And as we are also discussing the general budget, I would also like to request the total amount of all legal fees that the town has paid out during the same time period.

[SPEAKER_04]: Our priorities should be on supporting our education professionals so that they can support our students.

[SPEAKER_04]: Paying large amounts of money to lawyers takes away from these priorities, especially when we face budget shortfalls.

[SPEAKER_04]: Thank you for your attention to this matter.

[SPEAKER_07]: Thank you. [SPEAKER_07]: Wendy MacArthur.

[SPEAKER_13]: Hi.

[SPEAKER_13]: I just want to continue expressing my disappointment in our superintendent and his lack of support in our marginalized students.

[SPEAKER_13]: While Desi and other superintendents across the state and our own Massachusetts government have condemned the hate speech being spread towards these students, [SPEAKER_13]: The Sharon staff and families, our superintendent has remained silent. [SPEAKER_13]: He has not taken the time to even send a brief message to student staff or community affirming that Sharon schools stand with all students.

[SPEAKER_13]: After speaking with several teachers and administration from his previous district, because let me tell you, teachers talk. [SPEAKER_13]: It is clear that this pattern of inaction and uncaring for these groups is absolutely nothing new.

[SPEAKER_13]: And I urge the school committee to consider this when evaluating his leadership come evaluation time.

[SPEAKER_13]: This is not the type of leadership a school district such as Sharon wants or needs.

[SPEAKER_13]: I'd also like to say our special teachers and instructional assistants are necessary for every student to have the education they deserve in Sharon.

[SPEAKER_13]: And please consider them when looking at your budget. [SPEAKER_13]: Thank you.

[SPEAKER_07]: Thank you.

[SPEAKER_07]: Dr.

Kim Hokanson.

[SPEAKER_19]: Thanks, Avi.

[SPEAKER_19]: My name is Kim Hokanson. [SPEAKER_19]: I have one child at East and one child in middle school, and I'll keep it very brief.

[SPEAKER_19]: First, I do appreciate the support of the DEI director, echoing this idea of it involves all different kinds of inclusion, including those with disabilities.

[SPEAKER_19]: I think that there is a lot of ableism, and it's really wonderful for us to continue building there.

[SPEAKER_19]: I also want to just give my unequivocal support and hope that we can more loudly support our youth who are in the LGBTQIA plus community, [SPEAKER_19]: It's not only the right thing to do, but it's also suicide prevention. [SPEAKER_19]: It is just a good public health measure to support our children wherever they fall in their positionality.

[SPEAKER_19]: Thanks, y'all.

[SPEAKER_07]: Thank you.

[SPEAKER_07]: Next up, Sarah Karamita.

[SPEAKER_12]: Good evening.

[SPEAKER_12]: And thank you for the opportunity to speak before you this evening. [SPEAKER_12]: So my name is Sarah Karamita. [SPEAKER_12]: I have two children at East Elementary School and one will be entering second grade next year. [SPEAKER_12]: And I am here tonight to express my strong opposition to the proposal in the 2025-2026 budget eliminating two teachers at East. [SPEAKER_12]: This would result in a material increase in class size.

[SPEAKER_12]: and it's a plan that appears to disproportionately fall on one elementary school.

[SPEAKER_12]: While I understand that this decision is being driven by budget concerns and that difficult decisions must be made, I am deeply concerned that this decision will have significant negative consequences for the students, teachers, and overall quality of education.

[SPEAKER_12]: Strong relationships with teachers help students develop confidence, curiosity, and a love of learning. [SPEAKER_12]: Smaller class sizes enables teachers to better understand each child's strengths and weaknesses and enable students to receive more personalized instruction and support where needed.

[SPEAKER_12]: Smaller class sizes further enables teachers to develop relationships with the parents and involve them in the learning process.

[SPEAKER_12]: I know that we have appreciated and benefited from the ability to communicate with our children's teachers and have a window into what they're learning. [SPEAKER_12]: Expanding the number of students in a classroom by this margin hinders the ability [SPEAKER_12]: of the teachers to effectively communicate with the parents.

[SPEAKER_12]: Expanding the class size will also amplify the strain on our teachers.

[SPEAKER_12]: Teachers are responsible for managing the diverse needs of their students, providing social emotional support, and providing high quality instruction.

[SPEAKER_12]: With larger class sizes, it becomes harder to maintain a safe, effective learning environment.

[SPEAKER_12]: This can lead to burnout and teacher turnover, which negatively affects our community.

[SPEAKER_12]: Our teachers are a valuable asset to our community and are the backbone of our schools. [SPEAKER_12]: It is incumbent upon this body to create an environment where they feel supported to do their best work.

[SPEAKER_12]: It is for these reasons I strongly urge you to reject that proposal to eliminate these two teachers at East Elementary School.

[SPEAKER_12]: Thank you.

[SPEAKER_07]: Thank you.

[SPEAKER_07]: Nicole Carroll.

[SPEAKER_18]: Hi, thank you. [SPEAKER_25]: My name is Nicole Carroll.

[SPEAKER_25]: I have been a teacher for 11 years, nine of which have been spent in third grade at East Elementary School.

[SPEAKER_25]: I apologize, I'm reading off of something I wrote on my phone.

[SPEAKER_25]: I just wanted to speak on the behalf of possibly cutting a first and second grade section at East Elementary. [SPEAKER_25]: I understand on paper that [SPEAKER_25]: These numbers may be considered low, but I really want to stress the importance of smaller class sizes, specifically at the elementary level.

[SPEAKER_25]: On a daily basis, teachers, IAs, support staff, specialists are making hundreds of decisions in any given moment, thinking about the variety of needs of our students. [SPEAKER_25]: These needs include academic needs, social, emotional, behavioral, English learner, and so much more. [SPEAKER_25]: And these include both identified and non-identified students. [SPEAKER_25]: Thinking about like a student who's on an IEP versus a general ed student.

[SPEAKER_25]: Increasing class sizes at the elementary level is going to impact our ability to meet these various needs of our students.

[SPEAKER_25]: Needs that have only continued to increase in recent years. [SPEAKER_25]: And I know I've spoke about this issue in the past. [SPEAKER_25]: I'm asking on behalf of teachers and parents at East Elementary School to please avoid cutting any sections at the elementary level.

[SPEAKER_25]: This is not just a matter of teachers simply not wanting larger classrooms. [SPEAKER_25]: This is a matter of already being spread too thin and the desire to do truly what is best for each and every single one of our students.

[SPEAKER_25]: No cut is going to be considered a good cut. [SPEAKER_25]: And I understand these are really difficult [SPEAKER_25]: decisions that need to be made. [SPEAKER_25]: But I really want you to think about the impact that these decisions are going to make on our youngest population of students.

[SPEAKER_25]: And I also want you to think about teacher retention with this as well.

[SPEAKER_25]: Cutting sections, possibly bringing them back in different years, having different numbers at different grade levels.

[SPEAKER_25]: That's not how we're going to retain amazing and hardworking teachers in our schools.

[SPEAKER_25]: And I also just want to throw in a huge support for our IAs who are [SPEAKER_25]: helping us on the front lines day after day. [SPEAKER_25]: Again, like I said, these are not easy decisions, but I really want you to think about the impact it's going to have directly on these students.

[SPEAKER_25]: Thank you so much for your time. [SPEAKER_25]: I appreciate it. [SPEAKER_07]: Thank you.

[SPEAKER_07]: Mary Friedland.

[SPEAKER_29]: Can you hear me?

[SPEAKER_07]: You sure can. [SPEAKER_29]: Great. [SPEAKER_29]: Thank you.

[SPEAKER_29]: I am an IA at Cottage Street School in a separate program.

[SPEAKER_29]: And I wanted to talk about the fact that earlier this week, the teaching staff and the Sharon Public Schools received a letter from the superintendent letting us know that you were offering an early retirement bonus to teachers in Units A and B. [SPEAKER_29]: This bonus was going to consist of a $15,000 bonus plus $8,000 sick time buyback.

[SPEAKER_29]: This was not offered to IAs.

[SPEAKER_29]: The superintendent came back later in the afternoon and said it's not offered to IAs because they are needed in the school system and they are not being asked to leave.

[SPEAKER_29]: This tells you something about the necessity of the IAs. [SPEAKER_29]: After the lengthy IA contract negotiations during which the bargaining team has been told that there is no money for us, suddenly there's money to be found. [SPEAKER_29]: I wish to ask that instead of paying staff to leave, you find a way to pay IAs to stay by offering fair compensation and a living wage.

[SPEAKER_29]: Thank you.

[SPEAKER_07]: Thank you. [SPEAKER_07]: All right.

[SPEAKER_07]: We'll now go to our Secretary, Shawna Malinke, for correspondence.

[SPEAKER_14]: Thank you. [SPEAKER_14]: Hold on one second. [SPEAKER_14]: Let me just pull it up.

[SPEAKER_14]: All right.

[SPEAKER_14]: The school committee has received 52 pieces. [SPEAKER_14]: Can you hear me?

[SPEAKER_14]: We can hear you. [SPEAKER_14]: Yeah. [SPEAKER_14]: Okay. [SPEAKER_14]: Sorry. [SPEAKER_14]: Just wanted to make sure. [SPEAKER_14]: The school committee has received 52 pieces of correspondence between January 22nd, 2025 at 9 a.m.

[SPEAKER_14]: and February 12th, 2025 at 9 a.m.

[SPEAKER_14]: We received feedback from many members in the community regarding the 2025-26 school year calendar.

[SPEAKER_14]: The themes of the feedback include requests to consider a federal holiday-only calendar, which include a petition signed by community members, the impacts that frequent holiday disruptions can have on the educational process, requests to consider a holiday observance as an excused absence, granting the second day off for Rosh Hashanah does not send a message of inclusion, [SPEAKER_14]: requests for a more objective collection and consideration of data when determining whether to cancel school.

[SPEAKER_14]: calendar seems to reflect the considerations of one group within the Community request to support a before Labor Day start for the Community for the calendar and request to ensure that the calendar and as early in June as possible.

[SPEAKER_14]: A couple of parents wrote to provide feedback on kindergarten, which included a request to continue the discussions regarding free full-day kindergarten and to share the experiences of a student who is enrolled in the half-day kindergarten program this year and how the structure of that program impacted the student.

[SPEAKER_14]: A community member wrote in with questions regarding the elementary master plan process and a timeline, as well as the relationship to the capital budget request for FY26.

[SPEAKER_14]: a parent wrote in to request their concerns regarding the special education program and district support for students who require services.

[SPEAKER_14]: We received the February edition of the Sharon High School Library Newsletter and the Heights Library happenings.

[SPEAKER_14]: There were several letters that highlighted the critical role of IAs with a request for the district to reach a contract agreement with the IAs.

[SPEAKER_14]: We received several editions of Millie's METCO newsletter that highlighted events in the METCO districts and provided information on the METCO Pathways Fair and the availability of Saturday tutoring in METCO headquarters.

[SPEAKER_14]: A parent wrote in to express their concerns regarding the recent incident with a student at Cottage Elementary School who was missing from the school grounds.