Click Below for Additional Meeting Resources:
Meeting Opening and Preliminaries (Link: 00:00:00 – 00:05:00)
Al Williams called the meeting to order at 6:01 PM on September 4, 2025, and led the Pledge of Allegiance. He asked if there were any accommodations needed.
A committee member made a commendation to all administrators and staff members who worked to get school open the previous week, noting that the work of opening school starts the day school ends in June and acknowledging the many people involved in having classrooms ready and teachers there to greet students on the first day.
Williams moved to public comment and reminded attendees that the policy allows individuals up to three minutes to present their materials, with the segment not to exceed 15 minutes overall. He explained that public comment is not a discussion or debate but an individual’s opportunity to express opinions on issues within the school committee’s authority, such as budget, superintendent performance, and school policy. He noted he would give a 15-second prompt when time is expiring.
Sarah Fox of 46th Street spoke on two topics. First, she raised concerns about surveys included in school handbooks the previous week, stating that the committee included blanket approval despite a recent Supreme Court case that gives parents the right to opt in rather than opt out. She noted that three schools had sent home requirements for parents to sign the handbook as a graded assignment, which she characterized as a forced mandate and direct violation of Supreme Court law. Second, she noted that a finance update was pulled from the meeting agenda at approximately 4:20 PM that day. She stated that the district faces a $3 million deficit equivalent to about 60 full-time teacher positions and needs an override to keep all staff. Fox criticized the lack of transparency regarding finances and called for the committee to explain why the finance item was pulled and how they plan to address the survey rights issue.
Williams checked for any online public comments, saw none, and moved on to student representatives, welcoming Will to his first meeting.
Student Representative Report (Link: 00:05:00 – 00:06:00)
Will, the student representative, thanked the committee for having him and expressed excitement about being there for his first meeting. He reported that it had been a good start to the school year, with new students adjusting well to Marblehead High School and classes beginning to ramp up in workload after five days.
Will noted that there are many new teachers this year, including his band teacher and his sister’s English and Spanish teachers. He said he is loving band and has heard great things about the other classes and teachers, indicating a smooth start to the year.
He reported that the new bell schedule has brought some confusion to both students and staff, as classes don’t start on the hour and some students find it harder to get to after-school activities on time. However, he noted that everyone is adjusting and things will soon feel routine.
Will provided an update on sports activities, stating that sports have begun and games are starting up for all teams. He reported that the previous day, cross country, volleyball, field hockey, and soccer teams played their first games, while golf started about a week ago. He noted that the next day would be the first home football game and that MHS students are very excited to cheer on Marblehead.
Superintendent Update (Link: 00:06:00 – 00:17:00)
John Robidoux, Interim Superintendent, thanked Will for his first update and reported on the busy start to the school year. He noted that he has visited all schools and observed students and staff engaged in teaching and learning with excitement about being back in school.
Robidoux provided a staffing update, reporting that 22 teachers have been hired to start the school year, with six of those already employed with the district in some capacity as instructional assistants or therapeutic support staff who applied and moved into full-time teaching positions. During his welcome back address to staff, he noted the longevity of many employees, with one staff member having worked in the district for 34 years. The district still has a few long-term substitutes covering leaves of absence, with those staff members planning to return at the end of their respective leaves. There are currently three special education teacher vacancies, and a French teacher has been hired to replace one who changed their mind the day before school started. Overall, he reported being in much better shape than the previous year at this time.
Robidoux discussed counseling and support systems in response to recent tragedy. All schools have appropriately staffed credentialed counselors available to address situations and ensure students have trusted adults to connect with when needed. The Marblehead Counseling Center provides support and resources to schools and has been instrumental in outreach, with specific thanks to Terry McDonough for recent communication and collaboration. The organization is revitalizing the mental health task force under the name “Marblehead Cares,” with Lisa Marie serving as the school representative.
The district is preparing to administer the MGH Substance Use and Risk Related Factors (SURF) survey to high school students in October, with results typically reported back in the spring due to MGH’s data processing timeline. This survey falls under the eight areas requiring opt-out notification, so the district will send out proper notifications, links to the survey, and download options in alignment with policy. The district is also meeting to discuss having speakers address substance abuse annually in an ongoing and impactful manner, rather than only after tragedies occur.
The anti-discrimination committee will meet the following week to begin planning for the school year, reviewing resources, webinars, events, and potential speakers for students, staff, and parents. Robidoux emphasized the importance of vetting speakers to ensure they are meaningful to the district’s goals and committed to updating the committee after each meeting.
Robidoux reported meeting with head nurse Megan Kalpin to rejuvenate the wellness committee, which previously consisted of the head nurse, food service director, director of finance operations, a principal, health teacher, school committee member, and three or four parents or community members. The committee would likely meet quarterly, with the first order of business being to review the wellness policy, which is required every three years.
Regarding safety drills, schools have been conducting mandated fire drills and ALICE drills. Principals have been directed to conduct full ALICE evacuation drills at the beginning of the year and in the spring, with at least one lockdown drill in the middle of the year. Robidoux emphasized the importance of full evacuations to rally points for new staff and students each year. The high school had an actual fire alarm activation that day, which went well, and Village School had a gas smell evacuation that also proceeded smoothly.
Robidoux concluded on a positive note, reporting that the Glover Playground upgrade is complete with students excited about the new equipment and updated rubberized area. He noted that the previous playground surface was in poor condition and that the district is continuing to explore ways to make the playground safer, including addressing washout issues from rain and potentially moving large boulders for safety reasons. He thanked the Glover PTO for their generous donation and input into the playground project.
Consent Agenda (Link: 00:17:00 – 00:18:00)
Williams moved to the consent action and agenda items, seeking a motion to approve draft meeting minutes from the August 21, 2025 school committee meeting and the identified schedules of bills totaling $990,473.31.
A committee member made the motion but asked Williams to restate the dollar amount, which he confirmed as $990,473.31. Another committee member seconded the motion.
Williams asked if there was any discussion, then called for the vote. The committee members voted in favor, with the motion passing 4-0. Williams then moved to the next agenda item, the high school roof project, turning it over to Henry Gwazda.
High School Roof Project Committee Formation (Link: 00:18:00 – 00:29:00)
Henry Gwazda first clarified that the consent agenda motion included approval of the August 21st meeting minutes, which Williams confirmed. Gwazda, participating remotely due to a sore throat, thanked eight community members who volunteered to join the high school roof project committee: Sam Altruder, Pete Kessel, Mark Liebman, Karima Maloney, Devin McGlynn, Brian Seraphin, Michael Smith, and Ralph Wallace.
Jennifer Schaeffner questioned the process for selecting committee members, noting that normally a subcommittee with more than one person would make recommendations and asking whether Gwazda had interviewed all applicants. Gwazda responded that he had reviewed their resumes. Schaeffner expressed concern that the process was not robust enough and noted they had not discussed the number of people desired for the committee.
Robidoux recommended that Michael Pfifferling, Todd Bloodgood, Eileena Long from Left Field, and Gene Raymond from RDA be included on the committee because they need to be part of the discussion. Schaeffner questioned whether consultants should be voting members, suggesting they should be advisory only. After discussion, it was clarified that community members would be voting members while consultants would serve in an advisory capacity.
Gwazda recommended four community members for the committee. He suggested Sam Altruder, citing his commercial property management and project management experience and his involvement in speaking at town meeting about the roof project. He recommended Mark Liebman for his project management, HVAC, roofing, and commercial property management experience, noting he serves on the Marblehead Planning Board and as an alternate on the zoning board. Brian Seraphin was recommended for his ownership of a commercial HVAC company in Boston and specific expertise in that area. Ralph Wallace was recommended for his over 45 years of experience in planning, design, finance, and construction, including work with the Brown School Committee and MSBA.
Schaeffner suggested adding Karima Maloney to include a woman on the committee and noted her experience, proposing that Pfifferling could be a voting member. Gwazda welcomed Maloney to the committee. Schaeffner made a motion to appoint the five community members (Altruder, Liebman, Seraphin, Wallace, and Maloney) plus Pfifferling as voting members to the high school roof advisory committee, with Gwazda also serving as a voting member. A committee member seconded the motion, and it passed 4-0. Other participants would serve in advisory roles.
Communication Recap Email Discussion (Link: 00:29:00 – 00:37:00)
Gwazda presented a draft email template for sending meeting summaries after each school committee meeting. He explained that the communication would be sent either the Friday after or Monday after meetings and would provide a high-level overview with links to the full meeting rather than serving as detailed minutes. The draft included additional introductory text due to current town situations and opportunities to join committees, but typically would be more focused on meeting summaries.
Schaeffner noted that school committees typically have not sent emails in the past and that they have been encouraged not to do so, but said she was fine with it as long as Robidoux supported it. She also questioned whether this should fall under the communication subcommittee’s role, noting they may not have two people on that committee currently.
Williams supported the idea as a good use of technology to create quick meeting summaries that could be enhanced with additional content as needed. He viewed it as a vehicle to replace the newsletter. Schaeffner noted that subcommittee updates were basically what the newsletter contained previously.
Gwazda responded that subcommittee updates would be included in the summaries since they are part of meetings, and he could create a specific section for them. A committee member supported the idea as a way to continue communication efforts instead of letting the newsletter effort languish, providing immediate information about school committee activities rather than monthly updates.
Williams noted that the previous newsletter was labor-intensive and difficult to generate content for, while this approach would be quicker with less drain on school resources. Schaeffner suggested it should not come from the chair.
Robidoux recommended posting the summaries like the newsletter rather than emailing them due to potential issues. He suggested an operational process where Gwazda would generate the summary after meetings, send it to Williams for review, then to Lisa Manning for posting on the website. He emphasized that all communications should follow this process to ensure consistency.
Williams called for a motion to support using this as a communication vehicle that would be posted to the website rather than distributed via email, occurring after every meeting. Gwazda moved the motion, a committee member seconded it, and it passed 4-0.
Student Submission to Educational Surveys and Research Policy (Link: 00:37:00 – 00:44:00)
Robidoux initially thought this item was being handled by a subcommittee. Schaeffner expressed concerns about the policy, noting that the subcommittee had not voted on it as they normally would. She identified what she saw as an inherent contradiction in policy ILD, which states that without prior written consent from parents, no student shall be required to submit to any survey, but then says parents shall have the opportunity to opt their child out. She noted the policy calls for prior written consent while also providing for opt-out procedures.
Schaeffner also raised concerns about the functional implementation, noting that the handbook requires parent signatures and students are being held to that requirement, particularly at the high school level, without a clear opt-out mechanism in the handbook itself.
Robidoux explained that his understanding was that by signing the handbook, parents are agreeing to surveys except for eight specific areas where they have the ability to opt out. For those eight areas listed in the policy and handbook, the district provides notice and opt-out opportunities, including the ability to review surveys before deciding. He noted that students are not forced to participate if they express unwillingness during the survey process. He consulted with the district’s lawyer, who confirmed that signing the handbook gives consent for surveys except for the eight specific areas covered by the Pupil Protection Rights (PPR), for which the district must provide notification and opt-out opportunities.
Schaeffner remained uncomfortable with what she perceived as a discrepancy in the policy and its application, particularly given current legal cases about opting in versus opting out. A committee member noted that while there may appear to be a contradiction, the policy tracks the statute it implements, which requires both written consent and opt-out opportunities. The committee member explained that the statute enables districts to get consent upfront and then provide opt-out opportunities for surveys involving the eight protected subjects. Schaeffner noted that current cases involve curriculum rather than surveys.
Williams called for a motion. A committee member moved to approve the policy, Gwazda seconded, and after brief discussion, the motion passed 3-1, with Schaeffner voting against.
Academic Integrity and AI Steering Committee Update (Link: 00:44:00 – 00:52:00)
Julia Ferreira, Assistant Superintendent of Teaching and Learning, presented an update on the work of the AI Steering Committee. She acknowledged the committee members who contributed to the presentation: Anthony Costello, a high school social studies teacher; Michael Fu, a high school math teacher; Jane Gutadaro, a middle school Spanish teacher; Kathy Koch, assistant principal at the middle school; Liz Pruitt, librarian and instructional coach at Village School; David Rainey, a history and social studies AP teacher at Marblehead High School; and Susan Schatfer, the high school librarian.
Ferreira explained that the AI Steering Committee was formed in fall 2024 to develop a vision and define goals and action steps for responsible integration of artificial intelligence within Marblehead Public Schools. The committee’s objectives included forming a community of learners, determining AI steering committee goals, and establishing action steps for future meetings. The work focused on a two-pronged approach to support both students and staff.
The committee reviewed academic integrity expectations in handbooks and collected data from staff and students at the middle and high school levels, where most AI usage and exploration was occurring. Committee members Tony, Dave, and Katrina Donovan collected data at the middle and high schools. Ferreira sent an annual survey to all staff that included AI questions, and the committee reviewed this survey data before planning professional development.
On August 25, following the superintendent’s convocation, the committee led an all-staff professional development session on AI. Robidoux noted that he observed the session and found it well-received, with educators leading other educators in the professional development.
Ferreira discussed the committee’s focus on culture and learning within Marblehead Public Schools. She noted that AI has transformed classrooms and student engagement with technology in recent years, while colleges have become more selective and a high percentage of graduates attend college. Students are taking many AP classes and challenging themselves while using technology for support.
The committee’s vision is to revitalize a culture where students have intrinsic value of education, producing their own work and generating ideas while truly valuing education. The approach emphasizes celebrating student effort and original thought as true measures of success, building trust rather than instilling fear, and teaching responsible use of AI as a tool for studying and generating ideas rather than replacing their work.
The committee updated academic integrity expectations in all handbooks, including elementary schools for the first time, as they previously did not have such expectations. Rather than creating separate AI policies or rules, the committee determined that AI use falls under existing academic integrity guidelines. The core principle emphasized is that “a student should be able to say, the work presented is my own, unless otherwise indicated.” This message is being displayed on posters and emphasized by educators in professional development and with students.
Academic Integrity and AI Policy Discussion (Link: 00:52:00 – 01:04:00)
Ferreira continued her presentation, explaining that the updated academic integrity expectations now include all types of uncited work that are not one’s own, which could include AI or other sources where students might take work to use as their own. She emphasized that academic integrity violations at the middle and high school levels carry forward, so violations in seventh grade carry into eighth grade, and ninth grade violations carry through graduation.
The committee focused on clear communication with students, staff, and families about expectations. Ferreira noted she is working on a communication to families that will be sent soon. The presentation emphasized the need for educators to be clear about AI parameters in their classrooms, similar to how teachers specify formatting requirements like font size and word count. Teachers now need to include AI parameters, such as “no AI” for original thought assignments or “feel free to use AI and cite it” for appropriate uses.
The committee highlighted that students already know how to cite sources through tools like NoodleTools, which they are taught to use in classes. The focus for the school year is on meaningful connections with students and impactful learning experiences. AI can be used as a tool for differentiation or planning, and educators are supported in using it appropriately. The committee discussed how AI could be meaningfully integrated within the multi-tiered systems of support framework for interventions or enrichment.
Ferreira concluded by emphasizing the culture of learning and producing original work at all levels, supporting students in understanding that intrinsic learning provides the most value. Administration will partner with and support educators as they have questions and continue learning through ongoing professional development and support meetings. The AI steering committee will continue its work.
Robidoux praised the presentation and noted its importance early in the school year due to many questions about AI use. He observed the implementation in practice, noting that Dan Richards met with students in the auditorium with clear expectations and engaged students. He emphasized that AI is a tool that can be helpful when used properly but harmful when misused, requiring guidance for students to navigate appropriately.
Gwazda thanked the team for the well-researched presentation. A committee member expressed appreciation for the upcoming parent communication, noting that parents may understand the technology better and need to be on the same page about expectations.
Williams asked about Department of Elementary and Secondary Education (DESE) resources and whether the district might be leading edge in this area. Ferreira confirmed that DESE sent guidance in December 2024 and that the district is on track with those recommendations. She expressed interest in partnering with higher education and noted that a parent community member involved with AI had reached out. She planned to attend AI Week in Boston for educator-specific sessions.
Williams asked about AI detection tools for teachers, similar to plagiarism detection tools from the past. Ferreira explained they are exploring various tools, including one that helps students receive better writing feedback while providing insights into writing patterns. She noted that educators have dealt with plagiarism for a long time and rely on learning students’ voices and setting clear expectations.
Robidoux added that Dan Richards shared with students that AP exams use software algorithms to detect AI-generated content, which would result in rejection. He noted that such resources are evolving quickly.
Schaeffner asked about consistency in teacher AI use, particularly whether teachers using AI for feedback creates inconsistency when students are asked not to use AI. Ferreira explained that AI is suggested as a resource for timely feedback, similar to existing tools like turnitin.com that allow typed or recorded feedback. She noted different levels of feedback exist, from grammar checking (like Grammarly) to content-based feedback.
Williams mentioned AI hallucinations, and Ferreira noted they had included a slide about deeper learning concepts including AI hallucinations but removed it from this presentation. Schaeffner asked about ongoing meetings and feedback, and Ferreira confirmed the AI steering committee will continue with existing and new members, along with school-level support groups and professional development integrated into the calendar. She noted the focus will continue primarily on grades 6-12.
Textbook Disposition Approval (Link: 01:04:00 – 01:08:00)
Ferreira noted this was her first time handling textbook disposition and welcomed committee feedback on the process. She explained that the district has been fortunate to have a comprehensive curriculum review process with funding that allowed them to bring in high-quality, evidence-based curriculum. As a result, they now have old curriculum materials to dispose of.
Ferreira noted that some of the materials do not have strong value and may not be useful in other classrooms. She reminded the committee that they had approved new English learner curriculum and science curriculum the previous year, which accounts for much of the materials listed for disposal. The list also included old reading kits and units of study that remained after adopting Written Wisdom curriculum.
Schaeffner asked about the disposal method. Ferreira acknowledged she was researching the process since it was her first time handling this. Robidoux explained that he would reach out to other superintendents for guidance, noting that materials cannot simply be thrown in dumpsters. He described his previous experience where textile companies would pick up unusable textbooks for recycling purposes, making money from the materials while providing proper disposal.
Schaeffner asked about K-3 science curriculum, noting she thought the district had curriculum for K-3 but thought it was grades 4-6 being discussed. Ferreira clarified that K-3 uses Mystery Science, which is mostly online with experiment kits for students. Some workbooks within the disposal list would be recycled if they had student use on them.
Williams called for a motion to dispose of the materials. A committee member moved the motion, and after brief discussion, it passed 4-0.
Lake Placid Hockey Trip Approval (Link: 01:08:00 – 01:16:00)
Robidoux introduced Ken Wheeler, the athletic director, to present the Lake Placid hockey trip proposal, noting that all overnight trips require committee approval. Wheeler explained that the boys varsity ice hockey team has been invited to play a two-game series against Winthrop at the Herb Brooks 1980 arena in Lake Placid, New York on December 12th and 13th.
Wheeler provided historical context, explaining that the Herb Brooks 1980 arena was the site of the 1980 Winter Olympics where the underdog US men’s hockey team upset the highly favored USSR team and won the gold medal. This upset is known as one of the greatest in sports history and was chronicled in the Disney movie “Miracle.” The two games against Winthrop would count as Northeast Conference League games and are within Massachusetts guidelines, approved by the MIAA’s Keith Bullard.
The educational focus of the trip includes playing in the same arena that hosted the 1980 Winter Olympics. Additionally, 1980 U.S. hockey team captain Mike Eruzione, a Winthrop High School alumnus, will speak to the team about the 1980 gold medal experience and provide a behind-the-scenes tour of the Olympic facility.
Wheeler outlined the itinerary as a businesslike trip similar to an away game. The team would leave Friday morning, eat on the bus, arrive at High Peaks Resort in Lake Placid, have a team meeting and light meal, then walk to the arena for their first game that evening. After a post-game dinner, they would have lights out. Saturday morning would include a workout, breakfast, checkout, meeting with Eruzione for the facility tour, lunch, a 1:30 game, dinner after the game, and then return home via coach bus.
The trip accommodations include six meals, round-trip coach bus transportation, and 12 hotel rooms for 18 players (16 plus two goalies), four coaches, and two additional spots for a trainer or bus driver. The estimated cost is between $8,000-$10,000, with hotel rooms at $249 per room for double occupancy ($3,000 total), six meals for 24 people at approximately $4,700, and bus transportation at about $4,000. The team has already put down $2,000 to hold the hotel rooms and plans to fundraise for the remainder.
Schaeffner asked about equity regarding the girls team. Wheeler responded that this would come next year, similar to how they handled basketball trips where boys went to the Garden one year and girls the following year. He noted that the girls program is different as it’s a co-op that includes seventh and eighth grade girls with a waiver. Wheeler mentioned discussing this with John Strepik, the girls coach, that afternoon.
Robidoux emphasized the importance of equity issues. A committee member made a motion to approve the Lake Placid trip for the boys varsity team, which was seconded and passed 4-0.
Piper Field Light Proposal Update (Link: 01:16:00 – 01:30:00)
Robidoux provided an update on the Piper Field lighting proposal, explaining that he appeared before the planning board on August 12th where questions arose about the number of nights, leading to a continuation of the hearing. He subsequently met with representatives of the abutters and community members, including representatives from youth sports organizations.
Based on these conversations, Robidoux presented an updated proposal that differs from the original request. Instead of asking for the current nine o’clock nights to be extended to 10 PM, the updated proposal keeps all nights at 9 PM to maintain compliance with other town fields. The proposal requests utilizing lights until 9 PM from mid-August through November (approximately 105 nights) and again from mid-March through May (approximately 75 nights), totaling roughly 180 nights. This usage would encompass fall and spring athletics, with no need for lights during winter or summer.
The lights would only be turned on when needed and turned off at the end of athletic contests to minimize impact. Robidoux noted that the athletic department and Pat Noonan have been working on a visual slideshow presentation to accompany the proposal, showing the number of nights, seasons, lumens, and light array patterns for the planning board meeting on Tuesday.
Regarding the PA system, Robidoux clarified that it would only be used for MIAA sanctioned events, currently utilized for four or five home football games for play-by-play commentary. The only music played through the PA system is the National Anthem, with other music being student-generated from portable speakers. He noted the need to work with the athletic department to determine appropriate usage nights while maintaining equity between male and female athletic events, and emphasized that volume can be modulated based on crowd size and sport type.
Robidoux acknowledged that other issues were raised at the planning board meeting unrelated to lights or PA systems, including trash after games and student behavior. He committed to addressing these concerns through conversations with coaches, parents, students, and police to implement better practices and supervision.
A committee member asked for clarification about the 180 nights, and Robidoux explained these represent potential usage nights during fall and spring seasons, not guaranteed nightly use until 9 PM. Factors such as game timing, weather conditions, and scheduling changes would affect actual usage, requiring flexibility in the proposal.
Schaeffner noted that she didn’t see a need for the committee to vote since this was a continuation of a former proposal, but emphasized the importance of having a school committee member present at the planning board meeting since it’s the district’s application. She noted the meeting conflicts with a Lappin Foundation event but suggested at least the chair should attend.
Williams indicated he would be unavailable due to travel, and a committee member volunteered to attend the planning board meeting with Robidoux. Schaeffner noted that there may also be a separate zoning board requirement, which Robidoux confirmed, explaining he was told he might need to appear before both boards for similar conversations.
Schaeffner explained that when the school was originally built, they appeared before the zoning board and received conditions that may need to be addressed for the lighting proposal. Robidoux expressed appreciation for the assistance from various community members including Kate Schmeckpeper, Schaeffner, Pat Noonan, and Muffy Paquette during this process.
Schaeffner noted that the directive was to meet with abutters and reach a mutual agreement, suggesting Robidoux should be prepared to explain the reasoning if that wasn’t achieved. Robidoux acknowledged that while lights are an issue, other concerns seemed more significant to neighbors, and he plans to have conversations with appropriate parties to mitigate those concerns, particularly around football game-related issues.
Subcommittee and Liaison Updates (Link: 01:30:00 – 01:36:00)
Williams noted that the committee is still waiting for their fifth member to fully staff all subcommittees, with hopes of having the new member within the next week. For the communication subcommittee, Williams reported they are working on setting up meetings, with Gwazda having suggested dates that need follow-up.
A committee member reported that the policy subcommittee met the previous week and set a meeting schedule for the year with a fairly ambitious workload. They plan to start bringing policies to the full committee at their next meeting.
Schaeffner reported on budget matters, noting she does not have another budget subcommittee member, which she described as problematic since she cannot meet alone. She plans to start conversations with Robidoux and Pfifferling and reach out to the chair of the Finance Committee, particularly given the upcoming budget season with many moving parts. She noted the district is down 170 students this year while facing increased contractual obligations.
Williams suggested he might move from communications to budget, but noted that the new committee member might have a strong financial background, so they should wait for that process to complete. Schaeffner agreed to begin conversations in the meantime.
Schaeffner raised concerns about receiving meeting materials well in advance, noting that sometimes she only receives them the Friday before meetings. Williams confirmed their policy requires materials 48 hours in advance and emphasized adherence to that policy. Schaeffner argued that 48 hours is sometimes insufficient given the volume of material, suggesting that items not provided 48 hours ahead should not be covered.
Williams acknowledged this addressed the earlier public comment about a finance item being removed from the agenda, clarifying it was not gaslighting but rather that materials were not available in adherence to policy. Schaeffner noted that tabling items doesn’t necessarily require amending the agenda, as items can be tabled for legitimate reasons like lack of materials.
Schaeffner reported that she had reached out to collaborate on youth substance abuse issues following the summer tragedy, sending an email to the Board of Health and Select Board chairs with all members copied. She used the BOH email address as directed by town staff but had not received a response after several days. Gwazda offered to forward the email to Tom Bazar to expedite the process, noting that individual email addresses are not linked on the town website. Schaeffner accepted this assistance to move the collaboration forward.
New Business and Conference Planning (Link: 01:36:00 – 01:38:00)
Schaeffner raised several items under new business. First, she noted uncertainty about the status of school committee goals, asking where they left that process. A committee member confirmed they still need to set goals.
Schaeffner also asked about attendance at the MASC (Massachusetts Association of School Committees) conference in November, noting that the cutoff for early registration rates was the following day. She emphasized the conference’s value for professional development as school committee members and noted it might be part of their operating protocol even if not included in this year’s goals. She strongly encouraged members to consider attending, describing it as having a robust schedule and providing opportunities to develop professionally and make connections with other committee members.
A committee member indicated their recollection was that members were supposed to contact someone about money if they intended to attend, and noted they had registered as well. Robidoux confirmed he was also planning to attend as the administrative team representative and asked members to let Lisa Manning know about any additional events like dinners they wanted to attend.
Williams asked about correspondence. Schaeffner mentioned they had received a letter or email about temporary licensability for schools, which she indicated she would not respond to, noting it related to the planning board issue.
Correspondence and Executive Session Motion (Link: 01:38:00 – 01:41:00)
Williams confirmed he was also attending the MASC conference. Schaeffner clarified that the correspondence they received was regarding temporary lights at Village Field, which Williams acknowledged he would respond to accordingly.
Williams called for a motion to enter executive session for multiple purposes. The motion included executive session pursuant to Chapter 30A, Section 21A3, Purpose 3 to discuss strategy with respect to collective bargaining with the Marblehead Teachers Association, as an open meeting may have a detrimental effect on the bargaining position of the public body, without intent to return to open session.
The motion also included executive session pursuant to Chapter 30A, Section 21A3, Purpose 3 to discuss litigation between Marblehead School Committee and Marblehead Teachers Association, case number MEP 2511555, as an open meeting may have a detrimental effect on the position of the school committee.
Additionally, the motion included executive session pursuant to Chapter 30A, Section 21A3, Purpose 3 to discuss litigation Ferretti Kelly et al. vs. Marblehead Public Schools et al., docket number 2577CV00904, as an open meeting may have a detrimental effect on the litigating position of the school committee.
A committee member moved the motion, Gwazda seconded it, and the motion passed 4-0. Williams then repeated the purposes for executive session and noted they would take a few minutes before transitioning to the executive session, with Gwazda confirming he had the link for the remote meeting.
All About Town provides all information in a good faith effort to improve community engagement and awareness. However, text is generated by artificial intelligence, and we make no representation or warranty of any kind, express or implied, regarding the accuracy, adequacy, validity, reliability, availability, or completeness of any information provided herein. Use of the site and reliance on any information on the site is solely at each individual’s own risk.