Click Below for Full Meeting Summary:
Public Comment (Link: 00:00:00 – 00:04:00)
A speaker read a letter apologizing for using an incorrect parliamentary term during a previous meeting. The speaker explained that Schaeffner had called a point of order to stop discussion due to a violation, but the Chair and Vice Chair continued to release privileged information without authority. The speaker apologized for mistakenly saying “point of order” instead of “point of information” while being flustered by what they described as repeated ethics and Massachusetts General Law breaches. The speaker included details about permissible public participation under Robert’s Rules.
Sarah Palladi wished the Jewish community a happy Hanukkah and noted the committee was meeting on the fifth night of Hanukkah, pointing out that the committee would not meet on Christmas Eve or Christmas Day. Palladi stated she was present because the committee would be discussing in executive session a Jewish teacher whose lead position was split in an unprecedented manner after 16 years, occurring one month after the teacher publicly spoke about antisemitic incidents in Marblehead public schools. Palladi described how the teacher’s position was split, pay was cut, and pension would be impacted after 24 years of service in Marblehead.
Palladi characterized the timing as deeply troubling and appearing retaliatory, arguing that the situation contradicted lessons about speaking up against injustice. She questioned what message would be sent to teachers, administrators, students and families if an educator was punished for naming antisemitism. Palladi stated the teacher earned her lead position through 24 years of service and did nothing wrong, arguing she should be recognized as a professional who acted with integrity rather than treated as a problem to be managed.
Palladi said the Jewish community was watching closely to see if the committee would support Jewish teachers through actions rather than words. She specifically addressed Williams, noting he previously voted against a resolution regarding Massachusetts Teachers Association curricular material on the Israel-Gaza conflict, and said this presented an opportunity to restore trust. Palladi also expressed disappointment with MEA and MTA representatives for not providing clear public support to the union member who raised antisemitism concerns, stating that turning away from a teacher under these circumstances reflected poorly on unions claiming to stand for their members.
Student Representative Update (Link: 00:04:00 – 00:06:00)
Williams closed public comment after confirming there were no additional speakers. Williams then read an update from student representative Wilk, who was unable to attend the meeting. Wilk reported that the High School Performing Arts Winter Concert took place the previous night and was a massive success, featuring the concert band, jazz band, orchestra, chamber orchestra, treble and mixed choirs. Wilk, who participated as a member of the concert band, described it as a festive night that the community enjoyed and thanked the staff, especially new directors Mr. Canali and Ms. Engels, for leading their first MHS concert.
Wilk reported that yearbook sales were ongoing with encouragement to purchase before the end of the year, though seniors were reminded their yearbooks were already covered by class dues. The senior class had been organizing weekly Spirit Days on Fridays, including Quarter Zips and Macho Day and Pajama Day, with good turnout and plans to continue the momentum.
Wilk provided winter sports updates with current records. Basketball teams showed the boys at 2-1 and girls at 1-1. Swimming started at 1-0. Hockey had the girls at 1-2 and boys at 0-2 after a competitive preseason tournament in Lake Placid that included a game against rival Winthrop. Wrestling was 0-1. Track had the girls starting 1-0 while the boys were 0-1 after losing to Beverly by less than a single point in an incredibly close meet. Skiing had been doing dry land conditioning and would begin mountain practice the following week. Gymnastics was scheduled to begin their season that night against an opponent whose name was cut off in the transcript.
Technical Difficulties and Superintendent’s Update (Link: 00:07:00 – 00:13:00)
The meeting experienced technical difficulties with a committee member having trouble accessing their laptop, possibly due to an expired password. Williams suggested proceeding with the Superintendent’s update while the technical issues were resolved.
Superintendent John Robidoux began by recognizing tragedies in Australia and at Brown University from the past week, emphasizing that senseless acts of violence should never become normalized and the importance of promoting acceptance, understanding, and belonging for students and the community. Robidoux reported that cold and flu season was ongoing, with notices sent from lead nurse Megan Kalpin providing helpful tips. He noted that custodial crews were doing extra cleaning of touch points in all schools beyond regular daily cleaning, and that having buildings empty during the break would allow for deeper cleaning to eliminate germs.
Robidoux highlighted positive developments, noting that winter concerts and celebrations were in full swing with students performing well. He praised Marblehead music educators for their hard work and instruction throughout the year. Robidoux reported visiting Village School to witness local artist Brendan Bataflan working with students to create a mural, thanking teachers Julie McCarthy and Gina Semple for facilitating the collaboration. The mural, conveying a message of sharing happiness, would be permanently installed on a wall across from the auditorium area, with funding provided by the PTO.
Robidoux then delivered holiday shout-outs from various principals. Matthew LeVangie from Veterans Middle School congratulated Band Director Kyle Bodwin, Course Director Colleen English, and Orchestra Director Julie Frius for an outstanding winter concert. Scott Williams from Village School acknowledged music teachers Joe Starter, Julie Frius, and Nick Sears, along with Katie Freegon, for organizing amazing performances requiring months of preparation.
Mary Maxfield from Brown Elementary School recognized school counselors Allison Eaton and Kara Elmer for supporting families during the holiday season and winter, ensuring families have resources for staying warm and fed while acting as liaisons with community resources. Michele Carlson from Marblehead High School gave special recognition to Kasia Johnson and Gina Hart for their work supporting students and families through partnership with Making Ends Meet, coordinating holiday assistance and donations.
Frank Kowalski from Glover Elementary School recognized school adjustment counselor Alyssa Kendall, who joined the team this year and made instant connections with staff and children while leading community rallies and helping develop PBS initiatives. Kowalski also recognized PE teacher Eric Fargo as a longtime fixture who comes to work daily with a positive attitude and willingness to help with any task.
Julia Ferreira, Assistant Superintendent of Teaching and Learning, thanked Marblehead music educators Katie Freegod, Joe Stoddard, Nick Sears, Julie Frius, Al Voguin, Colleen Inglis, Eileen Demore, and Frank Simone for their dedication and talent reflected in recent holiday concerts. Robidoux concluded by wishing the entire community a happy, healthy, and safe holiday season.
Consent Agenda and Meeting Minutes Discussion (Link: 00:13:00 – 00:17:00)
Williams requested a motion to approve the consent agenda, which included an identified schedule of bills totaling $814,799.87 and approval of meeting minutes from December 4, 2025. Williams made the motion and Gwazda seconded it.
Schaeffner stated she had seven issues with the minutes that needed to be addressed and requested they be taken out of the consent agenda for separate discussion. A committee member confirmed these were for the December 4th minutes. Williams agreed to amend his motion to only approve the schedule of bills totaling $814,799.87, removing the minutes from the consent agenda. Schaeffner made the amended motion, which was seconded, and it passed 4-0.
The committee then moved to discuss the December 4th meeting minutes. Schaeffner identified several issues requiring correction. Under the budget finance report section, she noted that a statement about committee members emphasizing budget documents must be released to the public simultaneously with committee presentation for transparency needed clarification. A committee member agreed to make that change.
Schaeffner pointed out that under executive session minutes, there was a reference to a point of order being raised and executive session minutes not being voted on, but it was unclear who raised the point of order. She also identified an issue with the competency determination policy discussion section, noting that the minutes showed a motion made by Schaeffner and seconded by Schmeckpeper, but this was actually the amended motion. She explained there had been a 20-25 minute discussion with an original motion, then an amended motion, and the sequence needed to be properly reflected in the minutes.
A committee member said they would highlight the issues and review them. Schaeffner indicated she wanted to see the corrections before approving the minutes rather than making a motion with the edits. The committee member agreed to bring the corrected minutes to the next meeting.
Advanced Placement Assessment Data Presentation (Link: 00:17:00 – 00:34:00)
Williams introduced the first discussion item regarding high school Advanced Placement assessment data. Robidoux indicated that Julia Ferreira and her team would present the information, providing hard copies to committee members.
Julia Ferreira, Assistant Superintendent of Teaching and Learning, presented alongside Susan Shepard, library media specialist and AP program coordinator at the high school, and Danielle Mosher, former math teacher now serving as instructional social media analyst. Ferreira explained that Marblehead High School offers 21 different Advanced Placement courses approved by College Board, with teachers required to submit course descriptions, syllabi, and materials to maintain standards and rigor. She noted that AP courses provide rigorous learning opportunities and can help students earn college credit or advanced placement in college courses.
The presentation highlighted courses across different departments, including recently added classes. Ferreira noted they included student and staff voice in the presentation, featuring testimonials from teachers and students. The English department offers four AP classes, with Seminar and Research being among the newest offerings. Seminar involves team projects that progress to individual work, while Research is a year-long course similar to a college thesis or dissertation.
The school offers three world language AP courses in French, Latin, and Spanish, with student quotes emphasizing how the classes pushed them to learn about culture and translation beyond basic language skills. The presentation also highlighted the seal of biliteracy program. History classes feature active learning with students analyzing speeches and debating, including field trips to locations like the JFK Library and Museum. AP Psychology was added as a new history class this year.
Mathematics offers four AP classes including Calculus AB and BC, Computer Science Principles, and Statistics, which are part of the Manufacturing and Engineering Technology pathway. Science offers four AP classes, with Ferreira describing a visit to AP Environmental Science where students conducted labs examining tree samples to extrapolate precipitation and climate data.
Data showed increasing trends in both the number of students taking AP exams and the number of exams taken over a three-year period, along with increasing pass rates. Out of 595 students in grades 10-12, 353 students (59%) are taking AP courses, with these students taking 829 total exams. Sixty-two percent take one or two exams while over a third take three or more exams. Comparison data with other districts showed Marblehead offering 19 subject exams in the comparison period, though this has since increased to 21 courses.
Ferreira explained the AP Capstone program, comprising Seminar and Research courses. Students in Seminar work in groups on real-world issues, examining them through different lenses such as ethical, environmental, or philosophical perspectives before moving to individual projects. The Capstone diploma requires scoring 3 or higher on Seminar and Research plus four additional AP exams, or three additional exams if students score 3 or higher on the other requirements.
The school awarded 194 student recognitions last year, including 64 AP scholars, 41 scholars with honors, 83 scholars with distinction, and 18 international diplomas. The international diploma requires exams in four content areas including world language, global perspectives, math/computer science/science, and an additional non-world language exam. Two students earned Capstone diplomas and three earned AP Seminar and Research certificates. Marblehead High School received the AP Scholar Honor Roll gold award in 2024 for ensuring AP coursework is equally available to all students regardless of background.
Schaeffner praised the robust offering and growth despite district challenges, acknowledging the additional work required of teachers including ongoing training and curriculum maintenance. She suggested surveying recent graduates about AP credit acceptance and placement at colleges, noting that some selective institutions don’t always accept AP credit and some students found it beneficial to retake courses rather than place out.
Ferreira agreed this was a valuable suggestion and noted that AP offerings help support college-bound students as colleges become more selective. Williams asked about AP programs’ impact on institutional rankings, and Ferreira offered to consult with the director of accounting for more information, noting that the previous year had impressive college acceptance results.
Robidoux commented on being impressed by the large class sizes in AP courses, noting this differed from his previous experience where AP classes often had very small enrollments. Schaeffner emphasized the importance of guidance counselors in helping students plan their AP course sequences from ninth grade, as prerequisites often require advance planning rather than last-minute decisions.
Policy Approvals and Updates (Link: 00:34:00 – 00:43:00)
Williams introduced the next agenda items regarding policies and asked if Schaeffner wanted to walk through them. Williams explained that five policies were presented for third reading, all MASC recommendations reviewed and recommended by the superintendent. These policies had first readings by the policy subcommittee in November and second readings by the full school committee on December 4th.
Williams presented policy ECAB, Access to Buildings and Grounds, which addresses access to school buildings and grounds during school hours and non-school hours. Schaeffner made a motion to approve, seconded by Gwazda, and the motion passed 4-0. Williams then presented policy EFDA, School Food and Nutrition Meal Modifications, addressing USDA and DESE requirements for modified meals for students with disabilities or dietary restrictions. Schaeffner made the motion, Gwazda seconded, and it passed 4-0.
The third policy, EFE Civil Rights Complaint Policy for Child Nutrition Programs, addresses USDA and DESE requirements for civil rights complaint procedures related to food and nutrition programs. The motion was made by a committee member, seconded by Gwazda, and passed 4-0. Policy EHAA, District Security Relating to Technology, was proposed by MASC in September 2023 to establish foundations for adequate storage and protection of district data. Schaeffner made the motion, Gwazda seconded, and it passed 4-0.
The fifth policy, EHV Data and Records Retention, was proposed by MASC in December 2023 to address gaps in recommended retention of records, including electronic communications of public officials. Schaeffner made the motion, Gwazda seconded, and it passed 4-0.
Williams then presented policy IKFE, Competency Determination, for approval. This policy was proposed by the superintendent to satisfy a DESE requirement for a competency determination policy now that MCAs are no longer required for graduation. The policy was presented to the policy subcommittee twice and to the full committee on December 4th, when the committee voted 4-0 to waive the three readings requirement. Gwazda made the motion to approve, seconded by Clucas.
Schaeffner stated she would not support the policy because she disagreed with the definition of a passing grade being used to determine competency. She noted that at the previous meeting it was discussed that this would be explored at the policy subcommittee level and brought back to the school committee in January, but she could not support the policy as written. The motion passed 3-1 with Schaeffner voting against.
Williams presented two policy updates reflecting Massachusetts’ provision of universal free meals. Policy EFC, Free and Reduced Priced Food Services, was rewritten to reflect the shift to free school meals. Schaeffner made the motion, Gwazda seconded, and it passed 4-0. Policy EFD, Meal Charge Policy, was also updated to reflect the shift to free school meals. Schaeffner made the motion, Gwazda seconded, and it passed 4-0.
Williams introduced the appointment of Mark Strout to the Essex Agricultural and Technical School District. He explained that the Essex North Shore Agricultural and Technical School District School Committee consists of 20 members, one from each of 17 sending districts and three representing the Massachusetts Department of Agriculture. Marblehead appoints a member every three years, and Strout currently serves as the board’s chairperson. Strout was highly recommended by the Essex school superintendent and town moderator Jack Patrick for another term. Williams made a motion to reappoint Strout to a new three-year term as the town’s representative, with the term commencing January 1, 2026. Schaeffner made the motion and Gwazda seconded.
Essex Agricultural and Technical School District Appointment (Link: 00:43:00 – 00:49:00)
Schaeffner acknowledged that Mark Strout has performed very well in his role and provides excellent updates at town meetings. However, she noted that there have been changes at the technical school level, specifically that the application process has changed from a subjective application system to a lottery system. Schaeffner reported hearing concerns from parents about this change, as there appear to be more students interested in attending Essex Tech than available seats from sending districts.
Schaeffner requested that Strout be invited to present to the school committee about current developments, including any plans for expansion. She noted that the district had previously invested in reconstruction or rehabilitation of their portion of the facility and wanted to understand if there were any future plans given the enrollment pressure.
Robidoux agreed this was a good idea, explaining that sending district superintendents have been discussing the enrollment process and looking to make adjustments. He noted that as a sending district superintendent, he is involved with Essex Tech but doesn’t fully understand their operations, making it important for both administration and the school committee to understand additional opportunities for students and ensure fair access.
Schaeffner suggested that the administration might also consider offering technical courses within the district for students who cannot attend Essex Tech. She referenced historical technical courses that were previously available in the district. Robidoux confirmed they have been having early discussions about this, mentioning possibilities like woodshop, marine tech, CNA certification, or childcare certification. He noted that the Pathways program lends itself to some technical offerings and that robust programs could qualify for grants under different funding mechanisms.
Schaeffner emphasized that while the district has no control over Essex Tech’s policies, it would be helpful for the committee and administration to understand their plans given the demand and application changes. She encouraged visiting the facility, noting it looks beautiful and that town funds support students attending there, though it’s not a school district budget issue.
Robidoux mentioned that superintendents had recently visited Essex Tech for lunch and relationship building. Williams agreed to reach out to Strout for a presentation, noting the budget implications and that they were voting on appointing a chairperson. Williams also requested notification of future visiting opportunities for school committee members. The motion to reappoint Strout passed 4-0, with congratulations extended to Strout and thanks for his service.
Headlight Student Newspaper Discussion (Link: 00:50:00 – 01:01:00)
Williams indicated he would reach out to Jack regarding next steps for the Essex Tech appointment. Williams then introduced the next agenda item regarding the Headlight student newspaper and turned the discussion over to Schaeffner.
Schaeffner explained that she had requested this agenda item after asking questions about the district’s practices regarding the Marblehead High School Headlight student newspaper. She noted that currently one media source, Marblehead Current, serves as the exclusive publisher of the Headlight, and the district has received requests from other media sources to publish student work as well. Schaeffner questioned why the district would limit opportunities rather than allowing all students to have multiple opportunities for print, digital, or hard copy publication, emphasizing that the school’s role is to help students maximize their talents and learning through exposure.
Schaeffner reported receiving compelling emails from other sources, including Marblehead Weekly News, which offers both print and digital publication, and Marblehead Independent, which is digital and interested in publishing individual student articles. She noted that Marblehead Independent has greater circulation across multiple towns. Robidoux agreed that having more distribution for students would be beneficial.
A committee member stated that under Massachusetts General Law, it would not be appropriate for the school committee to make policy determining how student newspapers are disseminated, suggesting that decision should be left to students. Schaeffner clarified she was not suggesting the committee set policy on how it’s done, but rather that opportunities not be limited.
Robidoux provided background on the current arrangement, explaining that the Headlight has an exclusive agreement with Marblehead Current based on conversations from seven years ago when the publication wanted to print the newspaper in hard copy. He noted that when discussing this with students, they expressed interest in maintaining print publication and were concerned that allowing publication in multiple outlets might cause the current partner to discontinue hard copy printing. Robidoux also mentioned that the current partnership includes internship opportunities and paid positions for students through the nonprofit paper.
Robidoux emphasized that the Headlight is a student-run newspaper and that student voice should be central to decisions. He indicated this should be a building-based decision involving the teacher advisor Tom Higgins and students, with his involvement only needed if they requested different support or resources. Schaeffner asked whether the teacher had spoken to other sources, and Robidoux noted that students had expressed interest in keeping the publication in print, though he didn’t have all details about conversations with other outlets.
A committee member suggested that if the current situation is not hindering the goals of the Headlight advisor and students, and they are satisfied with the arrangement, the decision should remain with them as an extracurricular activity. Schaeffner agreed the committee shouldn’t make the decision but noted that students might not independently explore other opportunities, which is why the requests came to the committee’s attention.
Williams suggested following a typical process where Tom Higgins, Robidoux, and the students involved would work together to explore whether they’re interested in publishing through all three mechanisms before bringing the matter to the school committee. He stated it should only come before the committee if something cannot be decided at the school level or if a policy is needed. Robidoux agreed this approach made sense and that they would proceed in a planful way.
A speaker from the audience noted that the student newspaper had never been asked by anybody if other organizations could publish their work. Williams acknowledged this was clear in the correspondence received and included in the material packet. Schaeffner concluded by noting that all three media sources offer unique benefits and personnel, representing a great opportunity to leverage journalistic talent in the community to help students.
Student Services Department Update (Link: 01:01:00 – 01:33:00)
Williams introduced the student services update. A speaker began the presentation, noting this was the start of their second year in the district. They acknowledged that Assistant Director Victoria Ryan was watching from home due to illness and thanked Executive Assistant Kathleen Gustafson for her support. The speaker recognized the work of team chairs and administrative special education assistants, emphasizing their patience, creativity, and belief in every student and family.
The speaker announced the hiring of Stuart as team chair for Glover School, who would visit the following Monday for a meet and greet after an extensive interview process. They also reported bringing on Catherine P. as a 0.6 administrative assistant at an unspecified location, noting this position was previously 1.0 split across two elementary schools but the need was determined to be 0.6 in each building instead.
The presentation covered the scope of the student services department, which extends beyond special education to include multiple areas. The speaker focused on Circuit Breaker funding, explaining they were audited by the Department of Elementary and Secondary Education after applying for funds for high needs special education students. The audit was triggered by their Extraordinary Relief claim comparing FY25 to FY24 spending over the 75% threshold. The speaker reported receiving an official letter the previous day confirming they were owed money back, though payment would be delayed until all district audits were completed.
Student enrollment data showed trends over three years. Foster care students numbered seven in 2023-24, six in 2024-25, and four currently, though the speaker noted an influx of about 15 students with significant unbudgeted needs in the past three weeks. McKinney-Vento students (homeless) numbered 11 in 2023-24 and seven in both subsequent years. The district provides transportation funding and covers items like glasses, braces, and appointments for these families, sending resource letters at the beginning of each year.
Students on IEPs decreased from 505 in 2023-24 to 439 in 2024-25 to 416 currently (ages 3K through 22). Students on 504 plans increased from 226 in 2023-24 to 249 in 2024-25 to 279 currently. Out-of-district students numbered 48 in 2023-24, jumping to 53 in 2024-25 due to seven students proposed out at the end of the previous year, and currently stands at 50. The speaker emphasized these numbers are fluid with students graduating, aging out, or returning to district.
Regarding safety, the district offers safety care training with 53 staff members restraint-trained in 2024-25, increasing to 61 currently. The speaker clarified the district does not have significant numbers of restraints. All staff receive de-escalation training using common language throughout the district, including help, prompt, and wait strategies. BCBAs KT Chowski, Caitlin Harsom, and Maria Dort provided training at elementary, middle, and high school levels in November.
The speaker defined special education under the Individuals with Disabilities Education Act as specially designed instruction at no cost to meet unique needs of children with disabilities, ensuring free appropriate public education in the least restrictive environment. Robidoux clarified that least restrictive environment doesn’t necessarily mean fewer walls, giving examples of how one-on-one aides can actually be more restrictive than other supports, and that “at no cost” refers to families, not the district.
The presentation outlined district programs including inclusion services, language-based programs, therapeutic programs, and ABA programs. Language-based programs serve grades 2-12 at Brown, Village, Veterans, and high school, working with Landmark on classroom environments and using tools beyond Orton-Gillingham and Wilson to focus on language acquisition and learning strategies. Therapeutic programs address social-emotional and self-regulation needs for grades K-12, using social skills strategies and behavioral intervention plans developed through functional behavioral assessments.
ABA programs support students with verbal and non-verbal learning difficulties, often including students with autism, featuring embedded staff and AAC consultants for communication technology tools. The program serves pre-K through age 22 at Glover, Village, Veterans, and high school with small teacher-to-student ratios.
Accountability data showed significant improvements for special education students. Achievement points increased from 0 out of 12 in 2024 to 7 out of 12 in 2025 for overall district performance. Growth remained steady at 5 out of 8 points with a slight decrease in math. High school achievement for students with special needs increased from 1 out of 12 points in 2024 to 7 out of 12 in 2025. However, chronic absenteeism remained a concern with 0 points received for both non-high school and high school students with disabilities.
The speaker noted they were addressing absenteeism through letters, phone calls, the new Cartwheel program with the Y focusing on school avoidance, and partnerships with the CSA program manager for in-person local support. Schaeffner praised the robust presentation and emphasized the importance of this area for students, staff, and budget, encouraging committee members to spend time understanding the complexity. She noted that special education students are entitled to education under civil rights law, unlike general education students.
Robidoux thanked the student services team and explained this was intended as a high-level overview, with future discussions planned to focus more specifically on individual programs like ABA and therapeutic programming to inform decisions about in-district versus out-of-district placements. The speaker offered to meet with anyone individually to discuss the complex topics in more detail. Schaeffner concluded by noting opportunities for investment in these areas given declining enrollment and the town’s generosity to the school district.
Copier Contract Discussion (Link: 01:33:00 – 01:42:00)
Williams moved to the copier contract discussion and turned to Michael Pfifferling, Assistant Superintendent of Finance & Operations. Pfifferling provided an update on the district’s copier contract, explaining that the current contract expires at the end of January 2026. He clarified that there are actually two contracts – both 36-month terms – with the larger one ending in January and a smaller contract for color machines ending the following March. The district has 24 black and white machines and 5 color machines district-wide.
Pfifferling reported that current leases cost approximately $99,000 annually, plus $31,000 for service and supplies, totaling about $129,000 per year for 29 machines. Three vendors expressed interest in working with public schools: Ricoh (the incumbent), Konica Minolta, and Canon. The district requested three different lease terms (36, 48, and 60 months) instead of the typical 36-month option, and asked vendors to include Papercut software.
Pfifferling explained that Papercut is server-driven software and hardware that requires ID badges to release print and copy jobs. This system increases confidentiality by preventing documents from being left on printers, reduces waste by deleting unreleased jobs after 24 hours, and tracks user volumes to identify potential savings opportunities. The district also requested that all 29 machines be renewed simultaneously in January 2026 to avoid having machines on different lease cycles, which would provide more flexibility and negotiating power.
Pfifferling described the vendor proposals. Ricoh, as the manufacturer with a local branch, proposed semi-cost-per-copy pricing where some machines are pay-per-click including toner, while most black and white machines require purchasing toner upfront. He noted this creates waste as toner often sits unused in closets and becomes incompatible when machines are upgraded. Konica Minolta’s quote came through local independent dealer UBO, a nationwide mega dealer with buying power. Since Ricoh wouldn’t provide support to keep their business through UBO, they proposed Konica Minolta machines that are 5 pages per minute faster than Ricoh’s models.
Konica Minolta offered true cost-per-copy pricing at 4/10 of a cent for black copies and 4.4 cents for color copies, with billing in arrears every three months. The vendor can remotely monitor machines to track copy counts and toner levels, shipping replacement toner as needed. Canon, while making reliable machines, had higher pricing on both lease and black and white cost-per-copy, though their color cost-per-copy was lower. However, the district’s relatively low color copying volume made this advantage insufficient.
Pfifferling explained that for a three-year lease, Ricoh would likely have won with annual savings of about $18,000. However, when considering 48-month lease options, Ricoh and Konica Minolta were nearly equal with only a $600 annual difference in total cost of ownership. After meeting with Kwiatek and Robidoux to discuss advantages and disadvantages, they agreed that 60 months was too long for a school environment where heavy usage and equipment jams are more common than in office settings.
The recommendation was to select Konica Minolta based on the faster speed (5 pages per minute), true cost-per-copy pricing, and inclusion of Papercut software, which Canon did not offer. Estimated savings would be approximately $22,000 annually or $88,000 over the 48-month term. Pfifferling noted that while this wouldn’t dramatically impact the budget, it represented substantial savings on a commodity item when costs are rising elsewhere. He explained that Massachusetts General Law requires governing body approval for leases beyond 36 months, and that town meeting includes a warrant article allowing the select board to enter into term contracts beyond 36 months, making the select board his next stop for approval.
Copier Contract Discussion (Link: 01:42:00 – 01:46:00)
Williams asked about the number of machines, and Pfifferling confirmed there would be 29 machines total – 24 black and white and 5 color, with each building having a color machine. All machines are multifunction devices that print, scan, and copy, with fax capability though not all have fax lines connected. Pfifferling noted that current Ricoh machines lack hole punch capability, requiring him to purchase hole punch paper for budget books, while all proposed Konica machines include hole punch and stapling features.
Williams asked about flexibility if the district needed fewer machines during the four-year contract term. Pfifferling explained they would be locked into the machines for the contract duration, noting that typically the issue is machine placement rather than quantity. He described the convenience factor of having machines accessible to teachers rather than requiring them to walk to distant locations for copying or scanning. Pfifferling mentioned they would review volumes at the contract’s end, especially with Papercut implementation, to potentially downgrade some machines to lower-cost models with reduced page capacity.
Williams expressed hope that paper output would decrease over four years, though acknowledged this might be idealistic. Robidoux noted that Papercut would help track usage and enable conversations about high-volume users, while recognizing that elementary teachers likely print more than secondary teachers. He expressed comfort with the machine count and praised Pfifferling’s due diligence on the contract.
Williams asked if this required committee action. Pfifferling clarified that while not required by law, he would appreciate the committee’s endorsement since the contract was going to the select board. Williams called for a motion to approve the vendor selection and contract. Gwazda made the motion, seconded by a committee member. Robidoux thanked Pfifferling for his work, and Pfifferling noted his 20 years of industry experience helped him negotiate effectively while maintaining good vendor relationships. The motion passed 4-0.
Enrollment Update Presentation (Link: 01:46:00 – 02:04:00)
Robidoux and Julia Ferreira presented an enrollment update, with Robidoux framing the discussion by noting that declining enrollment trends are not specific to Marblehead but reflect broader statewide projections. He explained that the region experiences low birth rates directly impacting school-age enrollment, similar to surrounding districts. Transition years between buildings are pinch points for enrollment, and significant numbers of students attend private, charter, or vocational options, especially in secondary grades. Robidoux emphasized that enrollment decline is spread across grade levels rather than in large pockets, so student reductions don’t necessarily equate to similar staff reductions.
Ferreira presented slides showing enrollment data with arrows indicating diagonal trends across grade levels from kindergarten through graduation. The data showed a negative 3.8% change over the period from 2019 to present. A committee member noted the graduation-to-entry gap where larger classes graduate while fewer students enter, and that for the first time, no class exceeds 200 students with total enrollment at 590.
Ferreira presented data on where students transfer, noting this internal data tracks movements throughout the year rather than just October 1st snapshots. The data showed 56 students moved out of state in the previous school year and 6 students enrolled in homeschooling. Schaeffner asked for clarification about whether out-of-state transfers included students who moved away versus those attending private schools while remaining residents, with Ferreira explaining these were students who left Marblehead entirely.
The presentation included research from the Pioneer Institute showing Marblehead has the second-lowest birth rate in Massachusetts. Ferreira explained that while low birth rates don’t guarantee enrollment decline, they combine with other factors like housing availability and aging population to affect enrollment. Schaeffner suggested obtaining census data showing birth dates by year, which Ferreira agreed to request from the town clerk.
Robidoux discussed surrounding towns’ enrollment changes, noting that some communities like Salem and Swampscott show different trends due to new housing developments. Ferreira researched specific examples, finding that Swampscott added 305 affordable housing units over four years compared to fewer than 100 in Marblehead. Schaeffner questioned how they knew these units housed children, with Ferreira acknowledging they lacked that specific data but were examining multiple factors including aging population, birth rates, and housing.
The presentation detailed where Marblehead resident students attend school outside the district. Significant numbers included 32 at Epstein Hillel Academy, 82 at Marblehead Charter Schools, 41 at another institution, 78 at St. John’s Prep, and 35 at vocational schools. Robidoux noted these represent students who were previously enrolled in district schools, and discussed how the district might better market itself during transition years, though acknowledging they cannot compete with certain specialized offerings.
Ferreira presented DESE data showing school enrollment as of January 1st each year, including only full-time students whose parents are Marblehead residents. This excludes METCO students and faculty children. The data showed 81-83% of resident students attend public school, which Ferreira noted is consistent with similar districts offering alternative school options. Schaeffner identified discrepancies between this data and previous slides, with Ferreira explaining the difference included METCO students (over 40), staff children, and other categories like foster and homeless students.
Robidoux concluded by reiterating patterns of losses at transition points between middle and high school, the continued effects of housing trends and low birth rates, and the need to monitor class sizes and course enrollments. He noted that administration and principals meet regularly to examine class-by-class enrollment and student needs as part of budget planning. Despite enrollment decline, Robidoux emphasized maintaining excellence in education and providing high-quality Pre-K through 12 learning experiences, citing the earlier AP program discussion as evidence of student achievement.
A committee member appreciated the detailed work being done at the budget subcommittee level, examining class by class and grade by grade while recognizing fixed costs like nurses and librarians at each school. Schaeffner noted the district is down almost 1,000 students over ten years, emphasizing this is not incremental change and represents significant budget implications requiring school committee attention. Robidoux clarified that staff reductions have occurred, citing the example of Village School having 8 sixth-grade teachers now compared to 12 previously, and noted that maintaining staffing levels also correlates with increased high-needs student populations.
Bargaining Subcommittee Appointments (Link: 02:05:00 – 02:10:00)
Schaeffner requested clarification about whether physical therapists and occupational therapists were included in the teachers’ contract, with confirmation that speech therapists were included. Williams suggested appointing two school committee members to the bargaining subcommittee, with the bargaining team consisting of those two members plus the town administrator and Superintendent Robidoux.
Williams asked for interest in serving on the bargaining subcommittee, noting there were also two openings on the goals subcommittee discussed the previous week. He reported that Schmeckpeper had expressed interest in serving on the bargaining subcommittee despite being unable to attend the meeting. Schaeffner asked if the chair typically serves on such committees, and Williams responded that he preferred to have members gain experience for future collective bargaining agreements since his tenure would be shorter.
With Schmeckpeper and Clucas expressing interest, Williams called for a motion to appoint both to the bargaining subcommittee. Gwazda made the motion, which was seconded and passed 4-0. Williams then called for a motion to establish the bargaining team consisting of the bargaining subcommittee members, town administrator, and superintendent.
Schaeffner asked for clarification about the superintendent’s role, and Williams confirmed the superintendent would serve in an advisory capacity. Schaeffner asked if anyone had spoken to the town administrator about participation, and Williams confirmed he had and that the administrator agreed to serve. Gwazda made the motion, Clucas seconded, and it passed 4-0.
Schaeffner raised the question of whether negotiations should be conducted in open session, noting this had been discussed extensively two years prior with community input, including from Schmeckpeper when she was a community member advocating for open session negotiations. Williams indicated this was a topic for discussion but suggested it would be addressed in executive session strategy discussions rather than being decided at that moment.
Subcommittee and Liaison Updates (Link: 02:10:00 – 02:14:00)
Schaeffner provided updates on subcommittee activities, noting that the budget subcommittee had not met recently and needed to reschedule. She then gave an update on substance-related work she had been conducting with the select board, Board of Health, and Recreation and Parks. Schaeffner reported meeting earlier in the week with select board member Dan Fox and police chief King, in a meeting organized by community member Megan Sweeney, described as a local activist, and Dean Kushner, a certified recovery coach who works in town.
The group met with District Attorney Paul Tucker and two members of his staff earlier in the week for what Schaeffner described as a great conversation addressing issues at a high level that had recently appeared in the press. She explained they were looking at a community initiative going forward that would not necessarily be school board-related but would involve the select board taking it back for consideration as a community initiative working with the DA’s office.
Schaeffner noted that the DA’s office has many resources available to help the town in areas of support around juvenile justice, restorative justice, and collaborative work with first responders, police, and board of health to keep students and children healthy and making good decisions. She mentioned that much of this connects back to educational resources.
Schaeffner reported that the DA discussed a program previously conducted in Marblehead that ended and did not resume after COVID but continues in other districts. She promised to present this to the administration – a springtime pre-graduation activity session with parents and students where the DA’s office brings in speakers to discuss making good decisions and potential ramifications. Schaeffner noted that the structure of the community initiative committee remained to be determined, including whether she would continue to be involved.
Robidoux thanked Schaeffner for her work on this initiative, noting they had discussed it previously. He praised the collaboration and communication with community members and parents, emphasizing the importance of having open, honest dialogue. Robidoux stressed the value of being proactive rather than reactive in these efforts. He commented on his appreciation for the community’s positive involvement and expressed hope that this initiative would generate positivity and solid collaboration to ensure student safety.
Goals Subcommittee Appointments and Procedural Guidelines (Link: 02:14:00 – 02:22:00)
Williams addressed the pending goals subcommittee appointments, noting that both he and Schmeckpeper had expressed interest at the previous meeting but voting was postponed because most committee members were absent. He asked if anyone else had interest or had changed their mind. Williams made a motion to appoint Schmeckpeper and himself to the goals subcommittee established at the previous meeting. Gwazda made the motion, which passed 4-0.
Williams provided clarification on procedural guidelines following requests after the previous meeting. He explained that the school committee follows Robert’s Rules and Massachusetts Open Meeting Law. Only elected committee members and administrators at the table are meeting participants, while others have the right to observe but not participate, except during public comment periods and perhaps incidental motions. The committee may occasionally seek factual information from the audience, but public members cannot speak without chair recognition, which is entirely at the chair’s discretion and can be delegated to the full committee.
Williams clarified that a point of order, used to inform the chair of procedural errors, is for committee members only. A point of information, now called a request for information, can be made by the public through the chair or with committee permission for specific questions about process or motion content, but does not grant the right to provide additional information beyond clarification. Schaeffner noted that point of inquiry allows the public to ask questions, with Williams explaining this is a request to the chair for their opinion on parliamentary procedure related to current agenda items.
Schaeffner raised concerns about correspondence handling, noting they received an email from two MEA presidents regarding comments from the previous meeting requesting it be read into the record. They also received an email from former community member Sarah Palladi that was read during public comment. Schaeffner had requested both be included in the record as they were directly related, with Palladi’s email clarifying mistakes pointed out by the MEA members. She criticized Williams’ decision not to include Palladi’s correspondence in the packet, calling it a mistake, poor judgment, and lacking transparency.
Schaeffner also noted that while the first media source statement regarding the student newspaper was included in the packet, the other two were not initially included until she requested them. Williams disputed this, stating all were included at the same time in short order and offering to show timestamps. He explained that Palladi’s correspondence was not included because she didn’t request it and because she addressed her apology for using incorrect terminology during public comment, making written inclusion unnecessary.
Williams noted that including every email received would consume entire meetings, and that precedent from previous chairs has been not to bring all correspondence to the committee. Schaeffner argued these were different because they were related to the same topic, with one providing clarification. Williams disagreed with her characterization and moved to executive session.
Williams called for a motion to enter executive session for multiple purposes: to discuss potential litigation by former administrator Jay Bakke; to conduct collective bargaining with the Marblehead Education Association regarding a step three grievance about lead teacher stipend; to discuss strategy regarding the same grievance; to discuss strategy for bargaining with board certified behavior analysts, physical therapists, occupational therapists and their assistants, and certified nursing assistants; and to comply with Open Meeting Law requirements regarding the committee’s November 20, 2025 executive session. All sessions were declared without intent to return to open session.
Executive Session Motion and Grievance Hearing Setup (Link: 02:22:00 – 02:34:00)
A speaker identified as Ellen representing a grievance regarding a teacher stated that the teacher was waiving her right to executive session and would like the grievance heard in public session. She asked if this could be done before going into executive session. Williams requested a brief recess to discuss whether this was appropriate with their lawyer. Ellen confirmed it was the teacher’s right to decide whether to go into executive session.
Williams asked their legal representative to come over and explained he needed parliamentary confirmation that a level three grievance scheduled for executive session could be held in open session at the person’s request. The legal representative suggested the committee should discuss and address this request first before proceeding. Williams expressed concern that their legal representative wanted a discussion beforehand.
Committee members expressed they were fine with holding the session in open session, but agreed they should understand any legal considerations first. Schaeffner noted that in executive session they cannot discuss the grievance itself since the employee has the right to waive executive session for that request. She expressed concern about discussing anything personnel-related in executive session, as she understood that was not permitted.
The legal representative clarified they would only discuss procedure, not the grievance itself. Williams made a motion to go into executive session to discuss the procedure around whether the existing grievance would be conducted in executive session or public meeting. Gwazda seconded the motion, which passed with the committee moving to another room for a brief discussion.
After returning from the brief executive session, Schaeffner noted for the record that there was no motion currently on the table, although the agenda had been read. She then made a motion pursuant to Chapter 38, Section 21A, Purpose 2, to conduct a collective bargaining session with the Marblehead Education Association, specifically to hear a step three grievance regarding the lead teacher stipend in open session.
Lead Teacher Grievance Hearing (Link: 02:35:00 – 03:42:00)
After a brief discussion about process, Williams explained that the grievance case would be presented to the committee. Schaeffner asked for background on the grievance levels, with Robidoux explaining that level one goes to the principal and level two to the superintendent.
Ellen, acting as attorney for the grievant, introduced herself as representing Ms. Carnes, who wished to make a statement and share information about the matter. Ellen stated she would make statements as legal representative after Ms. Carnes concluded, noting this was being done in open session at the teacher’s request.
Ms. Carnes, an English teacher at Marblehead Veterans Middle School, presented her grievance. She stated she had been the lead English teacher since the position was established in 2008, with exemplary performance and no criticism. She noted she was currently the only lead teacher enrolled in a master’s certificate program in leadership. Carnes stated there was no legitimate reason for her position to be split and believed she was discriminated against because she is Jewish and a Zionist, and retaliated against for speaking out about antisemitism.
Carnes provided background on lead teacher positions created in 2008 throughout the district, noting individuals typically retained positions year after year with minimal turnover. She served as sole lead teacher at Veterans Middle School for 16 consecutive years through the 2023-24 school year. During 2023-24, she raised concerns about antisemitism and anti-Zionism incidents in district schools, which she said were largely ignored by administration despite following proper channels.
In June 2024, Carnes spoke publicly at the ICANN Summit about these issues. The presentation went viral, prompting the school committee to hire an external firm to investigate the district’s handling of antisemitism complaints. She described herself as a highly respected educator leading an English department with top MCAS scores in the state.
Carnes detailed what she characterized as retaliatory actions. On June 25-26, 2024, exactly 15 days after the ICANN Summit, she received a text from a colleague she had recommended for hiring and mentored, expressing interest in becoming lead teacher because of “everything you’ve been going through.” One month later, the district split the lead English teacher position, hiring the person she had mentored, which she said contradicted job postings stating five positions at Veterans Middle School and violated the collective bargaining agreement.
Carnes stated this decision had no precedent at her school and occurred again in 2025-26, contradicting what Principal Matthew LeVangie had told her when she objected to the split in 2024-25. She said LeVangie told her the position would only be split for one year and return to one lead teacher in 2025-26. She expressed concerns directly to the superintendent on July 8, 2025, about the potentially retaliatory nature of the job split.
Carnes provided historical context of lead teacher stability, noting the social studies teacher hired in 2008 remained the only lead teacher, the science teacher served from 2008 until retirement in 2014 with one replacement serving until 2025, and math teachers serving long tenures until retirement. She noted that when two teachers applied for single positions historically, only one was selected, but the district suddenly changed to splitting positions in 2024 after her ICANN presentation.
Ellen, representing Carnes, stated they were asking the committee to admit a mistake happened and correct it. She described Carnes as an amazing English teacher for 24 years whose students love her because she educates effectively. Ellen noted Carnes had been the sole English lead teacher for 16 years like every other lead teacher, with only her position being split a month after speaking publicly about antisemitism.
Ellen questioned whether this was coincidence, suggesting it was done either out of fear or discrimination. She described how Carnes lost support from administration and colleagues after filing antisemitism complaints, noting that students noticed the change in her status. Ellen detailed three ways the position split affected Carnes: professionally by removing a role she performed with excellence, financially through lost stipend affecting retirement, and socially through isolation.
Ellen referenced recent antisemitic incidents during Hanukkah, including attacks in Australia, New York, and California, emphasizing that Jewish students and teachers are afraid. She noted some high school students refuse to wear religious symbols or identify as Jewish. Ellen argued the committee’s decision would determine whether Jewish teachers and students feel protected or punished for speaking out about antisemitism.
Ellen warned of potential legal costs if the grievance proceeded to arbitration and noted that Carnes had filed an amended MCAD complaint specifically mentioning this grievance. She stated that resolving the grievance would eliminate both the arbitration and MCAD complaint, potentially saving significant legal fees while demonstrating support for Jewish community members.
Williams noted the collective bargaining agreement requires response within 21 calendar days. Schaeffner asked questions about the grievance process, and Robidoux explained his level two response. He stated the grievance wasn’t filed when the incident occurred but a year later with the new principal. Robidoux said he found nothing compelling to indicate antisemitic behavior caused the split, noting Carnes stated she was Jewish and Zionist but provided no other evidence of discrimination.
Discussion revealed discrepancies about whether lead teacher positions had been split before. Robidoux stated it was past practice across the district, while Ellen maintained it had never happened until 2024. Carnes explained that when the new principal continued the split in 2025, he said he was told he could get all the help needed when multiple people applied, contrary to previous practice of selecting only one person.
Carnes described her qualifications and 36 years of teaching experience, including pursuing a master’s certificate in leadership to demonstrate commitment. She explained the financial impact, noting the stipend was cut in half while she still attended all meetings and maintained responsibilities. The reduced compensation would affect her retirement calculation based on her top three salary years.
Ellen confirmed they were seeking reinstatement as single full-time lead teacher and compensation for the past two years. When asked about union representation, Carnes stated the union never contacted her and a representative only appeared at the superintendent meeting as a “silent observer” without prior communication.
Schaeffner asked about safety concerns, and Carnes confirmed she did not feel safe in the district because she is Jewish and Zionist. Ellen provided context about ICANN as an organization fighting antisemitism, describing how Carnes spoke about three Jewish teachers experiencing antisemitism since October 7, with one leaving the district specifically due to antisemitism.
Ellen explained that an MCAD complaint was filed against the MTA and recently amended to include the district specifically because of this grievance. She emphasized that resolving the grievance would eliminate all legal actions and allow healing to begin. After the presentation concluded, Schaeffner made a motion to deliberate the grievance in open session, noting for the record that the employee had waived executive session rights.
Executive Session Transition (Link: 03:42:00 – 03:45:00)
Williams called for a motion to enter executive session for multiple purposes. The first was pursuant to Chapter 30A, Section 21A3, Purpose 3, to discuss potential litigation by former administrator J. Bakke, as an open meeting may have a detrimental effect on the litigating position of the school committee and chair, without intent to return to open session.
The second purpose was to discuss strategy with respect to collective bargaining, specifically to deliberate regarding response to the step three grievance regarding the lead teacher stipend, as an open meeting may have a detrimental effect on the litigating position of the school committee and chair, without intent to return to open session.
The third purpose was to discuss strategy with respect to collective bargaining specifically regarding bargaining with board certified behavior analysts, physical therapists, occupational therapists, as well as physical therapist assistants, occupational therapy assistants, and certified nursing assistants, without intent to return to open session.
The final purpose was to comply with or act under the authority of general or special law or federal grant and aid requirements, specifically the Open Meeting Law Chapter 30A, Section 22F and G, relative to the school committee’s executive session on November 20, 2025.
Gwazda made the motion, which was seconded by Clucas. The motion passed 3-1. Williams then formally declared the committee was entering executive session, repeating the purposes for the record. A committee member noted they would try to proceed as quickly as possible.
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