Student & Family Update

Good afternoon everyone,

I hope that you have had a great week. Don't forget that the clocks fall back on Sunday and that there is NO SCHOOL for students on Monday due to staff PD.

AP students - November 3rd is the final deadline for paying for your tests. We need to order them!

Latin Honors - We are still seeking feedback from Grade 8 caregivers. Please spare a few minutes to share your thoughts here. See below for a reminder of what this is. An email was also sent to you last week.

Lots has been going on at MTRS this week. Please read on to find out more about:

• MOHAWK TRAIL AWARDED TOP SPORTSMANSHIP HONOR BY THE MIAA!
• School sustainability updates
• Elections module in Grade 8 Civics
• Comic Con trip
• How students can get involved in the Spring Musical
• We are looking at moving to a Latin Honors system for recognizing student achievement at Graduation, (starting with the Class of 2031)
• Communities that Care- Release of Regional Health Data
• Smithsonian/ Museum on Main Street: October 29th
• Student Council News
• Focus on Academics: Congratulations to our Adams Scholarship winners
• The Student Led Conferences are coming -Nov 12 & 13
• Art of the week

• Library newsletter
• March for the Food bank is on the horizon!
• Order your yearbook today!
• Mohawk Trail and Hawlemont Sustainability Project updates
• Spotlight on Elementary schools - Hawlemont
• A reminder about Cell Phone expectations
• District Perspective -How and when can you get involved!

Have a great weekend and see you on Tuesday of next week

Sincerely

Chris Buckland

Principal

District Targeted Learning Focus: All MTRSD and HRSD students will actively engage in critical thinking and communication through evidence-based academic discourse and writing across all grade levels and content areas

School Focus: Students will actively engage in critical thinking through text-based discourse

The Mohawk Trail–Hawlemont Sustainability Initiative reached an important milestone at its October 15 meeting when the Steering Committee voted to endorse moving forward with a Massachusetts School Building Authority (MSBA) feasibility study and to refer that recommendation to the Mohawk Trail and Hawlemont School Committees for their consideration and approval. If supported by both School Committees, the next step would be to seek community authorization to fund the local share of the feasibility study, subject to the MSBA's eligibility requirements and timeline.

Please click here for the rest of the October/ November summary.

To find out more about the 2 District 8 Town work, please click here.

Computer Science students attended the Umass Engineering Day this week!

After the success of last year's play, Something Rotten, we have started to plan the Musical for 2026-27. Students, please note that open auditions will be held at MTRS in the auditorium on the following days:

• Fri Nov 6th: 2:30-5pm
• Monday Nov 9th: 2:30-5pm
• Additional call back date: Mon 16th: 2:30-5pm

Remember, there is no late bus anymore so please make sure you have a ride home. Any questions, please ask Ms Amy.

There will be a meeting for MS and HS Cast and Crew on Monday 14th December from 2:30-5pm

Performances will take place on March 12th and March 13th

Caregivers of students in Grade 5 and 6 - if your child is interested in getting involved, please complete this form!

https://app.smore.com/n/jesqcg

In Mr. Tierney’s 8th grade civics class, student teacher Mr. Sharp led a multifaceted lesson meant to offer perspective on who is likely to get out and vote. This lesson was part of an Elections Module, in which over the next few weeks, students will unpack how elections work and why they matter, covering everything from the history of voting rights and debates over the electoral college, to a review of the Massachusetts ballot questions and gubernatorial race.

Mr. Sharp started the class by announcing, “We are one week away from Election Day!” (Quick reminder - Election Day is next Tuesday, November 3rd - get out and vote!) He then distributed “ballots” to each student so that they could weigh in on their own assumptions about voter turnout. After submitting their ballot into the ballot box, they were called to the middle of the classroom from where desks were pushed away, making room for a playing field.

Based on voter data, each student was given a character to represent on Election Day. Some were young, making a modest salary, living in a rural area with no transportation, and Election Day was forecasted to be rainy. Other characters were wealthy, in their 80s, drove a Porsche, and their Election Day was forecasted to be sunny and warm.

Once the students considered the attributes of their character, they gathered at the midfield line, ready to move forward or backward. Their movement, forward toward “Voter” or backward toward “Nah!,” would be determined after considering each element of their assigned character.

First, the students considered the age of their character and how this would influence their decision to turn out for the polls. They found out, according to the data, that older voters - age 60 and older - are more likely to turn out to vote. Those characters who were 60 or older took a step toward “Voter,” and everyone else took a step back toward “Nah!”

As Mr. Sharp asked students about each attribute - age, whether they are registered with a political party, what type of election it is, length at current residence, salary level, work schedule, access to transportation, and even the weather! - hands went up to voice how their character might respond. Mr. Tierney supported the lesson by recording the attributes in their corresponding column as to whether that particular attribute would help or hinder voter turnout.

At the end of the exercise, students were scattered across the playing field, and had a better understanding of the elements that affect voter turnout.

Students were then asked to respond to three reflection questions: 1.) Does it matter who turns out to vote in elections? Why or why not? 2.) Choose ONE characteristic that is associated with LESS voter turnout. Can you think of a strategy that would help increase voter turnout for this group? 3.) Why do you think young people (18 -30) vote at lower rates than older people?

During this lesson, Mr. Sharp gave students physical and mental exercises to engage with the concept and realities of voter turnout that will hopefully stay with them until it’s their turn to cast their votes. Mr. Tierney commends Mr. Sharp for his engaging, creative lesson, which included lots of student participation and critical thinking!

On October 27th, eight high school students attended the 7th annual Comic Con at Greenfield High School Library. MTRS students Ace Lowther and Sadie Pietruszka Boulter created and led presentations to the attendees. Emily Brewster, word nerd, editor at Merriam Webster, was the keynote speaker. Ace Lowther and Knox Noyes were winners of the Cosplay Contest, for the originality of their cosplay costumes. A fun time was had by all!

Our Student Led Conferences (SLC) have been an important part of the student experience at MTRS for the past three years. The First set of SLCs are due to take place on November 12th (12-3:30) and 13th (12-2:30) for all students in grades 7-12 and I wanted to share some information with caregivers about what they should expect in the weeks leading up to their student's conferences. This information is also in the weekly newsletter.

What is a Student-led-conference?

• Student-led-conferences (SLC) are at the heart of our shift to standards based teaching and learning. They provide students with more ownership of their learning experiences at MTRS.

• Rather than reviewing letters/ numbers on a report or progress card, SLCs provide students with an opportunity to lead a 20 minute conversation about their progress towards proficiency in habits of learning and content-based skills. This year students will also identify a specific literacy goal.

• Students will be using the assessment criterion that we shared earlier in the year.

• They also enable students to reflect on their learning experiences to date and to set goals for the rest of the school year.

Does my student have to do an SLC?

• SLC are based in an advisory class, which is scheduled for each student over the course of each week. Advisory is a graduation requirement and student participation in SLC is expected and contributes to the pass/fail (credit/no-credit) for the course at the end of the year.

• SLCs are scheduled 2 x a year for grades 7-12: November and March.

• Students must participate in SLCs in order to pass the Advisory class, in addition to attendance and participation.

• If a student is absent or unwell when their SLC is scheduled, they will make this up when they return.

Who will be at the Student-led-conference?

• Students will lead their own conference as it is their opportunity to talk about their experiences at MTRS as well as their goals for the rest of the year and beyond high school.

• We would like to invite care providers and families to be an integral part of every student’s journey and to try to be present at the SLC - in-person or virtually.

• Your student’s advisory teacher will be present. As advisory groups meet every day for a year, advisory teachers have the best overall insight into habits of learning and academic progress of each of their students. They can help support students as they lead their conference.

When will the Student-led-conferences take place?

• SLC #1 November 12th and 13th, SLC #2 March 18 & 19th

Where will the Student-led-conference take place?

• If you are in-person, please arrive at school 10 minutes before your scheduled time and someone will bring you to the advisor’s room.

• If you are meeting virtually, please log in to the google meet 5 minutes before your scheduled time.

What is the difference between SLS #1 and SLC #2?

• SLC#1: A chance for the student to reflect on their strengths, growths and challenges in the first Trimester, to reflect on their discoveries as a learner during the year so far and to set some habits and academic goals for the second and third Trimesters. It is also an opportunity for students to talk through current post-high school plans.

• SLC #2: A chance for the student to reflect on challenges and successes of the year, to set goals for the year ahead and to revisit and possibly change post-high school plans.

What is the schedule for the Student-led-conferences?

• Students will be dismissed from school at 11:30 am after lunch on the days of the conferences. They will take their bus home and then either come back in to school with a caregiver to complete their SLC in person or take part in their SLC virtually with their caregiver.

• Students who return to the building with a caregiver for an SLC are expected to leave campus with their caregiver after their SLC has taken place.

• Only students with SLC scheduled between 12-1pm will be permitted to wait in the lobby if their caregiver is coming into school. They will be expected to leave campus with them after their SLC has concluded.

• Students are expected to attend school on both days but only attend one SLC on either of the scheduled days.

• If they do not have a SLC scheduled on one day, they are expected to leave school at 11:30am and not return until the following day.

• Knowing that the working day is a challenging time for come caregivers to meet, teachers in Grades 7-12 will provide a 5-7pm virtual slot for caregivers to take advantage of on Thursday 18th March. This will not be an option for the first SLC in November.

How do I schedule my SLC?

• From October 19th Advisory teachers will start to reach out to caregivers and families by email to schedule conferences of 20 minutes per student (in-person or virtual) on the above days.

What if I have children in multiple grades?

• We will start to schedule appointments so care providers will be able to arrange times convenient for them during the SLC window.

What if 20 minutes is not enough time?

• Advisors can help care providers/ families set up a subsequent appointment to meet with themselves or specific content teachers at a later date.

What will happen if I am unable to attend in person or virtually?

• We understand that not everyone can be available in-person or virtually during the school day. If you are unable to attend, your student will still conference with their advisory teacher.

• As we continue to develop our Student-led conference process, we will look at ways to have early afternoon/ early evening conferences as a way for all families and care providers to have the opportunity to be a part of the process.

What if I have more questions?

• Please reach out to your students' advisor in the first instance. Your grade-level guidance counselor will also be able to help:

Where can I find more information? Our new SLC section of the website and reach out to the following:

Grades 7 and 8: truggeri@mtrsd.org

Grades 9-12: ldesarro@mtrsd.org

We are looking into transitioning to a Latin Honors framework for the Class of 2031 (entering 9th grade in Fall 2027). This means that we are going to move away from recognizing only two students (The valedictorian and Salutatorian) for their achievements at graduation.

Grade 8 families, please let us know what you think: Feedback

Principal Buckland spoke with the LEC about this earlier in the month and at the Educational Sub committee yesterday afternoon. There will be further discussion at the School Committee later on this year. Below is a brief explanation of how Latin Honors would differ from the current system we use.

A valedictorian is the graduating high school student who achieves the highest academic standing and grade point average (GPA) in their class.

Key Responsibilities and Meaning

• Top Rank: The title represents the number-one academic rank in a graduating class.

• The Speech: The valedictorian traditionally delivers the closing farewell address—known as the valediction—at the graduation ceremony.

• Name Origin: The word comes from the Latin phrase vale dicere, which means "to say farewell"

A salutatorian is the graduating high school student who achieves the second-highest cumulative grade point average (GPA) in their class, ranking just behind the valedictorian.

Key Responsibilities and Meaning

• Academic Rank: They hold the #2 academic rank in the entire graduating class.

• Graduation Speech: Traditionally, the salutatorian delivers the salutatory address, which is the opening or welcoming speech at the graduation ceremony.

• Etymology: The word comes from the Latin word salutatorius, meaning "of greeting or welcoming".

In moving to Latin Honors, we have the opportunity to recognize and celebrate the academic achievements of all students as well as their contribution to extra curricular life at MTRS. We believe that this addresses critical challenges in traditional secondary grading by prioritizing authentic student growth and well-being.

What will a move to Latin Honors mean for students?

1. Eliminating Fractional Competition: Traditional numeric rank forces high-achieving peers into intense competition where margins as small as thousandths of a GPA point separate students. A criteria-based threshold ensures one student’s success does not diminish another's, shifting the culture toward a shared pursuit of excellence.

2. Encouraging Academic Exploration & Risk-Taking: Under rigid class ranking, top students frequently avoid advanced electives, arts courses, or unfamiliar STEM subjects out of fear that minor grade fluctuations will harm their rank. Latin Honors gives students the flexibility to explore a broader curriculum.

3. Protecting Student Mental Health: High schools across Massachusetts cite severe academic anxiety and chronic student burnout as primary drivers for eliminating public, comparative ranking tiers.

4. Recognizing a Broader Spectrum of Excellence: Traditional models spotlight only two graduates (valedictorian and salutatorian), rendering other high-achieving peers invisible. Latin Honors expands validation to celebrate every graduate meeting top-tier academic standards.

5. Aligning with Higher Education Paradigms: Colleges and universities—including Massachusetts institutions like Harvard University, Amherst College, and UMass Amherst—have long utilized Latin Honors. Higher education admissions teams prefer this universally understood standard over numeric class rank.

How will we recognize academic achievement across a four-year high school career starting in Fall 2027:

• Summa Cum Laude (With Highest Honor): 3.90+ Cumulative GPA, Gold Honor Cord, and completion of MCAS competency determination requirements.

• Magna Cum Laude (With Great Honor): 3.70 – 3.89 Cumulative GPA, Silver Honor Cord, and completion of MCAS competency determination requirements.

• Cum Laude (With Praise): 3.50 – 3.69 Cumulative GPA, Bronze Honor Cord, and completion of MCAS competency determination requirements.

Key changes for Grade 12 students

• Transcript & Rank Elimination: Class rank will be discontinued and not provided to colleges. Final transcripts will report cumulative GPA accompanied by the earned Latin Honors distinction.

• School Profile: The district’s High School Profile will be updated to educate college admissions officers on the Latin Honors structure and grading context.

• Graduation Speakers: Achieving a Latin Honors distinction does not automatically confer a graduation speaking role; student speakers will be selected at the discretion of the building principal or designee.

On November 19th, Mohawk Trail Regional students in grade 9 will attend a College and Career Fair at GCC, organized by MTRS, MassHire Franklin Hampshire, and Greenfield Community College.

This morning event brings together 9th grade students from MTRS, Mahar Regional School, Turners Falls High School, and Pioneer Valley Regional School for mini-seminars in specific career fields, soft-skills training, and exposure to local businesses and organizations. See the image of the day’s schedule below. This experience will offer connecting points for peers from across our region to dig deeper into what they want their future to look like. It will also be a launching pad for thinking more critically about how choice of academic courses, extracurricular activities, and other elements carve out a path to their college and career goals. We look forward to hearing from students following their experience at GCC!

Establishing these partnerships, we are creating more tangible programming for our students, across the grades, to look beyond high school. Other class-based programs in the college and career realm include:

• students in grade 11 will take part in a new J Term, a two-week internship, in June; and,

• students in grade 8 will engage with our Careers Speakers Program during Advisory in the new year.

We are invested in preparing our students for today, and helping them build toward their bright tomorrow!

GCC visit to Grades 10-12

Earlier today GCC staff came to speak with students about early college and dual enrollment as well as the benefits of attending Community College. GCC staff will be back later this year to help run the Accuplacer tests for students who are looking to take Early College courses in Semester 2

Smith Vocational School met with Grade 8

As mentioned in previous newsletters, Smith Vocational School came to talk to Grade 8 about courses at their school. More information about this and FCTS can be found directly at both institutions. Smith Vocational School, FCTS.

CTC:

Regional Student Health Trends, historical surveys and trends

October 16, 2026 Data Release Discussion Notes

At our fall meeting, coalition members and community partners reviewed regional data on youth mental health, screen use and social media, attitudes toward women and girls, and substance use. Participants discussed what stood out in the data and what families, schools, and the broader community could do in response.

What the data tells us

• Youth mental health remains a concern. Our indicators of depression, anxiety, and suicidal thoughts have improved to approximately pre-pandemic levels, but remain high in comparison to 10 and 20 years ago. Most students report a strong sense of belonging, although youth of color, LGBTQ youth, girls, and lower SES youth, report feeling less welcome, safe, and included than their peers.

• Early social media use, excessive screen time, and regular phone distractions (by youth, by teachers, by parents) are associated with worse outcomes for youth. Most local students report having a smartphone and using social media before age 13. More phone distractions in school are connected to lower school engagement. More teacher phone distractions in school are connected to a lower sense of belonging for students. More parent phone distractions are connected to higher risk of being bullied at school or online.

• Online misogyny and negative attitudes toward women deserve attention. Cisgender boys were more likely than other students to endorse negative attitudes about women and girls. Among cisgender boys, these attitudes were associated with greater loneliness. Districts with higher levels of these attitudes also reported higher rates of sexual and relationship violence among straight, cisgender girls.

• Youth substance use remains historically low. Most substance-use measures are at historically low levels.

What participants want to see in the community in response to the data

The discussion highlighted several opportunities to strengthen youth well-being:

• Invest in connection and belonging. Create more opportunities for young people to build relationships, participate in sports, clubs and teams, and spend time in safe, welcoming spaces. Make sure young people with different identities and experiences feel included.

• Give young people a meaningful voice. Expand youth leadership, co-creation, and shared decision-making, and continue exploring the underlying causes of the challenges young people face.

• Help families navigate digital life. Provide parent education and support groups around smartphones, social media, screen time, and online risks. Encourage adults to model healthy technology habits themselves.

• Challenge harmful messages without shaming young people. Encourage curiosity, open conversation, digital literacy, and exposure to different perspectives. Build positive male role models and establish community norms for interrupting misogyny and disrespect.

• Strengthen relationships and communication. Use approaches such as restorative circles to create space for vulnerability, empathy, listening, and constructive dialogue.

Questions to keep exploring

Participants expressed interest in learning more about how young people experience online spaces, how social media algorithms shape what they see, and how isolation and harmful online messages may affect relationships.

A common thread throughout the discussion was the importance of connection: helping young people feel supported, building stronger relationships between youth and adults, and creating more opportunities for meaningful engagement offline.

Mohawk Trail Regional students will be marching an 8-mile stretch again to raise funds and awareness through the March for the Food Bank on Tuesday, November 24.

The MTRS group participates to show the power of community and demonstrate their values of making a positive impact, and being there for each other and the greater community.

Students get to experience the rewards of collective action as they step into roles of leadership and service, and have fun as they take on this physical challenge together.

The March for the Food Bank brings out the best in participants as we all work together with thousands of others across our region to provide for those who need it most!

To support Team Mohawk Trail Regional, click here.

Upcoming dates to be aware of:

• Nov 2 - no school for students

• Nov 3rd - Deadline for AP test payment

• Nov 12 & 13th: Student Led Conferences 11:30 am dismissal both days

• November 16th - Student Voice Equity event at MTRS

• November 19th: Freshman Career and College Fair at GCC: 8:30-11:30am

• May 26th: Senior Academic Awards assembly - 9-11 am

• June 4th: Graduation and Scholarship evening: 6-8 pm

Early Release (11:30 am) dates:

Nov: 12 & 13th

Dec: 9

Jan: 27

Feb: 24

March: 10, 18, 19, 24

April: 7

May: 5, 19

June: 9

District Calendar

Student Handbook

2026-7 Course Catalog

Bell schedule

Solar Panel Live Energy Tracker

Assessment schedule

No Late Bus for the 2026-27 school year

Unfortunately there will not be a late bus running this year. Caregivers are expected to collect their student/s from after school activities.

Trimester 1

Sept 2 - November 24th

Progress grades close: October 14th

SLC Nov 12 & 13th

Final grades close: November 24th

Trimester 2

November 25 - March 12th

Progress grades close: Jan 20th

Final Grades close: March 12th

Trimester 3 (This takes into account 5 snow days. If we have no snow days, we will adjust so the last day for kids is June 15th)

March 15th - June 23rd

Progress grades close April 29th

SLC March - 18th and 19th

Graduating Class Academic Awards: May 26th

Junior Book and Presidential Awards: June 10th

Final Grades close: Weds 23rd June

T3 report cards will be available in Aspen: Thursday 24th June, 2027

It is with great pleasure that we get to share the news that Mohawk Trail has been selected by District 1 schools (WMass Schools) as this year's recipient of the MIAA Sportsmanship Award! Along with other schools from across the state, Mohawk Trail will be presented with this honor at the 32nd Annual MIAA Sportsmanship Summit next month at Gillette Stadium in Foxboro! This is a great honor that everyone associated with Mohawk Trail athletics can be extremely proud of. It is truly a reflection of the exemplary conduct by our athletes, coaches, administrators, game management workers, parents, and fans. Go Warriors!

WINTER SPORTS REGISTRATION IS NOW OPEN!!!!

We know that the last thing everyone wants to think about is winter and the cold weather, but it is time to get your student signed up for winter sports! This year, Mohawk Trail will be offering…

BASKETBALL

WRESTLING

INDOOR TRACK

ALPINE SKIING

ICE HOCKEY

The registration process can be found HERE. Please reach out to District Athletic Director Greg Lilly at glillyAD@mtrsd.org with any questions regarding the winter sports registration process!

Go Warriors!

PHYSICAL EXAMS AND CONCUSSION BASELINE TESTING!!!

Please remember, in order for your student to participate in Mohawk Trail Athletics, they must have an up to date physical (last 13 months) on file with the Mohawk Trail health office. This is a state mandate that has zero wiggle room. Please make sure your paperwork is in order prior to the start of the winter athletic season (November 30th), as processing of the paperwork could take a few days. In addition, all students must take a concussion baseline test every two years! Please check with Nurse Donna Weber dweber@mtrsd.org to see if you need to update your exam!

October Library newsletter: https://app.smore.com/n/wxs8a

The image cannot be clicked to access the link: For more information, click this link: https://program.worldstrides.com/ Then, type this code - Camarda-7225 - in the Tour ID box to access the trip details.

Students and Caregivers, please be aware that we expect students in all grades to have cell phones off and away from 7:45am-2:20pm each school day. We would like students to participate in distraction-free learning during their day at MTRS.

Caregivers, if you need to communicate with your student during the day, thanks for calling the front office.

Here is a powerful slide deck about Youth Mental Health and Technology, shared with us through our FRCOG partnership.

Please see the section below from the handbook in relation to electronic devices including cell phones:

Use of Electronic Devices, Including Cell Phones

Mohawk Trail Regional School District (MTRSD) is committed to fostering a school environment that prioritizes engaged learning, supports the development of social skills, and promotes the overall well-being of our students. To achieve this, MTRSD has an “Off and Away All Day” requirement for students. This means that cell phones and other personal electronic devices may not be used by students during school hours (7:45 am to 2:20 pm).

Phones may be used between arrival at school and the start of classes at 7:45am. However, all devices must be turned off and put away in student bags or backpacks before entering class.

Failure to meet the expectation of this policy will result in disciplinary action. At the determination of staff, inappropriate use of a cell phone or electronic device (including airpods) is cause for confiscation of the device. Cell phones must be relinquished in their complete form, including SIM cards and battery. There will be no “warnings” and no student is excused from the policy and the offenses as outlined below unless they qualify for accommodations. If a student has a disability or medical condition that requires a cell phone or other device, the accommodation will be noted in the student’s IEP, 504 Plan, and/or health plan. The special education team coordinator or health office will notify appropriate staff of the necessary accommodations.

Discipline is at the discretion of the building principal; possible discipline may include but is not limited to:

• Teacher will take the phone for the remainder of the class, returning it at the end of class. Teacher will also make a behavior referral report to administration.

• Administration is notified and the device is confiscated and taken to the main office, where it can be collected at the end of the school day. Caregiver is notified.

• An infraction may result in the phone being taken to the office and the caregiver will be required to come into school to meet with administration and to pick up the phone. • At the meeting, the Phone Plan will be developed and modified as necessary to consider the underlying needs of the student that may be contributing to repeated non-compliance will be discussed and addressed.

• The Phone Plan will require the student to drop off the phone in the front office at the start of the school day and collect it from the office at the end of the day.

• Other discipline as deemed appropriate based on the circumstances.

Any additional infraction after successfully completing a Phone Plan will result in the student being unable to have a phone in their possession for the remainder of the current grading period or, in the case of repeated offenses, for the remainder of the school year.

Local Education Council (LEC)

This meets virtually every second Wednesday of the month between 3:45 and 4:30pm. More information can be found here. The next meeting will take place on November 18th

The virtual joining information is as follows:

Meeting ID

meet.google.com/gzo-toke-ibz

Phone Numbers

(‪US‬)‪+1 813-435-9650‬

PIN: ‪741 012 215#‬

Principal Drop-ins

As was the case last year, I will hold regular virtual office hours. You don’t need an appointment to come and talk with me and share your thoughts on what goes on at MTRS. I will try to be available for the whole 60 minutes but can't always guarantee it at our busy school. The next one will take place on November 13th

Second Friday of each month: 8:00 to 9:00 a.m.

Meeting ID: meet.google.com/jtz-yhet-ipo

Phone Number: (US)+1 (813) 773-5581

PIN: 636 883 303

Mohawk Trail SEPAC Member and Parent

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Do you have a question about your child, their services, or resources specific to your needs? If you or someone you know would like to be added to the private list and receive emails and event notifications, please send an email to: MOHAWKSEPAC@gmail.com Please indicate your email, title (such as parent of a student with IEP/504), District, Interested Party or other)

Disclosure: SEPAC maintains the list of contacts and keeps the information private. This email is maintained by a parent and volunteer. Our goal is to respond in a timely manner. We will get back to you as soon as we can. Thank you in advance for your patience and understanding.

Email: cbuckland@mtrsd.org
Website: www.mtrs.mohawktrailschools.org
Phone: 413-625-9811
Facebook: facebook.com/mohawktrailregional