Glory. Good evening everyone. The school committee business session of June 11, 2026 will now come to order. This meeting is being recorded and will be made available for viewing on the Mthuan public schools website. Secretary, please take role.
>> Vice Chair Daglio, >> yes. >> Member Donovan Graassi, member Bayz, >> present. >> Member Keegan, >> present. Member McCarthy So, present. Member Wlette, >> present.
and Mayor Boragod. >> We have quorum. >> Yes. >> Thank you. May I have a motion and a second to accept the agenda for tonight? >> So moved. >> Second. >> Mr. Bayas, second to Madame Keegan. Uh any questions about the agenda?
>> Yes, I do. I'd like to move on the agenda 6A and move it up to right after number three. >> Yep. >> So 6A to number three uh below number
three. >> And then I'd like to also move 8A after 6A. >> I'll second that motion >> because we have um a member on Zoom. We will have to take
roll call. >> Sure. >> Tonight. Um, we have the second for Mr. Bayz. Roll call, please. On the amendment. >> Vice Chair Daglio. >> Yes. >> Member Donovan Graassi. Member Bayz. >> Yes.
>> Member Keegan. >> Yes. >> McCarthy So, yes. Member Wlette, >> yes. >> Mayor Boragott passes. >> Passes. Now, on the original motion as amended, let's Approve.
>> Vice Chair Daglio. >> Yes. >> Member Dunovan Graci. Member Bayz. >> Yes. >> Member Keegan. >> Yes. >> Member McCarthy So, yes. Member Wlette. >> Yes. >> Mayor Borod. >> Great.
Let's stand. Oh, we have someone here for the flag salute. Correct. Yes, we I'd like to invite our CGS students up this evening and Miss Marielen Lucas, our lower school associate principal, Miss Katie Petti, our CGS supervising principal. And
because um Miss Lucas is retiring at the end of this school year, we allowed her to break the rules tonight. Um and so she has invited six students uh to give the flag salute. Sorry. Okay. So, we did decide to make
this a little different this time. Miss Freddy had this great idea and I was like, "Yes, let's do it." And now I'm surrounded by the best. Right. So, I am pleased to introduce some of the fabulous CGS fourth graders. Ryder Bertho
from Mrs. Costello's class, Aaron Jimenez from Mrs. Lynn's class, Emily Ortiz Aguila from Mrs. Barbosa's class, Rihanna Noosia from Mrs. Dun's class who
is here, Maria Contrarus from Mrs. Costas couldn't make it, and Eric Tayapandal Lima from Mrs. Dubiey's class. All of these students have been CGS Bulldogs since kindergarten with the exception of Eric who joined the CGS in
grade two but fits in perfectly with our school community. Ryder, I'm just going to say a little bit about each one. I promise it's shorter than normal. Ryder is hardworking, diligent student who consistently puts forth his best effort in the classroom. He aspires to become
an engineer when he grows up and has shared that CKLA and literacy are his favorite subjects. We are so happy Ryder could join us tonight because he had an important playoff baseball game on Monday which was the original night which he won the playoffs and he won the
championship game. Aaron is over here. He's very respectful, hardworking fourth grader. He also loves playing baseball and hopes to become a professional baseball player someday. Aaron enjoys spending time with his younger brother, riding his bike,
and collecting insects to observe in their habitats. In class, he is always engaged, participates actively, ask thoughtful questions, and enjoys collaborating with his classmates. Next up is Emily.
Emily is a compassionate and conscientious learner who consistently brings a positive attitude to the classroom. She treats her peers with kindness and approaches every academic challenge with an unwavering work ethic. Emily loves writing short stories and
reading a wide variety of genres. When she grows up, she hopes to become a teacher or an author, or perhaps both. Briana. Briana's enthusiasm for learning is truly contagious. When presented with a
challenge, such as mastering math skills well above her grade level, her face lights up with excitement. She loves spending her free time reading and is both a history enthusiast and devoted Harry Potter fan. Briana is one of the kindest people you could meet, often
being the first to offer a helping hand or words of encouragement. She is a true role model for her peers. When she grows up, she hopes to become a baker. And we have Eric. Eric has worked diligently over the past several years
to become proficient in English at the CGS. He is a hardworking student and a wonderfully kind friend. Eric loves science and history and enjoys contributing interesting facts to classroom discussions. He enjoys spending time with his friends and family, especially when traveling
together. One day, he hopes to visit Disney World in Florida. Eric also loves cooking and preparing meals for his family and dreams of becoming a chef at a restaurant with Briana when he grows up. He's truly an amazing young person.
These sorry these students consistently hold themselves to high standards and we are incredibly proud to have them represent the CGS. No matter the task, they always give their very best effort and strive for personal excellence. The sky is the
limit for each and every one of them. Please join me in welcoming some of CGS best, Ryder, Aaron, Emily, Briana, and Eric as they lead our flag. I pledge algiance to the flag of the United States of America and to the
republic of which it stands. One nation under God, indivisible, with liberty and justice for all. I just want to give it a minute. Is there anyone signed up for public participation? >> All right, we'll move on to public
participation. Has anyone here uh signed up or someone would like to come up and speak for participation and just state your name and uh your address? >> I can just go.
>> I can just go. >> Yeah. Just your name. >> Your name and address. And then >> what do you mean address? >> Name and address. >> Like like house address. >> Like house address. >> Yeah. You just say you're Mthoon High student. >> Hello. I am Lucas and I'm um I'm
attending Mthoon High School and um this is my first time attending or speaking at one of these events. I'm here speaking on behalf of the Mthoon High School band. And recently, about a week ago, our assistant band director, Mr. poster had told us news about the job positions being cut due to the
city's bud budget issues. He had the unfortunate news of telling us he was on that list. And I started to think as an outsider looking in at the band, it could easily seem that having two band directors means that we can spare losing one of them. That is definitely not the case. Our assistant band director is an integral part of our group's ability to
function and do the things we do. During both our marching and concert seasons, there is so much work that both band directors have to do to make each show and concert happen. so much work that cannot possibly be completed by just one person. He puts hours into working on the drill for marching season. While the
other band director carries out other duties such as writing music and each one of them contributes so much to our group success that cutting just one of these positions could easily cause our thriving band program to crumble. There are after school school after school jazz rehearsals to prepare for concerts
that Mr. Poster also runs himself which thrives and those rehearsals can be a reason many look forward to school each day. Also due to the wide selection of instruments students at MHS have the opportunity to play. Both band directors specialize in different instruments and they are effective working together
because of this. I myself have noticed the amount of pe separate tasks that each of them carry throughout the entirety of rehearsals and I mean it when I say Mr. Poster is an asset to our band and we would not succeed if it were not for him. I hope you can take my words in into consideration and I hope I
am able to protect the assistant band director position from being cut. Thank you for your time. >> Thank you. >> Anyone else would like to speak? And just make sure you say your name and that you're a student. Good evening, members of the school
committee and residents of Methuan. I stood before you last year regarding the same issue and I stand before you again this year to fight for what I believe in. My name is Raphael Henna and I'm a current junior at Methun High School and I also attended the Timony Grammar School where I first became involved in
band. I'm here tonight to ask you to protect the position of assistant band director at Methuan High School and protect the future of our music program. I understand that Methuan is facing a serious budget crisis. According to public reports and school committee discussions, the school has faced a
multi-million dollar budget gap caused by inflation and a rising cost for just about anything. The school and department have both acknowledged that these financial pressures are real and difficult. At the same time, city officials have also stated that stated
publicly that education funding has increased in recent years. Public discussions have also focused on trying to preserve studentf facing positions whenever possible. That is why I am asking you tonight to recognize that the assistant band director position currently filled by Eric Poster is also
a student-f facing position that directly impacts many students every single day. Band is not an extracurricular for many students. It's a class commitment community and many reason for students to stay connected to school. The Methuan band program
represents this city at football games, parades, competitions, concerts, community events, and graduation. It is one of the most visible student organizations in Methun public schools. The assistant band director is not just help in a in a large and active program
like Mthuans, Mr. Poster runs jazz band, helps ma manage rehearsals, writes our marching drill, and is a huge part of the reason we're able to even march on the field. supports multiple sections of students by assisting with performances, providing individual instruction, and
helps maintain the entire program and quality and organization of it all. Removing this position would place a major burden on one director and would weaken the experience for the students throughout the program. As someone who came from the Timny band program and continued into Methun High School, I
know how I know firsthand how important consistency and support are for student musicians. Music programs are built over the years, and it has shown that band builds commitment, skills, discipline, resilience, and lifelong friendships, and much more.
Once programs start to lose staff and momentum, it is extremely difficult to rebuild them. I also asked the city council and the school committee to consider the long-term value of preserving a strong arts program. Families look at
academics, athletics, and the arts when deciding where to live and where to send their children to school. Strong music programs contribute to school pride, student engagement, attendance, leadership opportunities, and community involvement. During difficult budget
times, I believe every position matters. But when decisions are made, I hope this city prioritizes positions that have had a direct impact on me and so many other students every day. The positions great the positions that greatly contribute to our overall
culture and what makes us who we are. I am proud to be a student at Methun Public Schools and I am proud of our band program and I conclude by respectfully asking you to protect the assistant band director position and continue to invest in the students who depend on this program every day. Thank
you for your time. Thank you. Anyone else? At this time, we'll close the public participation portion of this meeting. If you cannot attend the public participation meeting in person, you can email Susan Sante at SNSC
NIMthuan.k12.mmass. us before 3 p.m. on the day of the school committee meeting. All right, on to the minutes. Um, just for the note of the team, April 9th's meeting minutes is for the finance
committee. So, just uh in the approval of those minutes, just be mindful of that. And then member Keegan being the only one from that meeting, if you have any comment about it. All right. Um, I'll take a motion and a second to approve the minutes of the finance
committee April 9th, 2026 meeting. >> So moved. >> Second. >> Member Keegan. Motion, second for member Bayz. Any comments, questions. With that said, we will have uh member Soy uh take role.
>> Vice Chair Daglio. >> Yes. >> Member Donovan Graassi. Member Bayz. Yes. >> Member Keegan. >> Yes. >> I do you mind if I ask a question, Vice Chair? >> Sure.
>> If I wasn't attending that meeting, do I vote present? No. >> Or I can vote yes. >> You can vote yes because there subcommittee minutes that were just posted. >> I did read them. And that's why I asked member Keegan. >> All right. Thank you. Member McCarthy So, yes. Member Wlette. >> Yes.
>> And mayor Borod. Unan unanimous passes. Sorry. >> 5 Z. >> Um, may I have a motion and a second to approve the minutes of May 7th, 2026? >> So moved. >> Second.
>> Member Keegan. Seconded by member Bayz. Any questions, comments, concerns? Member Sus. Do you mind take role, please? >> Vice Chad Zaglio. >> Yes. >> Member Donovan Graassi. Member Bayz. >> Yes.
>> Member Keegan. >> Yes. Mappy sice. Yes. Member Wlette. >> Yes. >> Mayor, I'm not present. Passes. >> All right. Uh we did move some things in the agenda to make it easier for some of
our guests uh tonight. Uh so we'll move to new business. U Madame Superintendent, the vision of the graduate. I will leave it to you and uh principal Caret. >> Thank you presentation. Um, if I may, I'd like to invite up our MHS vision of
a graduate development committee, of which we have several members here tonight. Um, and it's chaired by Miss Meredith Moore, our math department head, and Miss Christine Dumont, who is our um, English department head. Um, and
if you'd like to share a little bit about this work, I know we've been keeping you up to date on progress through quarterlys, talking about our stakeholder engagement and ultimately um why we are working toward a vision of the graduate. And here at at this point in the year, they're seeking your
approval um on the language that's been developed. And so they'll explain to you the process again of how it was developed and go through the language. Um, and before I I say too much, I'll I'll leave it to you, Miss Moore. >> Thank you, Dr. Golovski. Um, in the fall
of 2024, so why do we need a vision of the graduate? So, in the fall of 2024 in October, um, the NEAS visiting team came for our collaborative conference and during that time they assessed us in the five standards for accreditation and one of the standards focuses on having a
vision of the graduate. And so this foundational element we knew going into our visit that we did not have one and this was something that we needed to improve upon. So that's became one of our focus areas after our conference. Um so that's one of the reasons why we're
moving forward with the pursuing a vision of the graduate for the district. Um the second reason the vision of the graduate is also in um in the Maduan public schools um district improvement plan. It's the third part. Um, and then the last reason
is without those two things, NIASK or a district improvement plan, we all believe that it's important for us to educate the whole student, not just the academic piece, but the social emotional and the growth of the whole student and make sure that they're prepared to be members of of our society and beyond.
Um, so that's why we're focusing and presenting that vision of the graduate to you today. Um, so we're just going to go through a timeline of where this all started and and the steps that we took to get here. So the first step um in the spring of 2025 myself, Miss Dumont, Principal
Caret, and Dr. Gopsky Tumi met to kind of discuss what our timeline's going to be. Um so we really sat down and thought about the process and how we're going to get to this point. So the rest of our committee is going to take some time and go through that timeline with you.
>> Good evening, everybody. I just want to start by showing a deep appreciation for Meredith Moore and Christine Dumont, our co-chairs for um our NAS team um and then our development committee. They've been instrumental in the work that we've done to present what we're going to
present tonight. Um so to to kick it off like our timeline here, um it it really started in in uh beyond the the conversation last spring in August of this school year. um we came together as an administrative team and we started to
uh bounce ideas on what um the the the buzzwords that ultimately may be our core competencies might be. Um from there we developed a survey that went out to students, families, staff and commu in the community um to get their
feedback on you know what they felt were um those those high leverage words that um may may ultimately be our core competencies. Um, you know, from there, as we as we were collecting that information, uh, Massachusetts actually
released their version of the vision of the graduate. Um, which kind of led us to our October timeline where we led focus groups. We brought a collective group of staff, students, uh community me community members, parents, uh
together um to analyze the results of our survey um that we had sent out um and and based on the the you know the results of our focus group and the release of the Massachusetts uh vision of a graduate um we we noticed
many similarities between what we were finding were those high leverage uh competencies and um in what what mass uh released. So we we I think we I hope I'm not getting ahead of myself here. Um we
ultimately agreed on adapting the the mass vision of the graduate. Um which brings us to November um where we came together to um identify a specific team that um we were going to have work on uh
defining what those competencies really mean for us here at Mthuan. Um so with that, I think I'm gonna switch hand it over to Miss Wlar. She's going to talk about what we did in December. Hi, I'm Kim Wlara. I teach science here. Um, and I was going to tell you a little
bit about the work that we did in December. Um, so in December we as a committee developed um a workshop um to bring together um multiple departments. Um, and at that time we took a look at
the competency uh definitions and we worked with the rest of the staff to kind of establish what we thought that should look like here at Mithuan High School and beyond. Um, and we worked collaboratively across disciplines um to
see where everybody was with defining these these categories. Um at that time we worked on uh a round robin and were able to begin getting some of the language that the staff found important to developing this plan.
So I think that about sums it up. Okay. Thank you. Hello. So in January In January, we um presented the trends from the December meeting to the faculty as a whole, just so we were always
keeping everybody up to date with um with the work. And then in February, >> hi, I'm Andrew Lorac, one of the math teachers here, uh in fe and the one of the co-advisor with uh Stephanie as the YAR, which is the youth participation
action research team. And on February 5th, we met at the Neans Library, and it was a two-part thing. We had the students show off what they're doing around the district to show their student voice as well as the ability to have the students actually run the
meetings and talk about the six competencies. So, it was a great time where the school committee was invited, we had parents, we had guardians, we had all teachers there working together to actually define this uh six companies as a uh group. That's what we did on
February 5th. >> Good evening. I'm Jess Low, one of the school counselors here at the high school. Um so moving into March, we had another whole school workshop where we divided our staff using a department meeting um into mixed groups and we looked at the Massachusetts core
competencies, but then really tried to pick apart what a ranger would be or could do um and what it would look like within each domain. So we then worked to draft a shared definition of what it means to be a MHS ranger and a graduate
aligned to those competencies that you'll see soon. And then we wanted students to have a very similar opportunity that the faculty had at that department meeting uh during that department meeting time. So in April we modified that lesson to be a connections lesson which is it's a
halfhour sort of um time slot. So we did have to modify it a bit but students were given the opportunity to provide feedback on different competencies and again begin to define them which kind of brings us to May kind of slash June um where we are today. So, we launched a design contest in May, a student design
contest. We did have one student that um we really liked the design. Um it still definitely needs to be refined and we're utilizing Mr. Verona who is our graphic design teacher to continue refining that design. And then um Meredith and I began to synthesize all of this different
feedback and we did use some the use of AI to help us from the YAR event and from the faculty events and from the students. And then we took all of our all of our human eyes on it as well to make sure it was truly capturing like the essence of the definitions that everybody um contributed to. And then we
also planned to share with you all today in hopes of of getting our vision approved. Okay, so this slide really highlights that the work was both whole school and communitydriven process rather than a top-own administrative initiative. So
the development of this work was intentionally grounded in stakeholders voices with input collected from students, staffs, parents, guardians, alumni and other community members. um focusing solely with students being the represented group uh with the most
respondents. And so we really hope to ensure that our priorities and competencies really reflect the lived experiences um our expectations and aspirations of our whole school community. And by centering the student voice um in tandem
with input from adults and alumni, the process was really strengthened and really helped bring together the relevance and shared ownership of the outcomes. And so we feel that the vision of the graduate work really is a collective effort to define what success looks like for students shaped by the
community rather than just being determined by a single group or office. Good evening. I'm Sarah Grant. I'm an English teacher at the high school. Um, and so I'm just going to share a little bit about the mass vision of the graduate and how we moved from that to
making it Lethuan's vision as well. Um, so as Mr. Kuret noted in September of 2025, Massachusetts released their vision of a graduate. Um, and kind of the foundation of that is that the state looked at three ways that students will be able to participate when they
graduate from a Massachusetts school, whether that's college work, the armed forces, what they'll be able to do as a graduate. um and that was being a collaborator, a thinker and a leader. And then under each of those there are two individual competencies of how
students will demonstrate that how they will need that as they move forward in their lives. Our focus groups met shortly after that. Um and as we looked over all the survey results, the trends we found were really similar to the ideas that we saw in the mass vision of
a graduate. um be it in the same language or slightly different language, we felt that the ideas were very much the same. The only big difference was that in our survey results, respect came up a lot. Um in all surveys, it was one
of the top responses and particularly for students, it was the number one response. So we wanted to make sure that our vision also included the idea of respect in a really prominent way. Um so from there the vision of the graduate committee we decided to adapt um to
adopt the Massachusetts vision of a graduate but make sure that we also put that emphasis on respect in there. Um and so as the committee has shared the different activities we've done we solicited responses from staff from community
members from students from family from all stakeholders. Um and that was a lot of responses to look at of what these competencies are going to be. Um and so we synthes synthesized those down um to some can do statements. We as a
committee looked at them. Um we did use Gemini to kind of track some trends in them and then refined those definitions to make sure they accurately portrayed what we wanted to show you. Um and so Miss Lorac is going to share a little bit more about what those are.
Can you just scroll down to so keep going so again we just said that we synthesize it through the use of uh human and AI so we just want to mention that we are using the technology just as we asked the students to use it we're using it
too so can you go so uh the next slide so when we go into cast a vision you can make the world a better place so we started off with academically prepared we want equip the students. So as you can see on the left side we have the Ranger can statements on the right side
how you actually will see it developed in uh school and some of the highlighted ones that I wanted to do is that a muan graduate is a lifelong learner who possesses the knowledge and skills necessary to navigate post-secary paths and contribute to their community and
the rager can statements are apply knowledge to real world con context set and pursue growth goals which takes, you go to the next slide, a creative problem solver. And then again, this is where we want our students to think outside the
box. A Methuan graduate uses critical inquiry and innovation to navigate complex challenges and contribute to a changing world. Again, on the left side, you see the Ranger can statements. On the right side, you know how this is going to apply. In the highlight, we
want to the students to evaluate the credibility of information. They're getting tons of information coming at them. We want them to be able to distinguish what is real and what is not and especially in today's and then we want them to develop strategic solutions and not only just develop them we want
to apply them and implement them with intent and in order to do that we need to go next slide self-aware navigators which is really asking the question where am I a Mthuan graduate understands their unique identity manages their
personal growth and advocates for the future with confidence and resilience Our ranger can statements again are on the left. The how you're going to see it again on the right. The ranger can statement is we want them to conduct continuous self assessment, pursue purposeful goals, cultivate a growth
mindset. We want them to learn from their mistakes. We want them to continue growing. And in order to do that, you know, we need a community just like you're a committee. We need to have intentional collaboration. Please, next slide. Because guess what? We're better
together. And Thuan graduate works effectively and empathetically with diverse teams valuing and respecting collective strength that comes from multiple perspectives. That's right. The Rangers again statements on the left and the how
they're going to see it on the right. Again, the highlights are contribute to collective goals, practicing empathetic communication, and engaging in community and advocacy, which would only take the next slide, the responsible decision maker. That's right. We want our
students to be accountable and learn from their mistakes. Athuan graduate evaluate social and personal impacts of their choices to foster individual well-being and contribute to a just community. Again, the can do statements
are on the left. How are you going to do it? And the highlight is again we want our students to reflect and adjust. As we know, life has got to come at them. Can they reflect their where they're at and adjust appropriately? That's what we want from it. And you know what? To do that, we need the next slide. Effective
communicators. Language matters. A Mthuan graduate expresses ideas clearly and purposely, listens with an open mind, and adapts their communication to the uh bridge understanding. Again, the can do statements are on the left. How are we
going to apply that on the right? And the rangers can statements are practice active and reflective listening. navigate conflict through dialogue because guess what? People really just want to be heard and if they are heard then we can grow and go together and go
from better to better because our focus determines our future. Do you have any questions, concerns about uh our six competencies? >> No, but that was great the presentation. It's a tough act to follow.
Give me a moment. That was wonderful. I'm not going to be as dynamic though. I will try. Um, so what next? Visions are wonderful. Visions guide us. Um, but visions are nothing without work. And that's why we really are asking for your approval of
this vision. So our real work of embedding this into our everyday lives as a school community can actually begin. And we have outlined just four next steps. These are certainly not this is not an exhaustive list of next steps, but it kind of um it shows the highlights of where we want to be in the
fall. We want to start to really market this vision. We want to continue our collaboration with various departments and utilize the resources that we have at the high school like our CTE and fine arts department to really complete the graphic to have it on the screens to make sure all of our students know and are aware of what this vision is. We
want to create also like necessary teacher student and family facing documents that make this vision um digestible and clear so everyone can understand this vision. But then we need to really work on how are we going to embed this into our curriculum. What is this going to look like in classes and
assessments every single day? We want to identify the different assessments, the curriculum materials that speak to the competencies that we already have and explicitly link them to the vision and also we'll be able to see where there are gaps and where we need to fill the curriculum and make sure that we are addressing all of these competencies
every single day. We also need to track our progress. We want to develop systems for students and to track their own progress and also for the district to track progress towards the vision and make sure that we are saying what we say we're doing what we say we are going to do and we really want to start to
partner with the grammar schools. This isn't our strategic plan under objective number three. It is a whole district vision. It's going to start at the high school, right? We are we are graduating our seniors, but we want this to really trickle down. We want all of our students to feel like they are rangers and a rangers can statement and and the
how, right? The rangers can statements are one thing. The how is going to look different, right? How a kindergartenner is going to intentionally collaborate with with their peers is going to look different than a 16-year-old student. So, we really want to be intentional about our work with the grammar schools moving forward.
And finally, like I said, this work is only the beginning. With your approval, we we will be able to ensure that our ranger uh our competency definitions and rangers can statements are reflected in our students, embedded in our curriculum and evident in the work we do every single day. Um this vision would be nothing without the committee standing
here. We have two members of our development committee who couldn't be present tonight. Um and their work is also instrumental. So I really want to shout out the committee. They've worked tirelessly all year long running all of the different faculty um workshop sessions, the community events. Um, so kudos to them and we're very excited to
continue this work. Thank you. >> Any questions from the committee? >> We'll start with member bayers and then work our way around. >> Thank you, Mr. Vice Chair. through you. Um I just want to I just want to express how pleased um
and impressed I am with this work that we just and this presentation that we just received. I mean um uh talk about purposeful, thoughtful um and intensive work that has been done. So thank you all for the work that you have been
doing. Um, I also want to say that not only is this important for accreditation or uh a statement to to really define and give our district identity, but to that point, we as a uh policy subcommittee have decided to kind of
omit all of our uh philosophical um policies that kind of define our our district because we wanted to wait for the community to give input like the vision of the graduate which is going be instrumental in defining policies like these. So, this work of the vision of
the graduate is going to go so far in defining our identity as a as a district on a community-based level, which you guys said it perfectly from the bottom up, not from the top down. So, and that's the reason why we decided to to omit those policies because we didn't
want to we didn't want to create an identity that was based on our own opinions, but based on what the community wants. And so I'm I'm just I'm very pleased and very imp impressed with what you guys came up um community driven and will define the identity and
the philosophy of the Methuan public schools. So thank you. >> Member Keegan. >> Um I also want to thank you for all of your hard work. This is phenomenal. Um my one question for you um and I guess it's something to I hope focus on is
that we approve competency determination for a graduate which is all academic based and I would like to see some of this go into that so that we are actually graduating who we say we want
to be graduating and if if there are pieces of this that are not there then We need to take a look at that and and make sure that our our graduates are actually having some sort of um
determination on making this real. Um, and so I I would like to challenge you to look at our competency determination for graduate and embed this vision into those graduation requirements so that
we're actually graduating who we're envisioning. Um, and that's all. Thanks. member Sice, anything on your >> I I just wanted to start by saying I was at the February 5th gathering at the
Neans. It was fantastic. The students that we have in our schools, it's amazing. The staff, amazing. Um you all did a great job with this. I look forward to seeing you work with the elementary schools. That was actually
one of the questions I was going to ask about. Um it's just it's just a great great thing that you have done and and I just want to thank the committee and all the students that have helped out with that. They were so enthusiastic at the Neans and they just did a great great
job. So thank you very much. >> I just wanted to quickly comment um first thank you for your outstanding work. Uh I was excited at the idea of this work and it I think it exceeded my my expectations. And so thank you for taking the time to involve all the
stakeholders as well. Um and I think member Keegan is on track because I just tuned in to the commissioner's quarterly webinar today. Um where it was shared uh the graduation requirements that the state is recommending that we proceed
with. So, hot off the press, um it's looking at this point as if they'll be um at some point in the near future, beginning with um students in grade six currently, but by the time they graduate, and they haven't heard this yet either, um by the time they
graduate, they'll need to be a culminating activity or project, which would in essence embed some of this work. Um and some other pieces too like externship work, job on the job work, um my cap planning for for whatever um they
desire and post-secary experience. So I think you're right on track. >> Member Wlette, would you like to say anything? >> I just want to echo my colleagues. Um it's was a very uh ambitious undertaking
and I thoroughly enjoyed reading it and all I would encourage is that we have these goals which are very admirable but I also would encourage every six months or periodically to have updates on the
action items of those goals. And I think that like the superintendence uh quarterly reports in some fashion I think uh we have to uh codify these goals into action item updates. So
that's the only thing I would relay as a suggestion but it was a fantastic presentation a wellresearched uh document and I'd be gladly supporting it. Thank you Mr. Chairman. The one thing I would like to add to it,
I thought this was amazing and the first place I thought we should put this is the student handbook. >> Have we thought about incorporating it into the student handbook at all? >> That would be appropriate for it to live in there. Yes.
>> And then with that a mission statement, you have all of it here. You have the curriculum, you have the diagram. Um, I think a statement would really push it to like impact. I mean, the presentation was great. I
think a mission statement on your on your goal here of what that looks like and what that student is might be more would be very impactful for a student reading like that could be me without looking through the slide deck or looking at the breakdown. But the
mission statement could be your your constitution as you push it through further and present it. The last thing I would say too, love the idea with the lower schools and grammar schools. That is huge to make them feel a part of the community and continue to feel that
they can be a ranger instead of uh you know the red and whatever over on the other side of town, you know, and uh some of the private schools. you know, I want them to know that they're rangers starting and through. Um,
and so it's it would be amazing to start seeing uh how the impact there starts uh with some of the feedback from the the grammar schools going into next year. Anything else from the team? >> I just um wanted to ask
Dr. Galopski, can we put this also into the uh parent university tab on the website? I think that would be something even if it was the slides that they could go through and see those as well. >> Sure. >> Thank you. We happen to have some crossover between the staff that run the
parent university site and this team here. So that would that would be well done. >> All right. Uh is there a motion to approve? >> So moved. >> Second. Member So, seconded by Keegan.
Um, member Sus, can you take role, please? >> Vice Chair Daglio. >> Yes. >> Member Dunovan Graci. Member Bayz. >> Yes. >> Member Keegan. >> Yes. >> Member McCarthy So, yes. Member Wlette. >> Yes.
>> Mayor Borg. Unanimous passes. >> Congratulations. >> Congratulations. Okay. Next on the agenda is the notifications of appointments and other personnel matters. Uh madame superintendent, the appointment of the interim assistant superintendent of teaching and learning
approval. >> Um before we go into discussion, I'll motion and a second to approve the supervising. Okay, I could read second. I don't have to read it, I guess. Let me read read it first. uh the supervising principal Katherine Par as interim assistant superintendent
of teaching and learning. I had a motion by Miss Bever Bayz, seconded by members. >> Discussion member I mean member. >> I think so. >> That's okay. I knew what you meant. >> Thank you. >> Um so I just want to take the opportunity to um highlight why Miss
Petti is such um an excellent candidate for this position and she's also here this evening if you have questions for her. Perhaps you should come up, Miss Piety. So, we we all know Miss Petti as the supervising principal of the CGS uh
grammar school, one of our four K through8 schools in the district. Um, but I'd like to share with the public who may not be aware um that she has been in that role since 2019 and previously between 2012 and 2019 was the
lower school. associate principal there. Prior to that, she served as a literacy coach at the CGS and prior to that was a lower school teacher. So, Miss Pretty has um come come through the ranks as we say in the in the
grammar school. Um in addition to that, she's very well respected among her colleagues um throughout the district. The the students and families um speak to her freely. um she's really built a strong relationship founded on on trust
with with those stakeholders. Miss Pyeti is uh a constant in many of the initiatives that we are working on throughout the district. Um she takes the lead. She provides feedback. She hears the ideas of others and is able to
um implement those while also adding her twist to it. She and I, I think, compliment each other well. Um, because we we see things from different perspectives sometimes, which I think is healthy and productive for the district. Um, but ultimately are loyal and
dedicated to the district and share the same goal. Um, and Miss Puyeti um holds a BA and MA from Fitsburg State um and also a certificate in school leadership and management from the Harvard Graduate School of Education. Um and Miss Priet
is also certified as a superintendent um assistant superintendent which is the lensure. Um and so I would request that you approve this appointment. Um we are eager to to begin work uh and already have um some goals in mind for the
summer to help put us on track for next school year. Thank you. >> Would you like to say anything before we >> Thank you for those very kind words. Um this is this is just such a a wonderful opportunity and I really appreciate your
support in that. I think it's amazing to follow the work of that development team. I think there's a t-shirt in the work there about grow together grow together better to better or something. I think there's definitely a t-shirt there. I love that. But it it
just exemplifies what we do here. There are talented dynamic students here and absolutely robust dynamic educators here. So, I'm very excited to continue that work that we've done. Yes, it's been 30 years at the CGS, but I'm very excited to take kind of that perspective
and look at it from a different lens. So, I'm very excited about the opportunity in celebrating all of the amazing students that we have here and the dynamic dedicated educators that we have here. So, thank you for the opportunity. >> Any questions from the committee? Member Sir Royce,
>> I would just like to make a statement that I know that Miss Puetti is very well respected at the CGS. She's respected by the all the staff, the students, the families. You've done a fantastic job at the CGS and I'm looking
forward you to bring to bringing your ideas that you had and have at the CGS and implementing them in all of our elementary schools. Um, I think that it also should be mentioned that you were a Methuan High graduate and um I'm always
proud to see one of our own getting a promotion like this and it's very very welld deserved and I congratulate you. >> Thank you. It's important to me too. I I've stayed here and I I'm very proud of that. So, thank you for recognizing that. >> Member Wlette, would you like to say
anything? I I don't want to be last with you, but I just want to make sure you're heard. >> No, I appreciate it, Mr. Chairman. Uh I just echo my colleagues. I mean, this is a slam dunk. Uh non-controversial, fantastic choice. I commend the acting
superintendent. I look forward to appointing her and if we can expedite the vote, that's great. >> Member Keegan. >> Thank you. Um, I met um Katie way way way back when um
my daughter, my my oldest, and then my second were reading so far above grade level that they couldn't be tested in the classroom because the classroom teachers are capped at how far they were allowed to to test at the time. Um, and so Katie was the one that was doing the
reading testing and challenging my kids and figuring out what they needed to be challenged in the classroom. And her ideas were amazing that she was able to reach kids that were so far above the
grade level and so far below and still figure it all out. And so I'm I'm super excited to see that go into the superintendent's office so that we're able to reach all the kids in the district in that aspect. Um, and I'm
really excited because, you know, when we look at our MCCAST scores, you did an amazing thing this year and boost our MCCAST scores by 11% of the CGS. And I'm really excited to see that happen districtwide and see what you can do to bring whatever the magic is going on
over at the CGS throughout the whole district. >> So, um I I fully support this. >> Thank you. >> Thanks, >> Member Bias. >> Thank you. Echoing everything that my colleagues have said. Um I'm looking
forward to supporting this vote. Um, I want to mention something that hasn't been mentioned before and it's to commend you for your bravery and courage to step into this role because it it there it is no secret that Bran Street there's been a level of uncertainty and
leadership and this is the first step of establishing um that certainty and it's it's a brave and courageous thing to do to to be invested in this way of heading straight into into that um straight on and I really want want to commend you for that
and appreciate your service to this district. >> Thank you. >> Everyone said everything, but uh >> no, I feel like I should be like I don't know, writing checks or something. >> Thank you all. You're filling my soul so much.
>> The one thing I will say though is I am in many of the votes that I've taken here in Methuan, this is one that I'm very confident on. So, I'm excited to work with you and and with the committee and the leadership team. You know, when one door opens or closes, another one
opens. This is the way I look at it. So, I I appreciate you stepping into the role as we course correct everything in the last year. So, uh hopefully welcome. >> Yeah. Thank you. I think I think Gina and Lee Well,
no, >> I don't even look on the room. >> I can't. My heart's a little broken still, but I'll get over it. >> Look over there. >> I think I think the team makes it very easy. I I think I've worked with these women for years and I think that just their leadership and their their ability
to instead of asking why, asking why not. I'm really excited for that. Um, similar to to what member Keegan was talking about, I think we have dynamic things happening here. Um, and I think it's it's why not why aren't we trying
that? Let's try something new and I'm very excited. This team makes it very easy to jump into something like this because I know how how much their hearts are in it. Um, so I'm excited. So, thank you. Thank you for your very kind words. >> We have a motion and a second. U roll call, please.
>> Vice Chair Dad. >> Yes. Member Dunovan Graassi. Member Bayz. >> Yes. >> Member Keegan. >> Yes. >> Member McCarthy So, yes. Member Wlette. >> Yes. >> Yes. Unanimous. >> Congratulations. >> Congratulations.
>> I do want to recognize your your partners. Your husband's here. I Good luck. All right, we will move on to the regularly scheduled agenda that we have here. Now, going over to the staff reports. Uh, acting superintendent um
the acting superintendent update, please. >> Thank you. Just navigate there on my packet. >> Same here. >> Okay. I thought I' I thought I'd begin tonight by talking about the work that we have
been doing um in terms of our our budget and staffing. So, as as you know, we anxiously and eagerly await the FY27 state budget um to finalize or understand the uh additional funding
that will be coming to Methuan public schools. And because we are unsure of what that figure will be, we have needed to take action to notify staff members um of a reduction in force um in order
to be in line with the contractual obligations of doing so before June 15th. So over the course um of the week um and we'll continue tomorrow um we have been traveling to schools. myself,
um, Colleen McCarthy, our HR director, um, either of the union co-presidents join us as well, and then a building administrator. Um, we've been going at the end of the school day and calling staff members down individually. Um, to date, we've done, I believe, 28
meetings. Um, and this week we're focused on staff um, for whom we don't have a place unless we get additional funding. Next week, we'll begin meeting with staff members who would need to
leave their building um not by choice, which we call an involuntary transfer. Um and so we'll explain to them um that the reduction in positions have necessitated a change of building. Um and here is why. So, I think it's
important for you to also know that prior to us making those decisions, we've sent uh several emails out to staff asking if they in fact would like to try a different building, different grade level. Um, another survey went out asking um if there was some lensure
changes um that they needed to upload into Frontline. Um and then we've gone back again um and targeted specific buildings asking if they would like to to move to a different building. So we have had some responses there um which
has been helpful. Um while this process was was taking place, we received um two letters of resignation which in essence saved two um of our staff members who wish to stay in the district. Um, and as we're meeting with our our
teachers, we've been meeting primarily with K through six general education teachers. Uh, what I've been struck by um is the familiarity they have with the process um because many have gone through this again uh last year and and
so um that struck me. I wasn't expecting um to be met with with that reaction. And so that's difficult when we've been giving the letters to our staff members um and we've been looking at different lensure they may have. We're also looking and asking um if they've had or
expressed an interest in special education previously because as you know we do have some teaching positions in special education that have been vacant throughout the school year and others that we filled um with contractual service workers. We'd prefer using our
own staff. Um we have identified um about a dozen staff members who either had had been at one point pursuing the lensure um maybe had even majored in moderate disability education in college um or had worked in our summer
programming and really liked it u and were willing to try. So um we have ex uh accepted that interest recommended that they apply for lensure um and begin begin that process. Um, and
for some staff members who were unsure, we talked about maybe they consider the special education route. Um, and then if we are able to recall their position in order, um, that they would still be offered that opportunity so they wouldn't lose their place in line, so to
speak, um, in their in their original field of K through six general education. Um, but that's been really interesting. Uh, and some staff members are excited by that. So, we'll see um depending on on funding how how that plays out.
Um and so I'd like to thank um the co-presidents of the MEA. Um they have been excellent to work with um collaborating on um our our seniority lists um and our approach. Um I think everyone has an understanding this is
not something that we want to do. Um and again that it's in some ways temporary or tentative. We've promised all staff members that we met with that we will let them know as soon as possible once we get that that final word from the
state as to whether they will be able to stay in their position and also we'll let them know as soon as possible if we've exhausted the funding and we don't think that we will have a place for them. Um that's important to us to communicate that um as soon as possible.
Um, and I think I think that um by sending out those surveys and requests uh ask uh if teachers would like to switch buildings um we have we have some we've had some interesting responses that I wasn't expecting. Um which I'm I'm interested to see how um the
cross-pollination between schools and staff and grade level um might might impact um teaching and learning there as well. So, um, not ideal at all. Um, but I'd like to thank, um, the staff and central office for being so collaborative, um, and professional
throughout this process. So, I'll pause there if there's any questions on on that front. >> I'll start on this amendment bias. >> Thank you. I just want to uh recognize the the difference in I believe the difference in the process from last year
to this year. I know it was a conversation that we have had um, and Um on my end I'm uh seeing the circumstances um I'm pleased with the in terms of uh the circumstances the process and in
giving out these notices and meeting face to face and um I want to thank you for taking that into consideration. >> Thank you. Um, I just want to recognize all of the staff that um are getting these notices that, you know, we value each and every
one of them. And um, I'm I I personally want to just thank them for everything that they've done. And, you know, I I feel the sadness of having to go through this year after year after year. Um, and I appreciate every single staff member
hanging on with us um, as we go through this. So, I just want to acknowledge how difficult this is on everybody. Um, you know, we talk about the social emotional um issues that our students have, but it doesn't help when we're putting our
staff through this also. Um, and I I just want to recognize that difficulty. Um, the other thing I want I just want to address is um this two students that came up here um about the assistant band director. um that that position was not
on the list that we voted on um for the $118 million um that that position was added to the list um to get down to the 114 from the city. And so I just want to make sure I'm correct that, you know,
when the money comes from the state and we get up to that 118, that position will be reinstated because it was not on the list that we approved. Is that correct? >> There were a few positions that were not on the list that you approved because we needed to get down to that extra that
extra four million. Um, but that will definitely be in in consideration to reinstate. I think what's uh what I want to make clear is that um and I mentioned this before, sometimes a listed reduction in terms of a posi position
isn't so straightforward. So um we'll be speaking with that department next week. Um but we certainly intend for there to be support, additional support beyond the main director of the band during the school day and after the school day. It just might take a different shape. Um,
and so sometimes when we're talking about a role, we're not talking about that person uh specifically either. Um, and so I'd like to assure uh I spoke to some parents this week too. Um, assure everyone that we value fine arts
certainly um and that there there are a number of positions um which I know mean a lot um to all of us here um and that will we'll certainly take that under consideration. >> Absolutely. >> Thank you. Member Sor.
>> Well, being last, everyone said what I wanted to say. Oh, I'm sorry. I forgot Mr. Member Wlette still has to go. So, I'll say what he was going to say and then he won't have to say anything. But I I did want to talk about the band. So, thank you for that. Um, but I did want
to personally thank um Dr. Gowski, your administration team, the union co-chairs for meeting individually with each member. I think that was important. And I think it showed the respect that you
all have for these staff members and um that it it it's hard for you as well as it is for them. So I I appreciate the way you approached it and I want to thank you for that. >> Member will
thank you. Uh obviously I want to commend the acting superintendent. I don't envy the burden that's been placed on your shoulders. I think working in collaboration with the impacted parties uh
alleviates the situation as best you can. Obviously, it's not a good situation when we lay off people, excellent people, wellqualified people dedicated to our school system year after year. And again, I I emphasize for
the record And Max Page, the president of the Massachusetts Teachers Association, concurs with me. He emphasized that there's a $800 million surplus linked to the millionaire's tax
that if the legislature even took 25% of that would save more of our jobs and potentially add more services to the district. There's a competitive election in November. Regardless of your party affiliation, the governor is going to be
on the ballot. Now, if you are independent or Democrat that leans to voting for Democrats, you need to call the governor's office and emphasize to her that your vote will be contingent on
releasing that two or $300 million from the surplus and dedicated to chapter 70. The mass bis mass, excuse me, the mass budget uh think tank indicated
that there's a 7 to8 million gap in chapter 70 because of inflation. This is like a a bad version of the movie Groundhog Day with no happy ending. It's preventable. The
legislature at any time can take up a supplemental or emergency budget to address local deficiencies in local aid and school aid. This is an abomination when you have $800 million surplus for
the millionaires tax that was designed for education. So, I echo the MTA president and saying that we have to mobilize all of our forces and call the governor's office, call the speaker's office and
the senate president and relate to them that your vote will count in November and you vote in every election. It's has to be not us fighting each other locally. And I have a due respect to the
senator. He's been phenomenal for Mthorne. But again, unfortunately, it's not enough. So when we have these horror stories of these people having to be let go, young, energetic,
dedicated, licensed, they pursue all their education for for years to have this happen. and it could be preventable because the legislature could step in because of a millionaire's tax that was
passed by the voters. Unfortunately, it seems like uh the legislature isn't abiding by the audit and it seems to me that they not abiding by the millionaire's tax even though I opposed it. So it's full hottie to have a
surplus be diverted when it was specifically designed for education and it is a disparity going to the tea. It's an outrage. I just have to say that. But thank you acting superintendent. Thank
you teachers union. It's a very unfortunate situation but I applaud everybody. >> Thank you. Uh, and just a quick mention, I added to this um the memo as well. Uh, I I had a meeting with Boston verse Bullies the
other day. I don't know if you're familiar with that program. Um, but it's run through in partnership with the Boston Sports Museum Museum um, and professional athletes uh, film videos uh, with anti-bullying messages, bullying prevention messages. And it
accompanies a curriculum um which addresses not only how uh victims of bullying or um treatment that appears like bullying, how they should uh act or advocate, but it also addresses uh those
who are doing the bullying and uh bystanders and and supports them in becoming upstanders. Um so that's a free um curriculum. It's high interest due to the the professional athletes that are conveying these messages. Um and so I
have committed to working with Boston uh verse bullies this year. It will complement our second step bullying curriculum nicely. Uh and the recommended grade levels for this curriculum are grades four through six. Um and they recommend perhaps starting with one. So we'll be working uh on that
over the summer as well. Uh but that was just a quick mention of a a newly established partnership. Um and I I didn't have it on here, but also um meeting with uh Stickball, which is an organization that provides free uh
personalized for the district school and grade level financial literacy um curricula. And that will be uh hugely important to us in a number of ways. It's something that the upper school students have been asking for for years. um is also highlighted in the
commissioner's quarterly today as uh becoming part of graduation requirements moving forward. Um so I look forward to working with them as well >> on on the bullies part or the Okay, go ahead. Um, so obviously I'm fairly new
to the committee, so I just I had a note about when the last time um we saw unsubstantiated versus substantiated bullying numbers and um what those numbers were. I can't recall the last time they were
shared, but I do know what they are. Um so I I could share them this evening. Um and Miss Bozac could corroborate that as well. Um so this would be from uh this this school year
uh this school year alone. This is districtwide uh grammar school data. Um we had 13 substantiated claims, 66 unsubstantiated claims,
and nine claims that were withdrawn. Miss Bozac, do you want to elaborate on some of those figures? >> No, th those are all correct. Um, so I'm corroborating that and I'm just trying to pull up the last time we gave an update because we did give an update
earlier this school year. Um, and earlier this school year, it was also a um comparison from last school year to to where we were this year. So, I think it was around probably December or January that we provided that update. And I'm wondering if folks at home might
have a question about withdrawn, what that means in terms of a bullying investigation. >> Yeah. So, claims withdrawn is when the person that initiated the bullying uh claim, parent, student, withdrew the um the request for the investigation. So,
>> thank you. Thank you for those numbers. I also just want to give you guys a chance to speak on because I I don't want it to get chaotic out there. when a CL when a bullying investigation comes up unsubstantiated, what does what follows after that
in terms of is there action taken by um the district or because I think that there's um uh just because a bullying claim comes unsubstantiated doesn't mean that there is an action >> correct >> to uh to remedy the situation what
whatever that may be, right? >> Yes. So I can I can speak to that. Sure. Um so if a bullying investigation turns out unsubstantiated um there may be some other um district policies that were violated. So there may be some
disciplinary consequences. There may be some supportive measures or safety plans that are put in place and ongoing check-ins as well. >> Thank you. >> You're welcome. >> Member Keegan. >> Um since we're on the bullying reports,
etc. Um when we send the letter for substantiated unsubstantiated do we explain why it has it was unsubstantiated do we do we explain like what the reason it ended up not being substantiated like for instance it
wasn't the third one it wasn't um xyz like do we do that >> so the beyond just a letter going home prior to that missa actually has a phone conversation with both the um aggressor's family as well as um the um
targets family. So, everybody hears that information and has an explanation of why and then it's followed with the letter that says whether it was substantiated or unsubstantiated. Um and if something's unsubstantiated and someone disagrees, that letter also includes um what the procedures would be
for next steps for parents to pursue um through the state for the a complaint. >> Thank you. You're welcome. >> Go ahead. >> Is is there a certain step-by-step process that is followed by Miss Msquida
or like how is the process done I guess is my question as far as someone reports a bullying issue. They report it to the principal. >> A report can come in from from anyone and then it filters into um to directly
to Miss Msquida. So it could be a parent meeting and a conversation comes up and a bullying claim is stated. Then whoever is in that meeting brings it to their building administration who brings it to Miss Msquita. >> Um and then Miss Mscita follows the timelines and procedures that are
outlined in our current bullying plan. >> Thank you. >> Anyone else? All right, let's move on to uh student enrollment data. >> Any questions on that from the
committee? >> Through you, Mr. Vice. Um I perhaps this question has already been answered before but I was just wondering if we also track reasons for uh withdrawals like for example homeschooling or leaving due to moving the out of the district or going to private school. I
think that seeing the n we as a community we've had discussions on national and state trends um and what those data means. I think that um having also that set of data is is quite important to know where our students are going.
Um yes, I believe that was a requested at a previous meeting. So our um data administrator Matt Sorcoa had pulled that for us uh for this evening. And so the data that that I'm sharing with you now um includes over the summer, the
summer previous to the school year, any withdrawals. Uh and these are reported by families uh as to why and where the student is going. So, of the the unenrollments that we've had since last summer or since um the school year ended
last year, 62% of those students transferred to a Massachusetts public school. So, another Massachusetts public school. >> Just a point of clarification, that could be a charter school, too, right?
>> It could. Okay. 17% transferred to a public school in a different state. 8% transferred to a private or religiously affiliated school.
3% um went to a school outside of the United States. and 9% were classified as other. Um, Mr. Cirwa, let me know that that category had um I believe it was 17 students that
with each had a different note. So, it could have been homeschool, it could have been um the parent was unclear and then we tried to follow what the plans were, we couldn't identify them as being in in where they said they might be. Um, but I also wanted to note that those
unenrollments reasons are really important um, in terms of high school because if we're unable to track where a student went or ended up, that goes into our dropout data. So even if the the student is
moving and the family tells us that, but they don't give us a specific lo and we can't get confirmation of that or track them down, then they would fall in that area, too. So we try especially at at the high school to be pretty accurate in in those reports.
>> I have one question to pay you back off that if you don't mind. >> That's 62% though. >> We could pull tax data to be able to see if the family is still in >> Mthuan from a residency perspective. Like I would love to know how many of the kids
are now going to a charter school or another, you know, a school choice program. >> School choice program. We could we have that that information, don't we, of who's going. We We should have that. So, I can break down that 62 further.
>> I I would like to see what 62 is, >> especially if they're still in the district. member. >> Um the 8% go into private religious. Um how many is it possible to figure out
how many of those students are eighth grade going into ninth grade? Um so we we can figure out like because if they're withdrawing over the summer from 8th grade going into ninth grade, that's those are kids going to a another high
school, right? Not just necessarily a >> a random transfer. So that I I feel like that 8% how much of that 8% is eighth graders going into ninth grade and >> I can check you know what I'm saying. >> I'll check that for you. Um I will say I
have seen uh the spreadsheet of where students are going um if they're going elsewhere from athan high school 8 grade 8 to grade nine. Um and over the years the number of students going to let's say a private
Catholic school has dwindled um and GLTS is um becoming more significant in terms of our population of students not coming to Mthwin High School >> right and also that 62% are those because those are the kids going to glTS
right which would be public counted in there so yeah it would be great to know how many of >> of the kids being withdrawn are the grade eight going into grade um because that's that's a different population per se than the kids moving in and out of the district.
>> Sure. >> So just a point of clarification, I thought you had to re-register going into high school, >> you are naturally registered. Um, so we have even students when we go around to the grammar schools and share about our
courses that are offered, we do recommend that students choose a course of study even if they intend to go elsewhere um because their their registration carries. >> So that number includes high school students too, >> the figures I I gave to you today
and I can parse those out um more significantly too. Um, now I'm thinking of another idea what might be interesting to look at is studentu students coming in >> because I'm looking at the withdrawal numbers. It doesn't add up though to
that. That's the thing is I'm looking here at the withdrawals from last August let's say even in June you're looking at 30 kids 35 kids. like if we lose hundreds of kids.
So that's why I'm like I'm like the the is this enrollment statistics align to what you're providing us because I'm looking at again August and June the enrollments are higher than the
withdrawals. Withdrawals aren't even close to the 100 number like a GLTS takes from us. Well, not noted there is the June July figures. So, let me clarify with Mr. Ciqua. Um, and then I can I can
bring you a more detailed report at the next workshop and I can identify the bubbles of students too. By that point, I can even share with you um the intent of students in grade 8 to nine who are going elsewhere where they intend to go. I say
intend because we do get a number of them who do arrive at Mthuan High School. >> I I'd just like Dr. Golovski to finish our thought she just had because I think it was the same thought that I had. >> Okay. My thought was
I'd also like to look at students enrolling um and where they're coming from. Um because we have a high transition rate in the district, relatively high um it's 15 to 18% year-toear um with typically students coming from
other public schools in Massachusetts. Sometimes they'll leave and come back. Um but that would be interesting to note too. I thought >> the I think the other interesting thing to note would be students that are coming in as freshman and have never attended our schools before.
U I think that's an interesting thing to look at as well because I know a lot of students attend other schools through grade eight and then come to Mthuan High School. I I did um last year I believe pull
students from who stayed in Mthan public schools from grade three to nine because I was looking at the the MCCAST data and trying to see if our programs are effective and I believe at that point it was 66% of grade nine students had been in Mthuan since grade three
but I will get that as well. Yeah, just I'm just curious to see how many students register as freshman at the high school. >> Anything else from the committee, >> Mr. Chairman? >> Yes, Mr. Sec. Go ahead.
>> All right. Thank you. I just want to um highlight a concern I had and maybe we can get a uh an explanation for it. In terms of the residency uh withdrawals,
uh we accumulated uh 29 and we usually average about 50 residency related withdrawals because of a paperwork or violations. But February, March, April,
May, and June, there's absolutely no data. So, either we are lagging and we're done for the year, which I'm concerned about, uh, or it could have been just by accident. that data is not
there because to me it would almost be a a statistical anomaly big time if you had uh September, October, November, December, January, right? Going into the school year and then going into the
remainder second half of the school year and you have blank zero. So I'm concerned about that. If this could be an explanation for that, I appreciate it because that's something that I think the vast majority Mthorne
residents support uh some version of residency enforcement and we really strengthen the policy but again I could just be it could be a typographical thing or data uh accident but I just want to make sure. Thank you.
>> So member will wlette I can speak to that. I I can't speak to why there's no number there, but I can confirm that the residency investigations have continued. Um, so I need to just circle back to find out why that data is not pulling. >> Okay. So, I would appreciate uh through
the acting superintendent to receive report uh within a timely fashion, even within a week. >> Thank you. >> Thank you. Um,
anyone else before I go? All right. I kind of want to take this a step further, especially if we're looking at residency lines in the future and redistricting. Is there a way we can do this everything we've asked here based off of schools
by grade? >> Yes. because that will probably answer a lot of the questions that have been asked here in one report because that eighth grade to high school number would be shown from a total transition. And
then we'll also have potentially that new percentage number of how many are new students coming from an eighth grade into our high school system. because I look here and I see a net of 500 students in this report, but that's
not taken in into fact then people that left eth grade into high school year and then also our our graduates. So that is kind of painting like oh we increased students this year. We did not
increase students this year. We're We're pretty flat actually, right? >> Across the district. Enrollment wise, we lost about 200. Um the freshman class does grow over time.
>> Yeah. >> As as they persist through high school. >> And then also, >> oh, let me just let me just finish my thought here, please. >> I apologize. >> Yeah. and and then also I think what we'll show is that we're losing students
in certain areas of the district and gaining them in another. >> That's why I'm looking at this. >> Yes. I unofficially Yes. when we have students enroll we we recognize they go to particular schools
um more frequently it's Tim and Tenny our new enrolles. When I was looking at the discipline report and I manually update the enrollment counts, I think all schools went up from last month except one lost one student, but there's still students arriving
>> even this late into the year, >> right? >> Because I I think I've floated an idea especially to you about school of choice within the district for new students next year. Being new to the district, if I was a Tim or Tenny student,
I could pick between my home school versus also choosing from the Marsh and the CGS as an option. And then if I was in the Marsh or CGS district, picking between the Marsh or the CGS, I think this will help us with
some crowd control. I also would be surprised how many would actually want to switch. It would also help with our community in a way when a new person's looking to move to Methuan to potentially have a choice on where to live instead of
looking at the market on where the school of choice is where I want to move. I think this is an opportunity. I I believe Lawrence and Low will both do it and it's been successful. Um I also think it will help in the process of
redistricting in the future. I do believe there's ways of making transportation possible. I know that Tim and Tenny had to redo their bus loops and redo their their drop offs because of how many
people were driving kids to school. So, I I don't think getting there could be a problem when parents are by the by the by the drones or driving into our schools and dropping off students in the morning. I think this will also help with traffic. So, I would like to hear
your thoughts on that at a later date this summer. Uh, I'm not asking for an opinion now. And if we have to do a policy change on that, I will gladly draft something. I've actually asked Mike Picaro his thoughts on it and and there is legislation or policies in
place in other districts that we could potentially present here to make it easier. And I think that would it's not a cost savings. I think it's more of a a balancing act at this point. You don't have to give your feedback now. Okay. We could have >> No, I I'll just say briefly that that is
one approach um to redistricting um is to say, you know, there's x amount of seats at the school uh and then go through a lottery system or have people raise their hand and say they would like
to be considered for that. Um I would I would say that we should proceed with the study that we had talked about uh looking at our enrollment trends, our buildings, seeing what's um of benefit to us financially. Um and also the will
of of the students and families as well. Uh especially for next school year. I I don't I don't see for the FY27 school year. Um right now we've been working with um class sizes and staffing um
that's pretty tight and that's how we've been handing out our notices and shuffling teachers. So um I would caution you that that would likely be better as one of the uh opportunities that you might be considering for the
FY28 school year. Um and I'll leave it at that for now. The one thing I would add to and and then member Wlette I didn't forget you is that we're going to need to find space especially if constellation ends up getting approved
in July by the city council. The long-term plan is finding space. So we're going to have to have that consultant come in to do an R and and I'm not sure Mr. Goslin if I recall the last meeting we said we would start drafting an RFP potentially for it.
Yeah, we're reaching out to see if we can get someone who's already done something similar, >> right? If we can have an update >> before you >> I'll have an update for the next meeting. >> Thank you. >> Y and outside of that, um I think it's
protecting this idea of constellations. When we bring more students, we're going to need to know where we're putting it in the long run. So, I I am confident that we could probably with that consultant coming in uh be able to find some space for the long-term plan of
making it a permanent location. >> Mr. Watt, >> thank you, Mr. Chairman. Uh, and you raised some valid points, so I he eagerly was listening to that. I just wanted to offer this to the body and to
the acting superintendent first in terms of a a compromise on school choice. The acting superintendent might want to send a survey to gauge support for the existing residency
enforcement policy and if we need to strengthen it, would they be in favor of it? Uh additional audits. My mindset is this. um the philosophical issues on school choice
there's advantages and disadvantages to it and there's matter to it and I think in the sense of compromise I could uh agree to school choice in a limited basis experimental basis to
gather more money to save more jobs but in exchange for that um I want better security of residency enforcement Now, that might entail uh more audits, but I also want to gauge uh the parents
because ultimately they're going to be burdened with the paperwork. We have um selective audits. Uh and it's been pretty good. And there's a reporting system and the residency enforcement update that was drafted by uh councelor
Pesh and councelor Daglio. Um, I commend portions of it because they enhance my original policy, but I think if we can survey uh quickly the parents, gauge still support for the resource
policy, which I think is still there, and if they want to even increase uh enforcement, that's a decision for the body. But if we can have that survey confirmed
and strengthen the residency uh enforcement policy further, school choice involves authorizing authorizing outside students, not the students that illegally attend uh Mthoran public
schools and drain the tax base. So, if it was talk of $2 million and having uh kindergarteners up to 20 uh students and it's experimental and if there's a commitment from the
body to increase a residency enforcement, uh add additional personnel, involve the police, hire a truency officer. Again, I will take that vote on school choice.
uh in order to uh save further jobs. So, and if a survey can be sent out as soon as possible like we did for the cell phone policy, I think it'll be a quick gauge to the committee to guide it. Thank you,
>> Mr. Wlette. I I recommend you sending that in an email as a formal request to just so you have it in writing if you would like. >> Yeah, I absolutely would do that, Mr. Chairman. Valid point. >> Thank you. Anything else on enrollment?
All right, moving on to the assistant superintendent of student services report. Any questions on the report? >> Can I just make a comment first? >> All yours. >> Um, so we are in the process of closing
out all of our invoices that are coming in. So, I'm sure that that um number for year-to- date transportation expenses under McKini Vento will have seen an increase. Um but we're closing that out right now, which is why I don't have that increase um to share tonight.
Any questions? All right, moving on to the director of human resources report. Any questions on that, >> Mr. advice through you. >> Member Bayas, >> thank you. Um, I was just wondering if
the data is consistent with the RIFF notices that have been >> um, no, this list here is is currently for this school year. Um, so it doesn't incorporate notices or transfers for next year.
>> Thank you. >> Any other questions? All right, moving on to the discipline report. Any questions there? Member Bayas.
Thank you. Um, once again, so uh I'm looking at the discipline report and I see the Tenny for example, the largest population yet the lowest percentage of unique students in the student population. Um I see the Timony likewise
higher population um one of the lower numbers of unique students um and student populations. What is being done at the Tim and the Tenny and I know they have the risk
program for example but that shows these types of numbers and that are vastly different in the in the other schools. Um, and I know that the Tim for example, and I I spoke with Principal Reeves uh
this afternoon about an extraordinary staff member, Mr. Rodriguez, who who uh is a part of that risk program. Is it a good idea to kind of um perhaps see if we could have like some sort of
trainings for staff in the other schools with with this uh risk program or or Mr. Rodriguez going to different schools and kind of gauging and and and giving some feedback because I see I see these numbers and I have to say that I'm you know like there's they're so impressive
that I have to question their validity. Um can we can we see a a future where we kind of not if we don't have the money to expand the rich program but kind of see if we could have for example Mr. where you guys uh go to different schools and kind of give some feedback
or some advice in that sort of sort of way. >> Um certainly we value um Mr. Rodriguez's uh contributions to the school and I think we do have um staff members in other buildings as well who are um
skilled and influential in that way. Uh, one thing that comes to mind that we've been working on is our collaborative problem solving um, program which provides a framework for how staff can um, serve to deescalate students, how
they should talk with them to process um, actions rather than perhaps going a disciplinary route right away. We're also changing the way that we are gathering uh, behavioral data. Um and so our uh starting next school year, we
have a pilot looking at it now. Um and so right now we're we're gathering behavioral data as infractions or rule violations. Um and Mr. Crocker has been um been a proponent of also saying that doesn't help us change the behavior or
support behavior um management or adjustment over time or notice trends. And so um we have a pilot now where where teachers, counselors, administrators are entering behaviors but also context which is suggestive of
the root that caused that disregulation in the students that we can seek to identify trends. Um, I will say too that um we are looking at uh over our leadership academy this summer and throughout the next school year doing
more calibrating practices um where there's case studies of this is an event um and looking at how different associate principles would codify that or um the consequence that would be awarded for that to make sure that we're
we're being consistent that way. Um, but certainly there there's some discrepancies in the numbers and some good practices that are worth sharing, I think. So, I think you hit the nail on the head that way. Um, and I think each supervising principal would have a hunch
about what they think. Um, is is causing um those areas of effect effectiveness within their specific buildings. >> Thank you. If if I may continue, I have some other questions. Sure. >> Thank you. Um and and so with these
numbers for the tim I I just want to I I wonder if these definitions like fights or attacking right is there like a specific definition that that falls under because again third 35 fights in the year just based on you know calls me messages
um that we we receive I mean is is is there something that I'm missing in with the with these numbers? um not not that I believe. So what we're trying to capture in that column are are
the physical uh aspects of altercations that that may happen um over a school day. Um and so fighting would be defined as um two or more students both engaging uh in the physical act whereas attacking
would be one. Um, and so again, I I I think there's there's an an area for calibration in some of these categories, but this would be one where it's pretty cut and dry whether there is something physical that occurred or not. Um I will
say and certainly I think um you all in the general public would understand that when you have a a a cluster of adolescence um in a building in a grade level and there seems to be uh trends in behavior
or the culture of the grade classroom and building. Um you'll notice that whereas in in some schools obscene or disruptive behavior is higher than physical and attacking behavior or or any or uh violations of
of that nature. Um so what we what we did midway through the year was these numbers were looking really um unaligned and some looked very high. I get a notification every time a student is suspended and from what I was seeing in
my email as to what was coming out in the reports. Um there was a big discrepancy. These numbers were higher. Um and so our our data analysts looked and noticed that um our associate principles were use codes that they thought best describe the behavior, but
those weren't Desi identified codes. And so the DESIE identified codes are the ones that DESIE recognizes as being a suspendable offense. Um and so we had to ask um and they did this and I thank
them for doing that our associate principles to go back and review every action that they took in Infinite Campus um to give the proper coding to it. Um, and what we noticed when we spoke with them, um, was there was a level of
frustration because the limited codes they were able to assign in action didn't truly represent what actually happened in that action. So, we had agreed um, over the summer as part of our leadership academy that we will redefine and rephrase our in-house
descriptions of what happened um, to match what they're typically seeing. So there's there could be instances here where it might fit in one or the other and they're picking one to code. Um and so there's that aspect of it too.
>> I just have two more questions and I'm going to put them together and it's um so weapons and criminals, right? Uh MHS and the Tenny are significantly higher um if I remember correctly. Yes. So um I
just want to know if we could get data on unique student population on those. It's it's such a small number nine 10 right but still based on the fact that it's such a egregious offense weapons right for example um and we have some emerging
problems I I I think it's it's incumbent to know if those are you know unique students every time or if it's just a small group of of students right I think that's that's important and um finally
it's other handbook violations could we just get some examples on on what that means. Those are those are the last two questions. >> Sure. Um an example of other handbook violation would include um excessive class cuts. Um
what' you say? Excessive tardies. Um lunch block uh violations where you're not attending class in a split lunch block. um leaving campus without permission. Um any anything that is not uh what we
deem unsafe I think is a good way to think about it. Um where we're not sure where the student is. U so if think of the high school if they're repeatedly not where they're supposed to be in class and we're having to track them down. Um not only are they missing
instructional time, but we as the district are unsure of their location. And so I we call that a matter of safety. Um and so that would be a violation. >> Thank you. And regarding the criminal uh like the unique >> Sure. the and criminal/weapon
is the desiere recognized category. Um and so I mentioned earlier in the year some of these weapons are um household items used as a weapon. Um, so it could be a pencil, it could be nail clippers, it
could be um something a toy novelty um item. Uh, to my knowledge, and again, I'm I'm since December, I'm aware of the all of the cases that fall in these categories. I can't recall any
duplicates. Um, but I will check that to be sure because I'm not sure about the start of the school year. >> Thank you very much. Um I just have a question about um the out of school suspension percentage. Um Tim Marsh Methooan High and Tenny are
all at 4% and the CGS is at 7%. They're almost double the other schools percentage wise. Um, is that because they are suspending more often for no good reason or is it because we have a
different population housed at the CGS that has higher suspension rates or that's just a curious outlier. Um, and so I'm a little bit concerned that we're we're suspending more there without um
or they're just more quick to jump to a suspension versus other behavioral things. >> So, I I think that's work worth looking into, but there's a couple aspects to that. I wouldn't say that it's because there's a certain um population or
program of student there. I don't think that's the case. Um, but when we're talking about behavioral incidents, the number of students involved in a behavioral incident could vary depending
on the incident, the school. So, it could be a very similar experience or incident in different schools, but perhaps one could involve four students, another could involve two, and then that's impacting the unique students in the percentage. So, that might be one
thing. Um it could be um an area of calibration or discussion. Not to say um they're incorrect for having higher percentage. Maybe there's a reason behind that. Um but an area to look at, >> right? It's
>> there's always a story to the data, >> right? That's exactly it. And it's just surprising that the CGS, which is the smallest school, has the highest percentage of out of school suspensions. It's just kind of an odds. It just jumps out at me.
>> That's all. Thank you. >> Anyone else? >> Member will add anything on your end. >> I'm good. Thank you, Mr. Chairman. >> The one question I have is and I actually kind of piggybacks after member Keegan. I kind of like the higher number
of in school out of school suspensions. I think that's strict. It's no not if the student is in line to get suspended because I look at the high school right now that's one incident per student. That's ridiculous.
You're almost one for one. 1597 behavioral incidents not resulting in out of school suspension. 393 unique and then out of that only 116 were out of school suspension. And then
again, I look at at the reasons and it just to me it doesn't add up to like the CGS and the marsh. I think the CGS and Marsh have been strict and that's and I think that's what we need to continue to do
because here's the thing is when we see leniency, that's where the programs continue to go or the students continue to follow that behavior into the high school. And it becomes the high school's problem. We have I think we we got to stop being
friends with these students all the time. All right. I I've walked in the high school several times in the last six months and and I I've seen dress code violations. I've seen cell phone policy violations. I've seen students do
things in the hall that I've reported. I think students are just again We we we yell at them and tell them stop doing it and then they do it again. We got to get back to the basics and it's not against the law when they are
disrupting students and they feel like they got to go to a different school. You want to look at the numbers? Let's see how many freshmen leave this year to go to a different school system. >> It's not many. I'll tell you that we actually get um
students back from private schools as the year goes on. So, the grade nine class will grow undoubtedly through grade 12. I do want to point out and I don't want to penalize teachers for putting in the behavioral incidents and
logging them. And in the category that is um behavioral incidents not resulting in OSS, there was an action that was taken there. Whether it was a parent meeting, whether it's after school detention, office detention, the high school also has an inschool suspension
space that's used temporarily during the day if a student needs to um regulate or come down. Um but I think that column of unique students involved in behavioral incidents is really important. So in the high school with nearly 1600 students,
there's 385 students who are in these categories. Um and it could be for something relatively minor or it could not be. And that's the age-old story where there's a a handful
of students that cause a disruption. Um, but I certainly don't want to give the impression that Methuan High School is not strict and we don't have students that are outstanding. Um, and being at the high school, it's a little bit different in terms of treating a young
adult um, and you might have a conversation with them and they're able to redirect their behavior and they don't necessarily need to have the um, impact of being out of school. So, I just wanted to make that point. >> Is a cell phone policy a handbook violation?
the cell phone policy is it could be a handbook violation. Um I also have another report that's printed out um through Infinite Campus for that. But it's a progressive discipline approach. So if there's a violation um the student
the teacher doesn't go right to the computer and import it. Um, and I think there's an art to uh to teaching in a high school as well where you want to be cognizant to not embarrass a student or disrupt a class entirely. So teachers
are pretty crafty about, you know, tapping the desk, reminding the student to put things away. Um, that being said, I did apply for the cell phone grant on behalf of the district that the AG's office was offering. um and that's uh monies to support bell-to-bell uh cell
phone policies. So the policy we have was one of the three um in the pillars that were recommended by the AG's office um and that uh the money was in recognition that there may be um some
marketing, advertisement um support and policing and maybe even materials needed um to enact that policy. So I was excited for that. because I think we can tighten up there. Um, and that would give us the support and means to do so.
>> We got to enforce it though. And if the teacher unfortunately isn't going to have the support to do that, that's a whole different story. If the teacher says, "There's a cubby right here. Everyone put their phone in there." And the kid says, "Nope, not doing it." What's the what's the outcome?
>> So, our policy doesn't say that. Our policy says the student has the choice of putting their phone in the holder or out of sight in their school bag. Um, and that was purposeful. Uh, the school committee felt as though there was an element of um, safety that might be
compromised if it were out of the students reach. So, some members are vocal about that. Um, so so to have the the phone out of reach um, during instructional time or site or in the holder. Um, I myself did some walkthroughs of the high school last
week. Uh, I rarely see phones in the holder. Students prefer them in their own um, their bags typically, but I did go through a classroom. There are about seven phones in the holder. Um, and so I do like that students know themselves
enough to say, "This is too distracting for me. I need to put this in here." Um, or it could have been the case that the teacher directed them to and they've established that rapport where it wasn't combative and and they knew to do that. Um but certainly in the fall in the start of the school year is when we
establish our routines. Um and so Mr. Caret and I have talked about um supporting the staff and in establishing those routines from the get-go because once the year has started and the students have a certain understanding of the classroom. It's hard to establish
that that midstream especially in grade nine when they transition to the high school and they're learning what high school is like. That's when we want to capture them um and set those expectations. I think I think we got to look at the policy too to also include Bluetooth technology,
>> the headphones, AirPods, >> and it changes every year. Now we have the glasses. >> It was specifically written with the glasses in mind because I know my kid was bringing their glasses and yeah, the meta glasses. Um, and I'm like, it's crazy that, you know, we're not going to
cover those, too. So, um, they it's any technology like that. So, anything that connects to the Wi-Fi, >> does it call it out, though? I don't >> um It >> I don't think it calls it out. >> Well, it doesn't call out specifically because we wanted it to grow with
whatever new technology comes along. So, it does it it it was an umbrella for all >> communications. I gotta go back to it because I I I interpreted it a different way. >> And I believe it states during
instructional time. >> Instructional time is all day other than lunch block and maybe an elective that you have like a reading or >> what about in the hallways? Do you >> I if if you're in English and you go to the hall go through the hallway to go to the bathroom or go to the nurse, that's
instructional time. I'm sorry. If you're taking your phone out to use the bathroom and listen to music to go down the hall, I'm sorry, that's taking time away from English, math, science, STEM, any of the above.
>> Point of clarification, could I could we just have the administration define for them instructional time for students? >> So, that wouldn't count into our 990 hours, 180 day um requirement. Um so
passing time um doesn't count. So when we calculate that in terms of officially for the state um that doesn't count as time on learning uh instructional time um because students are always changing
I'm thinking about the high school specifically changing and moving to the other side of the building. We do anticipate that um they'll be need to get their phone out of the holder and have it out and maybe put it in their bag. We we don't want we want them
socializing with peers. We want them observing the world around them and not being transfixed on their phone for sure. Um >> but you're talking about like in between classes. I'm talking about like going to the bathroom or going to the nurse.
>> Like that's instructional time. That's what I just said. not not going to class to class. That's not instructional time. They have five minutes >> to go get a drink of water to to even go to the bathroom or even, you know, talk to their friend in the locker area.
Yeah, sure. That's not instructional time. >> But leaving the classroom >> to go to the bathroom or go to anywhere else but your classroom is instructional time. That's not being on your phone. >> Okay. Um, so when a student is not where
they're supposed to be, um, and they're using their cell phone, I would imagine that that's also a different type of infraction of not being where they're supposed to be, being tardy to class, cutting class, right? >> Yeah. So, we have like for instance, when the students go to the restroom, they uh log in with their ID number or
they can scan their iPad if there's a scanner there. Um, and so in Infinite Campus, you'll be able to pull up um, exactly how many times a student traveled to the restroom. Um, you can notice patterns and changes over time. Um, and that's some data that, uh, the
associate principles review. Um, because certainly if you're just having the student your class from the first time that day, you don't know they've already been out of the class four or five times before. Um, also, you know, if if a student asked to use the restroom, um,
it's it's rare that a teacher would deny them that opportunity, but we do expect them to return in a timely fashion, for sure. And do I think a phone needs to be with them when they do that? No, I do not. Um, because we we do have staff members who sit outside of our
restrooms. Um, but you know, that's a that's an easy way to try to meet up with a friend um to send a message or plan for it that way, too. So, we do want them in class for sure. >> Any other questions, comments? >> Mr. Chairman, >> y
>> I just wanted to add I think you know obviously you and my colleagues raised uh valuable points. What I want to just emphasize and I had a concern about are the out of school suspensions because of the severity of the
infraction that the school administration, the school resource officer and others deemed it that this person had to be removed and and possibly leading to expulsion or because
we encourage in-house suspensions and I don't want to water uh discipline. I agree uh with the chairman and if the teachers feel like they need tools in the classroom in terms of the cell phone policy and we need to strengthen that because we have
belly the bell anyways I'll reexamine that but is it because of uh a lack of personnel? I know member Dunovan and I were advocating for behavioral specialists, but if you have like an
influx of all of a sudden a cluster of uh out of school suspensions and in school suspensions because of the the saturation of that. Is it because of the severity of the out of school suspensions or is it because
we don't have enough personnel and we have to gauge case by case because I would rather have these kids uh be disciplined even if it's like a retired uh police officer who knows how to handle uh problematic uh situations
because we're losing uh the discipline battle across the nation. You see it with the teenagers and I don't like to cast aspersions because we have the vast majority of our kids are fantastic. They are the future. They're positive. They
impress me. So I don't want anybody to save my statements that I'm casting dispersions to all teens. But there is a sizable component of teenagers that either flaunt uh juvenile crimes or uh
they flaunt uh school infractions. But if you have retired police and you have more behavioral specialists, I think the home front, these kids will just be on the street. You know, who knows about the home front with the parents. It
might be a vacation for them. either they can to have the parents withdraw or there's a truency issue, they can go through uh the juvenile court system and has at least some accountability. But if we can do inhouse,
you know, unless it's extreme cases, hire the person, if we approve school choice, we'll have the resources to maybe hire one or two people to aid with uh in-house suspensions because I think
as a uh a whole body holistic approach to reforming students and students are capable of reform and there should be restorative justice, but you have incident after incident of defiance then
other students will emulate that. So I think you know there's some valid points here and I think if we proceed with school choice uh by analyzing residency enforcement policy and and surveying the
uh residents and getting the feedback very quickly. Again, if we I think you need additional personnel uh and maybe even retired police uh to monitor these kids and have them somewhere in the house because I think
it rewards them in their twisted mind that they're going to be uh told to to leave uh out of school suspension. We don't know fully the home front and it might be like a vacation. they're out in the streets and they're causing carnage
and they're causing mishaps. So, that's my uh two cents. It's a a very uh valid questions raised and it's not that we're going to continue to work because Bel and the cell phone policy is now from the state as a mandate, but I think we
have to tinker it as well as the chairman indicated. Thank you, >> member Keegan. Um, do you think that possibly in your weekly report you could send us the law on um when you're allowed to give out of school
suspensions? Um, and what what are the um incidents like what is what does the law say? >> Yes. Um, I'll send that for you. Uh, and the categories presented on this report are qualifying categories.
Um, and then to respond to member Wlette, are all the out of school suspension instances severe enough or involving an SRO or expelable offenses? No. Um, there there are some that are significant and and concerning.
Predominantly, um, they do not fall into that category, but they might be repeated behaviors. Um, and if we were to have more staff on hand or other spaces with people dedicated um to supervising students in school, I'm sure
you would see a reduction in those areas as well. Um, but seeing as for instance, Midwin High School, we do have that the students that are out are out out for a valid reason. >> Just so Mr. through the chair, Mr. Chairman. >> Yeah. Go ahead.
>> Just a follow up through the chair to the acting superintendent. I appreciate uh that honesty because a lot of our programs and services are valid but because of reductions right we limit the
outreach. So if we do school choice and that's a leap of faith for me on an experimental basis and we have x amount of dollars coming in to the system to save some jobs. I want part of that to
have behavioral specialists and maybe even retired cops, right? And even uh maybe some security personnel because I'm upset about uh what I'm witnessing at the high school. Okay. I'm not
casting uh criticism of anybody. I think some of the teachers, they feel like it's hopeless. Um, like the chairman said, you're talking about dress code violations and and vaping uh and just a total disregard for the handbook. So,
the way you have enforcement of the handbook like we used to do in society with laws, okay, is that you add uh preventative counseling, encouragement, some forgiveness, but you also need to
have some type of enforcement. And I'm if that can be done, you know, again, and I'll put everything in an email here, okay? I think we need to move in that direction because the the out of district suspensions, in my estimation,
um some of these kids are going to get into more trouble. I again, I can't guarantee it, but I think they're going to get more trouble if they're out of school that is you don't know the home front. you don't know who they're associating with with gangs or
neighborhoods. They might commit uh property crimes. They become lazy and they become uh restless, right? Or they want money. They don't have uh jobs. You know, again, it goes into a mushroom effect. But some of these kids are redeemable and they're
essentially good kids. They just need proper guidance. They might not be getting on the home front. a teacher, counselor, a truency officer, uh retired cop, uh veteran teacher, we all have to
work together. Thank you. >> And just just to align too, column four, which is behavioral incidents resulting in OSS, is the last five, correct? >> Yeah. That number in the middle are
students that were duplicated, right, in that Uh I added that column because I believe you had asked uh earlier in the year um the students that fell in either the incidents not resulting and those
resulting in OSS. I think we're trying to get to how many students total >> were involved >> had been written up in some way. >> Um >> I just wanted to make sure everyone knows the numbers if they're looking at it. >> Right. Yeah. >> Not combining.
>> Yeah. So exactly. So those the students list in there um at least some of them had multiple offenses. >> Yeah. >> Yeah. I just want that that be pointed out because it's not being combined. >> I think that um member Wulette has a
great idea. However, our budget doesn't allow us to hire people to do those things. So, until we can get our budget up where it should be and straightened out, unfortunately, Mr. Wlette, I love the ideas, but it's
just not going to happen without the money. Thank you. >> All right, we're going to move on to the next topic. Uh, technology update. Any questions on technology? Member Soy. >> So, first of all, thank you. Oh, I'm
sorry. Thank you to Director Lopez for this extensive update. I think it's fabulous. I have to commend her and her staff for what they do on a daily basis. Just
jotting down some numbers in her update. 7,900 devices they control for our department, our school department every single day. uh pieces of support equipment, 19,141
pieces of support equipment, software applications, 602 plus. It's just amazing what these people do do day in and day out and pretty much 24 hours a day. I just had a question. If
it's okay if um Director Lopez comes up to the podium, chair, I just want to ask her a question or two. Thank you. I I didn't see in your update how many buildings you support? >> Seven.
>> Seven buildings >> because we still support uh the central building. >> So you how in what way do you support the central building? >> Um the MAL is there. So we support the uh Mthuan Adult Learning Center. So they
have telephones, they have computers, um, and networking. >> Okay. And that's al also control. >> Yeah. >> Can I also add, sorry, that they also support, um, all of our students in out of district placements that have communication devices. I think that's
important to note. >> You'll have to add that into your next update. >> Um, no, but I really just I I want to commend you and your department. I've seen you all in action. It's amazing what you do every day. Um, your
teamwork is incredible. Your team gets along so well. They help each other out. It's just amazing. Um, your department is no joke. It's it's a a huge undertaking every day for your
department. And to even think about an an unnecessary disruption of any type of merger, it's I don't agree with at all. You have a welloiled machine. You know what you're doing. Your employees know what they're doing. The amount of
devices and software and equipment that you deal with on a daily basis. And that I mean repairs alone on those things, >> right? all the students that have an issue with a Chromebook or an iPad that you have to take, get them loaners, get them repaired. It's just an amazing
undertaking and I just want to commend you and your department. I think you do a fantastic job. >> Thank you so much. >> And you do it on the on the back side of of this whole system sees what you do. >> My team is fantastic and we all love technology. >> Yep. Nope. I I
>> And we have the back room. But that was the reason why I did the report is because I think that everybody talks about us, but they don't know what goes on behind the curtain. >> So, I just wanted to bring it up to be more transparent. >> And and vice chair, if this is something
that could be sent to the city council just so they can see day in and day out what this department does, I I would like to see that happen as well. >> Sure. >> Thank you, Director Lopez. bias. >> Thank you, Mr. Chair, through you. Um,
Director Lopez, um, I >> you should just stay up there. Yeah, >> it looks like there's a line. >> Yeah. And full disclosure, I do have a lot of questions, but uh yeah, perhaps I'll split them in the first and second round, >> please.
>> Um, but before I begin with my questions, I just want to give you a chance to uh see if you have any comments or or anything on your report. I know most times people like to, you know, point out some things or or have additional comments. So, I just want to give you a chance to do that before I
ask any questions if you have any. >> Well, there was a lot um to do when I first started in in the department in 2023 and I haven't really been asked to do a report for the school committee per se. So, I've always done it for the
superintendent and kept her her both e both superintendents um a breast of everything that we were was going on and made decisions together. Um but I wanted to be able to give you something so that there's more transparency. You know what we're doing. You can ask questions and
I'm always available for a tour or just a conversation about things that we do, especially when it comes to safety and security. so that we're not, you know, just broadcasting it. >> Well, thank you. Um, my first question
is regarding your first section on security. Um, when were the Verata Uing systems installed? >> So, Verata went from a um an app to a viewing station. And when they did that,
we got the ver viewing stations and then we installed them in 2025 so that the secretaries have one that they can see and the principles have one that's for them. >> Thank you. So, okay. And >> they also the the secretary ones were
facing the the incoming traffic so that it was also kind of a deterrent. You're on camera. >> Okay. Um, when did we apply for the Vicotta the CGS intercom system grants? Was this something recent or since the
report is since 2023? Just want to get a timeline. >> The Vicata phase 2 was applied for in June of 2025 and the CGS intercom system was just applied for in February. >> Okay. Um, so what is Vicotta phase two?
Like what what what is the difference between Vicata phase one and two? And can you just give us a quick overview of costs that the VCRATA system with all of its products that we use, lensurers for example, how much is that cost on an annual basis if you have that that
figure? Um, and uh yeah, and so what is phase two and those costs relative to it? >> Did you want to say? Well, I just want you guys to be aware that you're going to start talking about safety and our um
deterrence, doors, video of the and how our security system works. And I don't want you to do that. >> Yeah. >> Not in a public setting. >> So, so >> I do I I understand you went through the report very thoroughly and you have you have some questions and they're all good
questions, I'm sure. But some of them or maybe a lot of them might be better served to sit in an office with um you know Miss Lopez or myself or whoever and go through a lot especially if it's it's dealing with security and that Ricardo one is definitely a security item that
deals with the doors. >> What about costs is that >> I believe the estimate was about $400,000 >> for phase two >> for phase two. >> And what are what are we paying now for like lensures or that system >> that's paid for? >> Yeah. that phase one is done. It's done.
Yeah. >> So, we don't there's no annual cost to that. >> No, but the the maintenance that I'm asking for would be there would be a cost to that. >> It's a health check yearly and u maintenance on them. >> Um, thank you. And you last question
before I give it off to um somebody else for now is you have in your report about managed uh services for ricotta products. What what does that is that like a consultant or >> Yes. >> So we So we have the product and we need
to go outside to manage them. >> So no the product is all installed and functioning >> right now. Um but if anything malfunctions then there's some things that my team can do can do but there's they don't have the expertise to do
everything. And also each piece of equipment, sometimes they rely on a battery. So that would require a health check and they would come in and check every single device, camera, sensors, alarms, all of it.
>> All right. Thank you. I I'll I'll spin back around. >> Okay. remember? >> Yeah. Um, one thing I didn't see on here, so I just wanted to ask was I know last summer we used our CTE students to,
um, to work on our machines for the incoming year. Um, and I'm wondering, um, are you managing those students? Are you like because that's like a big deal. So I was surprised not to see it on here that that's something that your team does. Yeah, I thought it was nothing.
So, no. Yes. And I just sent out the letters to the new five students that we picked for this summer. So, we have them do um a video interview and um do their resume and cover letter and then they submit it to us and we all the whole
team watches them and then I send out um letters to accept them and then they uh confirm whether or not they can come and then we have five that are coming this summer. >> Okay. >> Starting in July. >> All right. So that is that is a program that your team is overseeing. Yes. Um I
would love to see updates on that because I think it's important to highlight the fact that you know we're also using students and and the students are getting some education and you're responsible for that. So I I think it's important to add to that because it is something that you do
>> and they had they had a tremendous they they had a tremendous impact on our effectiveness. Um, >> and the text like the the mentoring that the text do with the students is good for both of them, >> right? And it's it's just a nice program and I I was like, oh, it's not on here
and I know you're doing that and I know that's extra work that you have to do, >> but it's also something really great for our students. So, I just wanted to add that in and highlight it. >> I tend to be technical instead of the the fuzzy stuff, right? But it it's something that you know it it
it um thins out what you have to do. You know what I mean? Like you're you're you're going thinner because you're mentoring students. It it's it's part of your job, right? And so um it's just added responsibility that you're doing. Um but on on the other hand, it's also a
benefit to the district, too, right? So um so I just it's just something on there that I just I noticed it was missing. >> Thank you. Thanks. >> I just I also just wanted to mention um thank you for adding in here about the auction amount that you received for the
iPads. I'm glad that went through and that's all set. Thank you. >> Member Wlette, anything on your end? >> Member Bayas. >> I'm good, Mr. Chairman. >> Y member Bayas. >> Thank you, Mr. Vice. Um, so, uh, I know
the question about safety, but, um, I'm going to ask a question and whether or not it gets answered is on you guys. Um, but I'm under the understanding that SRO's don't have access to live feeds. Is that correct to cameras?
>> I think Mr. Bayz that we will have to I think what we should be doing with that type of question is executive session. >> Okay. public safety. If we want to >> invite member member, I keep doing that tonight. Uh, director Lopez to the
meeting, we can do that >> with the police chief. >> Okay, I'll move on. Um, I noticed that we had some upgrades to Infinite Campus. Love to see those. Um, did those come at a cost or were those done in-house with our with our with our team?
>> So, the the upgrades are what Infinite Campus is hosted. So they do the upgrade, we have to deal with the repercussions of being upgraded. So that's what So it's just in house resources and that's it. >> Okay. >> No cost.
>> Nice. Um and so I just so I saw something and I am not an expert in any way informational technology. Um I'm just a person that asks questions to the experts. >> But in terms of load balancing in the
network, right? Um I am under the understanding that layer one in a network stack is usually physical cables um and uh bits of of information that are that are more on a physical layer um rather than like layer four or layer 7
which is application and transport that actually handles um what load balancing seeks to uh establish which is a decision on on where where uh information is is is handled through. So like if we have three servers, load
balancing is 2,000 requests go to one server, 2,000 to another, 2,000 to another, right? So I was just curious on what it meant that load balancing in layer 1 if um load balancing usually happens in layer four and layer seven.
And that's just that's just me being curious. >> Um I'm not the best at networking. Um that's why I have a network administrator and he's fantastic. and he found that there was too much sorry on
one server and he segmented the traffic >> nice >> on that server and so I think it's still um it wasn't that he segmented it off because we didn't have other devices but it was that and I so I still think it's
layer one but I could be incorrect >> okay I I'll just I'll circle back and hope and hopefully >> and we could you know really go deep because you see you go deep. >> Yeah. Yeah. That's just the way that I do things. Um call them. They'll set up
a tour and you can geek out all you want. >> Yeah. Yeah. No, I'll do that. I'll do that. >> Do it with the That's another thing we do with the CTE students. So, um the scene gives them a tour and we give them, you know, a tour of the MDF and everything
>> in server rooms. Um going to more uh well actually now I'm thinking that this might not be a good question here but um you did have assess data security assessments. >> Um were were those reports shared to the administration and to or the school committee?
>> I don't remember whether or not Randy brought it to the school committee or not >> but we do have the report and I can provide it. >> That would be great to all of us. It was SISA that the homeland security came on campus. >> Yeah. And >> I just >> did the assessment. >> Yeah. We can do that in executive
session. So it's handed back publicize that. >> Okay. Perfect. Um so just finishing off here just two last points. One on the cost savings and then and one more on operation side. So, in the table with the hardware, right, we
have the 19,000 uh device uh hard pieces of hardware. Um, but I added up all of the columns and I got 10,000 and 800 and something. Um, and I do see that there's a column for uh uh analog phones and
whatnot that has no numbers. Is there nine roughly 9,000? like because I'm we're missing like in in the numbers, right? Around 9,000 n 9,000 pieces of hardware and I was just
wondering if what what that's about. >> I don't I don't know. I'd have to look at the numbers deeper, but I can I can provide that more detail if that's what you prefer. >> Thank you. Um >> get most of them from MDM from managed device um
uh um what do you call it? Dashboards. And so it gives me the numbers. >> Yeah. I just thought it was weird the large discrepancy, right? I I would understand like a lower discrepancy because there's so many devices, so many students, so many things going on even just in this room. >> Phones though and lots of intercom
systems. Each building has has one or more intercom systems and things like that. >> Yeah. But yes, I would I would circle back on that. Just I think it's important to know the number of pieces that we support, right? Um, and to that
point, it's the the 880 uh desktops that are out of warranty. Um, out of 880 desktops, there's 880 out of warranty. And so, that begs the question, right? Out of warranty means a
little older in age. Do we have systems that are that's in Windows 10? >> Very few. >> Very few. Yeah. I'm sure you're aware >> because we have an MDM. We Yeah. >> Yeah. Exactly. But we will plan to upgrade those, but there it's like under 30. >> Okay, good.
>> Maybe 15. Um, and they may not be in circulation either. >> Okay. >> Um, but we do have we do have a backlog. We keep a backlog of ones that we've repaired and so we have those on the shelf to deploy if we need to.
>> Thank you. Um my last point um regarding the savings uh so I see here with the two grants that we got for the assessments those were uh minimum 54,000 and maximum 80,000 depending on the market evaluation of
one of those grants um in the last three years. Are those the two the only two grants that we've received so far in terms of it? >> Yeah. That we received. Yes. >> Okay. Nice. Um so to that end you also mentioned e- rates which is the
educational discounts that we receive from um the federal government and and and the universal whatever. Um but I I pulled I pulled this definition from DESIE about rates. Um rates is a is a federal
program that provides discounts on technology for schools and libraries. It is administered by the Universal Service Administration Company under the oversight of the Federal Communications Commission. Schools and libraries are eligible for discounts in two
categories. Category one, services that support connectivity to the building, and category 2, services that support connectivity within the building. Discounts range from 20 to 85%. Almost all Massachusetts public schools qualify for at least a 40% discount based on
their lunch program eligibility. and urban rural status. Um, and so I was looking for guidance on rates in terms of the configuration of staffing. Um, and so according to Desi, it's not about
the configuration of staffing or a shared staffing between governmental unity, but rather a status of being a school or a library. um are would e rates tied to the configuration of
staffing in terms of let's say for example an IT department >> I'm not sure what do you mean by staffing so -ate is it's USAC um and it's provided only to schools and libraries >> right
>> for their networking >> and because we're at the category that we're at we actually get the highest available um discount but as I believe um you are not supposed to use that equipment in a municipality. So it's not
like we could purchase it using and then >> put it in um the the city building. >> My I understand that. My question is, does the school for school equipment and services lose its e- rates simply if it
shares staff with a municipality? Let's say that >> I don't think it has anything to do with staff. >> Okay, that's all I want. That's all that's that's what I want >> connectivity and then the network equipment, >> right? So, so if the if the equipment is purchased for the school based on the
status of being a school, the configuration of staffing does not implicate the e- rates that we receive. >> No. >> Okay. Thank you. >> Um, and one last point about the your staff. Um, great. I just had a question based on the budget binder. The last
budget binder that we received had the on May 7th um had the opera operations manager at zero dollars. Um and then in subsequent memorandums from uh May 27th and June 3rd I believe I didn't rece I
didn't remember seeing anything about an operations manager. If I could just get clarification that that position still exists >> and it's not zeroed out. >> position exists. >> The system administrator position does not exist >> because that was the position that was
>> just a transposing of the two numbers but it's the right amount. It's just the the name was wrong. The title >> and the Apple technician specialist >> just got his certification. >> Okay. >> So, and that hadn't happened as of the packet. >> Okay. Gotcha. Um, thank you. And thank
you, Mr. Chair, for the time. >> Am I good? >> I'll send an email next time. >> Okay. >> I'm so sorry. I know it's third round, but I just Do you know offhand, no names included, um,
what the certification is and the um, education background for each of your employees? >> Well, we haveundred I did do the math one time. We haveundred I think it's 101 years of educational technology. So, we've all worked in
education in one degree or another. So, understanding the school system and teachers and working with teachers and all of that. >> Thank you. >> Member Bayas just reminded me I could send an email too, but that's what I was saying. But you know what? I do have one
thing I do want to say now. Okay. because he commented. Um, >> I will say since Ed's departure, >> things have continued to run smoothly. >> And and and I know you came from Phillips. So, >> yes.
>> Um, but if those of you who do not remember >> Ed Lucier, >> I kind of say it like, you know, rest in peace, but he's still here with us in in in life. um he was tagged to potentially run the
city's version. So I know we've made some comments tonight about the city side, but >> a lot of what Ed did was get Methuan in a spot citywide. I just want to I want to give perks and that was because of how strong
the school department was >> compared to the city side. city was outsourcing everything to this one supplier. Ed came in built what it was and you know is where is the reason why
the city is where it is today. So it would be negligent of me if I don't call that out right now that the school department is what put the city where it is. Thank you for keeping the school department where it was.
>> Thank you. and where we want to save money. >> Yeah. >> If there's savings, we're happy to save. >> No, I I appreciate that. But I just I I have to call it out. >> Think we're just like >> the school department is the reason why the city is where it is today based off
of the leadership. So, thank you. >> Thank you so much, >> Mr. Chairman. >> Ken, did you have something to add? >> Yeah, I have my hand raised at times. So, but it's okay. >> I see it there in the corner now. It's very small. I'm not gonna lie, very small hand, >> but yeah, it is it is tough. I just want
to make a comment on a generalized basis because and this could be the acting superintendent, this could be the ID department, this could be contingent upon our approval of the website that's going to be upgraded. Um I had a couple
of uh individuals approach me and I also had the same mindset in terms of our cultural audit of having uh a portal for the uh cultural audit
and recommendations from that cultural audit as best we can and having followup action items on the recommendations. And I'm hoping that uh during the summer when they have a recess that like the IT
department is working with the website is working in conjunction with the acting superintendent because it was a gentleman and I also had the same mindset too. So we're on the same page of taking the cultural audit. Okay. And
that the city website I think to me is far superior to um the school uh department uh website and we that's why we're going to hopefully approve the contract to upgrade the website for more
transparency. But my recommendation is to have that mechanism and really focus from the administrators and the staff to upgrade uh the the cultural survey and
the action items and sometime during the fall even if we outsource it to one of the policy think tanks or one of the public uh universities to because I I was you know Again, not happy with the
uh company that did the audit. Absolutely outraged by their behavior, but I think we need to do a second round of the audit to gauge the metrics if we've had improvements. Now, my mindset,
I think we have made improvements, but I also want to gauge our uh stakeholders. Uh so I again I appreciate um the IT director and her staff. The consolidation of the IT department was a
philosophical uh debate that would uh encourage savings in my book. It was never never an indication of my criticism or judgment of the IT department. Okay. I think they've worked
wonders. Um, I think the fact that they're applying for grants, uh, is is fantastic. And again, I encourage them to do that. Uh, if they need someone in that office or even a part-time person that's really
specializes in the high-tech grants at the federal and state and nonprofit uh, venues, I would encourage that. grants are the future when you're talking about limited uh governmental resources. >> So, I applaud that. But that would be my
recommendation as we're upgrading the website to ensure greater transparency equivalent to what the city conducts. Thank you. >> All right. Thank you. >> Thank you. >> Thank you, Mr. Lopez. >> Appreciate it.
>> All right. On to old business and pending matters to the assistant superintendent. Physical restraint policy. Second read. All yours. >> You have any? >> No changes. This is just for you guys to do. Second read and approval.
>> All right. I'll take a motion to approve. >> So moved. >> Second. >> Member Keegan. Seconded by member So. Discussion. Yeah. >> Yeah. Um, no discussion on the content. I think that we've already went over
that this is mostly procedural changes that come from Desi. I would just say that just for um aesthetics purposes. Um, I'm going to motion to change the name the title from school committee policy to Methuan public schools
physical restraint policy if that's okay. >> Is there a second for that motion? >> Second. Uh the motion is as follows. Uh strike title school committee policy and insert in
its place uh Methuan public schools physical restraint policy. >> Any discussion on the amendment? I agree. Um roll call please.
When you have a second member first I see he's still writing. Vice Chair Daglia. >> Yes. >> Member Donovan Graci. Member Bayz. >> Yes. >> Member Keegan.
>> Yes. >> Member McCarthy So, yes. Member Wlette. >> Yes. >> Unanimous. All right. Um, is there a motion to approve the amended version?
So moved. >> Second. >> Member Keegan seconded. D's motion. Any other discussion? >> Seeing none. Roll call, please. >> Vice Chair Daglio. >> Yes.
>> Member Dassi. Member Bayz. >> Yes. >> Member Keegan. >> Yes. >> McCarthy So, yes. Member Wlette, >> yes. >> Mayor Bora, not present. Unanimous. Great. On to finance and operations.
>> Excuse me, chair. Um, we need a motion and a second to go past 9:00. >> Thank you for calling it out. Is there a motion? >> Motion. >> Second. >> Motion from member Keegan, seconded by member Bayz. Roll call. If there's no discussion, I'm
giving I'm trying to delay this. I can I can pause for the bathroom if we need to. Alrighty. Let's see. >> We are grateful for you. Members Royce. >> Thank you. >> The years of experience behind that pen. >> Member Keegan did the motion. Member
Bayz second. >> Okay. We have Vice Chair Daglio. >> Yes. >> Member Dassi. Member Bayz. >> Yes. >> Member Keegan. >> Yes. >> Member McCathy So, yes. Member Wlette. >> Yes.
>> Unanimous. All right. Thank you for calling that out, Member Keegan. Um, expenditure report. Any questions? >> Just one. We're looking good. We're in the black. >> We are in the black. I will let you know that um doing my best to leave as much
possible so that we can move those funds or transfer the expense. So, the funds are remain in circuit breaker for use next year. >> Yeah. Um, we're in the process of trying to close out all our purchase orders by the end of end of the month. Um, we
cannot spend FY26 funds on FY27. So, um, our way around it is leaving those funds in the special ed revolving account so that uh, you know, we can use them next year. Also do some transfers into grants that carry over that we can
use as well next year. >> So, that's my focus right When will we have a final number or impact? >> Well, there'll be um I mean there's technically a payroll at for July 29th and 30th or the end of July. Um that'll
probably be posted first week of July. >> Okay. >> Then by then we should know the state number too. >> Yeah. Yeah. I know it's >> I mean once we have that once we have the state number we're going to have to have whether it be a special meeting or not just a vote on the final
>> the final breakdown of the budget >> with the mayor's numbers that happened on Monday. >> Is there a new total already? Um, no. What happens is with that I'm able to the numbers still the same 14. However,
I backed out approximately a million dollars out of um tuitions. >> Yeah. >> Which freed up a million dollars for salaries. >> Okay. >> So, the number is still the same. It's just we're counting on that million dollars that will be in circuit breaker. >> Understood.
>> To use use for tuitions. and we're still projected to if with the state comes back with that 18 number should be be met. >> Um yeah, >> give or take more. >> I mean I don't know what the state
number is going to be. Um I I mean the city council voted on 1 million. I believe his intent is to go to them again in January or whatever for the second half of that million. So he did ask me to back out the two million. So,
I'm a little leery now that they only app prove 1 million. >> Yeah. >> Um, so that's why I'm trying to save every penny I can to put into circuit breaker. So, should that other million not come through that we're not caught. >> Yeah. >> Um, but I'm hoping I mean, if the state
comes through with at least what they did last year, we'll we'll be at that 18. No problem. >> Any other questions? All right. We'll move on to revolving funds report. Any questions? bias. >> Thank you, Mr. Chair. Through you once
again, um I was just wondering on the lost books/chromebooks, there's $80,000 in that account. I was just wondering, is there a way where or plans to spend that money in some capacity? It it
just seems like >> Yes. A lot a large portion of that was um the auctioning of Chromebooks, iPads, um which you guys voted on last time, but we did that last year and I brought in approximately the same amount. Um so that's that's a large
portion of that. We do use the vast majority of that money goes into a line to replace chargers, blocks, devices, those kinds of things. So that will get spent down. Yes. Um why are the facility rental
expenditures greater than the revenue? >> Um because we're are very tight right now on facility rentals. We did have some larger items that we need to do. Uh shot clock um clocks or scoreboards I should say at the CGS and the marsh
which was about $16,000. Uh the auditorium at the Tim had some unsafe um situations within the the lighting booth where we needed to replace equipment, have it rewired, etc. That was again probably about a $9,000
fix for the tim. And we replaced um was I believe it's the lighting board at the marsh, which was antiquated and quite frankly too confusing. When whenever they built the marsh, they bought the best and it was so good that
nobody knew how to use it. And at this point, it's not only antiquated, but really confusing. So, we bought one that's more more appropriate for a K to8 grammar school. And that has been installed and staff trained. So, we
didn't plan on all those, so it cut into our our money a little bit, but we will break even. >> Thank you for the details. >> Yep. You're welcome. >> Any other questions? member will let Mr. >> Chairman thank you for paying attention to that small hand.
>> I know it's tough. Uh through the chair to uh Ian, uh you and I have had multiple conversations about the infrastructure and the gym um the facilities related to athletics
and recreation and outside leagues. Um obviously if we feel a need to really examine the fees and increase them based on your expertise
and experience and feedback maybe from the stakeholders as to it wouldn't be uh diverted obviously we can't anyways but like in terms of bleaches lighting anything
that's unsafe safe that you would have like a rapid fund. Okay. Um and I'm worried about us really depleting it over time and I think people will partially compensate or even increase uh
this fund because they know it's going to be uh invested wisely in the schools uh to upgrade them and that's part of our process anyways with the the capital plant. So, I don't know what you would uh have on terms of feedback, but that
would be my recommendation. >> I I will go over those um the prices and everything with um the staff member who oversees the rentals and um I'll have um I'll prepare some kind of a proposal for um
correcting pricing if it needs to be and have it come before you um sometime during the summer or early September. and and again I appreciate all you do. Um you know you've been such a valuable
uh person to the school system for very difficult times and my mindset is this is that let's say a neighboring community like Haveril has lower fees.
Okay. Um my mindset is this. If we have the necessity of upgrading equipment and infrastructure that was neglected for decades like our physical plants and we're doing
a collective effort of the city working in conjunction with the school department. I think it's only fair to modestly increase the fees and I agree with the chair on this is that we really have to examine this and if we fast
track it um I will support it uh if it's enough to really replenish that fund without uh really uh impacting the taxpayers who have to deal with um you know cost of inflation and other factors
in life. So that would be it. I think we really need to shore this up uh because you've done such a fantastic job in a rapid gun approach of addressing these issues. Um and I think if there's safety issues and there's immediate turnaround,
I think we need to do that. Thank you. >> I do want to point out for Mr. Wlette that um we were able to get a contractor to come in and take down a lot of our dead trees, dead branches in the parking lot and uh we are currently purchasing the parking lot stickers for next year
so that we have them on site. So we did we did use some of those funds, Mr. Willlet, I gotta tell you, Ian, and I'm not always a Mr. complimentary person. Every single time I've reached out to
you by text, by phone, at the night, on the weekends, you've always responded back to me and you've always been a rapid uh gun approach to resolve issues within our district. So, I just want to
save that publicly for the record. >> Thank you. >> Anything else? All right, moving on to grants report. Member Keegan. >> Um, this is just a question about what's
going on. Um, with the open sediment CGS, we start with 45,000 I Yeah, 45,000 and then they just disappear. So, I'm just wondering why those fields aren't populated with anything. We were recently awarded um those
grants. So we have yet to um spend any of the funds or um take in the funds uh from the organization. But that would be um those are dedicated to the training of our teachers for next full school
year and also the purchase of um durable equipment for the classrooms. Um so we'll be looking to uh initiate those purchases soon. And that was similar to the the cycle that we had with the Marsh um last school year. >> Okay. So we still have 45,000 remaining.
The balance remain. >> Yep. That should that should read as such. >> And those grants will come to us to accept. >> They did. You approve them. >> Okay. Perfect. Thanks, >> Mr. Chairman. >> Your small hand's not up.
>> I'm sorry, buddy. >> I'm paying attention. >> You want me You want me to put it up? >> Oh, it's good. It's good. Thank you. I had one last question that just came to my head because I attend the CPAC when I can is that we broach
the topic of disability equipment for playgrounds for our students. >> Yeah. >> Okay. I don't know if Ian has to approach our legal council. Personally, I think we can, but I would like to see
in terms of playground equipment, but also upgrades and helping to accommodate a disabled population with uh playground upgrades. And that would be paid for partially if we
increase the fees uh for athletics. That would be something that if we if we're going to do it for recreational because for instance, I'll give you an example. A parent is taking a kid uh
into uh a basketball game. The other parent is watching the disabled child who wants to go play outside. Okay. They might want to enjoy the disabled uh equipment.
Okay. So, that solves the issue. And I think some of the parents because we have a significant profoundly disabled population that you have someone in the household that's designated as that but the other members might be participating
in sports that they pay for those fees. So I I just want to see if we can get a legal advisory. I think we can. And that would be more reinforcement is that and I know um councelor Daglio
was talking about the hoops and the playground equipment and uh the infrastructure for the kids. What happened was after co right they were told to be in indoors and it was for months and it was wrong. These kids
weren't allowed to play. I think we need to make a commitment the city of Mthuan to encourage these kids to be outdoors and if we have to examine the infrastructure that's a great thing we should be doing and if it involves uh an
upgrade to the fees I don't think anybody would be adverse to it because a lot of these families would benefit from it who send their kids into the uh gym to play basketball. That's it. Thank you.
>> Anything else? All right. On to um the uh sorry re student accounts. Any questions? The only question I I saw that the high school at least was uh I
think April was the last time it was updated. >> This is >> I might have printed out the wrong one. >> That's fine. >> Actually, no. April. They all should be April. >> They should be all. >> Yeah. Yeah. Because we don't get the the bank statements until like the first week of the following month. So,
literally, we just got June's I mean, sorry, we just got May's >> and this was already >> So, we're like a month behind. >> So, I'm assuming 2026 and 2027's been run down at that point, right? Because I'm looking here and there's $25,000 in
the class of 2026 >> account. >> 25,000. >> Yeah. What school were we? >> High school. >> Oh, yeah. Yeah. Yeah. Yeah. So, the prom checks, all anything that hit end of May or is hitting right now in June isn't showing here because that's they were
collecting money for end of the year stuff >> and they probably have already paid it out, >> right? >> Yeah. >> So, the class of 2026, does that money go to the kindergarten class now? >> No. leftovers or is that >> the class of 2026 has to decide what they usually what they do is they do
help the junior class with a down payment for their prom and often they'll do some kind of a class gift >> that's typically what they do but the class um gets to decide class and class offices >> okay because uh one of the things that I
saw recently was one of the schools I want to say it was Hopington left the senior gift as a new playground. Leftover money was a new playground for one of the schools. Something to think about to put on the Christmas list to the next junior class. Maybe just
something as an idea. Just throwing that out there. >> But um that was something they gave to the next generation of students coming in was a new playground. So something to think about and uh if if uh member will add is that something you're piggybacking or do you have something
else? I just wanted to add one more uh suggestion because I've had a conversation with the mayor and the vocational school um would work in partnership with us. if uh the flower bed in in front of the
high school I think needs to be upgraded and I think if it's anyone that wants to donate to that uh or some reasonable businesses because we have a policy on it right we can sponsor like beautifification
uh in front of the the schools in terms of like uh you know just not really outrageous uh foliage but just like flower beds, but I know like uh in terms of um in terms of that flower bed in front of
the high school, I think it just needs to be taken care of uh during the summer and that might be something that the vocational kids uh might want to work on in the fall. Um so I just want to suggest that. Thank you. >> Anything else on student activity
accounts? Member Bayas. >> Um uh yes. So I I'm I'm sure there's just something not reflecting that will be spent or shown in the in the next one, but the tenny and the marsh in total seem to have way more than the
other grammar CGS and timony. Is there particular reason for that? >> Historically, that's some schools do a really good job of fundraising better. Um there's there's no magic potion to that. >> Gotcha. >> Seems like the CGS is always like very
streamlined. Um, just the way it's always been. >> Yeah. >> Gotcha. Thank you for that context. I had, you know, I didn't. >> Anything else? All right, moving on to food services report. Any questions?
>> Not a question. I just wanted to make a comment. Um, if you could pass on Dr. Gowski, my thanks to Mr. Fraud and Miss Noun. It's amazing what they've done this year for the schools and they're continuing to doing this summer and and into next
year. Um they're just doing a fantastic job and I I appreciate everything they've done for the students. Thank you. >> Anyone else? All right, moving on to warrants. Any question about the
warrants of May 7th, May 22nd, or June 1st? Okay, moving on. Contracts, awards, website contract approval. May I have a motion and a second to approve the website contract? >> So moved. Second.
>> Motion by member Soy, seconded by member Keegan. Any questions? Member Bayz. >> Thank you. Um, so I've always been a proponent of digital infrastructure and
improving our digital infrastructure, digital literacy, and everything that comes with that. Um, I think that last year, uh, not last meeting, we went into a contract with the same
vendor for social media and PR services. Um, and I believe uh that this contract also has some proponents of like social media work. Um maybe uh
maybe I'm incorrect on that. But either way, I think that for me seeing how much this contract is in in totality totality around 44,000. Um knowing that for me the priority has
been the social media aspect of our district and making sure that we have a presence to be able to tell truths coming straight from an official site. making sure that we're highlighting the good parts of our district and uh giving a platform for our students to be
highlighted in the community. Um but we're also in the process of structural reforms and these reforms are to me um just as important as digital infrastructure. So, I mean, I I think
with this money for for a website redesign that could be done in the future, it could be used for, for example, a consultant for redistricting, right? Um I think that we've taken an
interest um from a committee for to commit to these reforms and and not and and look at them in and it's in in in their in totality and thoroughly and not just wait until budget season comes up. And so, uh,
in in in any other year, I would be all for this, but I can't, um, support, uh, this contract where we already have contracted with this with this provider in terms of, uh, PR for social media services and use and and getting that
that started. Um, it's a great first start. Um, but I think that I think that we with almost roughly $50,000 that might be able because I don't know what the market looks like to cover for example a consultant to come in and see
feasibilities. Um I also I I also believe that we have our we went to a meeting with the CTE uh coordinators where they gave us strong proposals and one of those and
recommendations and one of those themes is AI. We need AI policy um uh AI models. And so I'm curious if we could work with our our CTE to kind of see what they can do or or propose um our
in-house um staff, which um are great. Um and so so that's where I'm at right now. Um but always open to to other perspectives. Thank you. >> Before any other questions,
>> yeah, can I just tell you where this came from? Um, we've been kicking this around because we know trans transparency, communication, especially the digital world, having a Facebook presence, an Instagram presence, all that stuff. It's was in Dr. Kuang's
goals. It was in the survey. It was everywhere. Um, we originally had written up an RFQ or an RFP actually. um that was a PR person to help with the help with
the verbiage to train us to do professional development on you know um how to how to interact what do you say what don't you say you know refine some of the skills that people have our administrators have our schools have so
we wanted that PR piece and we also needed not only the content for social media but we needed the technology to to work with our website etc. So originally we had one large RFP which included PR
as well as website design and the technology and all that other stuff and when I was looking at it most companies either do websites or PR. Very few companies actually do both. And
I thought it gave, believe it or not, I thought it gave this person an unfair advantage if we did it as one RFP because he's probably the only one in the area who could actually do both. So I made them go out to two and I say you
do one for the content, the PR, the crisis management, the content to put on uh Facebook, etc. And then you do another one on building the website and the the tech technology side of it. To me, it didn't have to be the same
person. So, we went out to two. Well, we already voted on the PR guy and he's reputable and he's been around the the valley for a while and he's really good at that. I was unaware that he also did this side
until we went out for it. So anyways, we went out and the RFP, they respond with what they can do and we had a team evaluate just like you did for um superintendent search. You know, you don't open the prices till the end.
Um so we had a team go through all and we had quite a few number of um companies submit for do you know how many 10. >> Yeah, we had 10 plus companies submit
for the website side and it was really narrowed down to about three that we thought could have done it. Um, and turns out this guy would work seam seamlessly since he's already doing the content for the technology and he
happened to be we opened up two of the prices once we were happy with two of them and he was also the lowest price. So, it would be seamless to have him doing our content as well as building our website. And if you notice, building the website is 30,000. It's only $2,800
a year. Um, moving forward, I strongly recommend if you want transparency, communication, um, somebody who's going to help us with those things, I I strongly recommend you move forward with this. Again, I don't have a vote, but that's just my
recommendation. >> Any other questions? >> If if I could just add um, if that's okay. Um um I I think one of the aspects that um I'm excited about for this too is um not
only will do we have the assistance of creating that single um official MPS voice through different channels. But the idea is it'll also in one post filter directly onto the website. So
it's not um having mi mixed messages or different messages different places but in one action it goes to many different places depending on where people get their news or information. And similarly when um the principles make their
newsletters they're they're duplicating efforts. They're all talking about the same thing. Sometimes I send out blurbs for them to share. Then they'll have to put on social media. all those pieces that will feed the newsletters will be no more. They'll it'll pull right from
um all these social media sources and other sources we have to create the updates for the schools. So, I'm really excited about streamlining streamlining that. We have a lot of great um information in this district and things that we're doing and it's hard to find
on the website. Um sometimes I have trouble and so if I'm having trouble so is everybody else. Um so I I look forward to that. In terms of the AI, I did want to comment that um we have contracted with um the DESIE approved uh
provider uh for professional development um throughout all next school year um to have one major touch point with the entire district and then different touch points with different um pockets of indiv individuals based on their role.
Part of that is a summer workshop for the leaders um in which he will assist us in crafting um consistencies and approaches throughout the district for AI and um can help us start with our
framework and uh policy to then put forward to the the policy subcommittee. Um and I know Nancy has been a big uh proponent of that too. And again um most of the themes that were discussed tonight came up in the commissioner's
call today. Um proficiency or an awareness demonstrated awareness and knowledge of uh digital literacy and AI um is recommended as part of the new grad requirements. Um so yeah there's a lot to that um in terms of developing
what a policy would look like. I think a lot of people think about ways to limit um but it's also ways to support and incorporate the use of while understanding um and so it's it's an exciting time um as we're kind of living
through this period where it's growing uh and so that's really important that our students and staff and aware have an awareness of that. So I feel comfortable with uh that aspect. >> Thank you. Um, one more. I'm really sorry. Um, Miss Lopez just let me know
that our current website is it a hosting fee is what we call it. >> It's the hosting and all of that. The 2,800 that the new company is is saying they'll charge us yearly. It's 10,500 currently with our current website. So,
it's also no cost. >> Press that button. Nancy, >> Director Lopez, thank you for that. Uh just so that people at home could I don't know if they were able to hear you. If you could just repeat that. >> Yes. It's it's over $10,000 a year right now for the current website as is
without any social media. And so if in order for this for Gilfoil to incorporate um the social media and do all of the work also the the the updating of the website, they require it
to be their website. They're hosting it. um because they don't want to work on somebody else's hosted website which is understandable. So we would be getting the content and then we would have to up upload it. So we don't have that resource either. So there's a cost there
and then there's the cost of 10,000. It's it was 10,800. Is that what they said again was this year but I brought them down to like99. >> Used to be just under 10. Now it's just over 10. >> Yeah. That's about $11,000 a year now >> on our regular website as
>> website we have now. >> Thank you for the context. >> I'll just say though in the last six years it's been it's a lot better than it was. So I'm looking forward to seeing what it's going to be at the end of this. Uh if I have no other questions,
let's move the question. Uh can you take uh role member Soy on approving this contract? Vice Chair Daglio. >> Yes. >> Member Bayz. >> No. >> Member Keegan. >> Yes.
>> McCarthy Soy says yes. Member Wlette. >> Yes. >> Four. Yes. One. No. Passes. >> Yep. >> Thank you guys. >> All right. Moving on to the iPad lease.
Is there a motion to approve? >> So moved. >> Second. >> U member Bayas motion second from member Keegan. Any questions? >> Seeing none. Motion uh motion carried by
member Keegan second. Roll call for approval. >> Vice Chair Daglio. >> Yesi. Member Bayz, >> yes. >> Member Keegan, >> yes. >> Kathy Sores, yes. Member Wlette, >> yes. >> Unanimous.
>> All right, moving on to the Chromebook, please lease. May I have a motion and a second to approve? >> So moved. >> Second. >> Seconded by Keegan questions. Seeing none. >> Vice Chair Daglia. >> Yes.
>> Member Bayz. >> Yes. >> Member Keegan. >> Yes. McCarthy Soy says a yes. Member Wlette, >> yes. >> Unanimous. >> Thank you. All right. Next is the motion and a second to approve the marsh window
replacement. >> So moved. >> Second. >> Uh seconded by member Keegan. Any questions? I'll pass it. >> Let me tell you exactly what that is because it's a little misleading. Um the window some of the window sills at the
marsh are when they're originally built were made with bricks laying on their side. Um water is starting to seep in behind those bricks and into the mortar etc. So we did go out for um request for quote. Uh we we found 10 that need to be
uh those bricks to be removed and replaced with blue stone, a solid piece of stone and made watertight. Um, so we did go for an RFQ for 10 10 bays. Each bay has five windows. So for 10 bays,
for essentially 50 windows, um, this is the price. Uh, we did get, I think, seven or eight quotes. And, uh, this was the the lowest bidder and they can start right away. So, I'm hoping to get it get the PO cut in FY26 so that it doesn't
affect FY27. I just wanted to ask, so this will solve the problem for all the windows that are having an issue >> or this is a partial. >> This is a partial. Um, we've already done some in spots. Um, this these are the ones that are really leaking and
need to be addressed right away. I believe there may be about another eight that have to be done, but I didn't have enough money for 18. You're welcome. I have a question if someone else. So, all the buildings look the same pretty
much like the marsh in the Timony. Actually, I'll say the marsh and the Tim look very similar. Are we going to have any problems like this at the Timn? >> Um, I'd have to go look. We We have replaced all but two window sills in the back of the Timony on the lower school
side. >> Okay. >> Um, so there were issues. We have I don't know if the two are done. And I've been I told them to do them. Yeah. >> I don't know if they've actually been completed yet. >> Um so the back I don't know about I don't think there's a lot of them on the front. >> Okay.
>> So I I think the chimney is in a good spot. The tenny did have a similar thing but they don't have window sills like that. >> Not like that. That's why >> retracted at the tenny water was seeping into the walls and leaking into the classrooms. Right. Right. Through the brick. So if it was, you know, wind
driven rain, it would So we did just have a company come out and seal that whole side of the building where that uh that leakage was happening. So I haven't I haven't heard of any leaks since. Um so hopefully that at least solved the
problem for now. >> And from an out like aesthetic look, is it going to look weird this new stone with other windows with >> you won't even notice. >> Okay. >> All right. Perfect. Um, any other questions, >> Mr. Chairman? >> Oh, yeah.
>> Uh, but I had to transfer to my computer. Okay. I don't have that mechanism of raising the hand. I just had a quick question to Ian. I think we were very successful of getting the the green works grant. I was advocating for
that the last few years. the Mass Save program when we're dealing with uh improvements of energy efficiency in our schools, uh windows, insulation,
things of that nature. Does mass save because people are paying into that. Does that benefit our schools at all? >> Um, you know what? I'm not sure specifically on windows. I mean, I can look into that. We did just get a really
substantial grant for the Timny to update our heating um change all our heating from fossil fuel over to electric heat pumps. I believe that in that was involved mass save as well. Um
but I will check on actual windows. Yeah, because the thing about it, I mean, it's very controversial program and and people are obviously and justifiably upset about their fees, but I think if even if they reduce the fees,
I think money from that fund should go to largecale physical plants like schools to help the local taxpayers who would have to pay out of pocket for these improvements, maybe even through
overrides. So I think if the windows uh something that we could look into that that we derive uh savings through that by going through the mass save program it's just food for thought even if we had to do the labor and some of
the background material like the bricks but I think if the the windows themselves and we really uh looked at every single school and mass save uh you know accomplish that I mean that would
be transforming to our energy bills. >> Thank you. >> Thank you. All right. Vote, please. Roll call. >> Vice Chair Daglio. >> Yes. >> Member Bayz, >> yes. >> Member Keegan, >> yes.
>> Matt Sice, yes. Member Wlette, >> yes. >> Unanimous. >> All right. Moving on to business from the committee. Other business from the K committee uh to discuss I believe we have uh on the docket releasing D in
place to the city of Mthuan member Keegan I mean is there a motion actually let let's do this first is there a motion >> I'll make a motion second >> member so seconded by member Keegan member Keegan
I'll pass it to you for discussion >> sure so um last here. Um, it was supposed to come up to a vote for three buildings to be released to the city. Um, it got put on the agenda incorrectly, so we were only
allowed to vote for two of them. Um, and both of those buildings were released to the city. Um, this is the third building that we are not using. The city is using it. Um, they the city is not paying anything towards the upkeep of this
building. the building is falling apart and um we just had to pay $34,000 to replace the boiler. We approved that last meeting um out of our funds. Um this is just draining our funds that we
could be paying for a teacher, paying for, you know, um discipline people like it's it's just draining our money. Um and so it was the recommendation um from the budget subcommittee as well
as the building subcommittee last year um to release this building to the city. Um and so we need to vote on it one way or the other. So um so that's why it's here. Um
and that's that's it. >> Any questions? I I I do want to ask the opinion of the superintendent. >> Um I I think that it's it's difficult as a as a school department to sometimes um
can't try and think of a different term, but serve serve as landlord um for for the building. um especially when there's a number of needs that arise that need addressing right away and if we have limited custodial and facilities
maintenance staff as it is, it's sometimes hard um to prioritize one over over the other. Um, I think that we're in a good a good place in terms of the building being used for its intended
purpose of supporting youth um and and education in different ways. Um, but I know I think Ian might be able to speak to some of those those pieces as well in terms of um maintenance and and the demands that sometimes pull our
attention away from um our K through2 education. I agree with the city taking it over. Um I believe uh there was a big push of the city, not just the school department, for the youth youth program. Um we don't have the staff to go running over every
time they're cold, they're need to walk shoveled. It's just it's it's taxing. Not just the ju not just the dollars, but you know, we need somebody to do this. We'll we'll find somebody to go do it. So, I mean, I
I think it's it's time for us to um turn it over. I mean, hopefully with the understanding that adult ed or maybe we pay a certain amount to the city to allow adult ed to remain there. Um, but other than that, I I think it's it's time.
>> Well, the only comment I'll make is on what you just said, letting adult ed. We've let DPW and parks and wreck and so many other departments sit there rent free if I recall. So, I I don't see it being a problem, but again, I'm not the
mayor. Um, and the mayor is not here. And also, I think another member here is I think we should have the full body here for this type of vote personally. Um, and and uh
again, janitorial staff, that's going to be the on the city to pick up on, grounds crew, city to pick up on. They all sit there anyways. But I I I think we need to look at the logistics before we vote it out because tomorrow the mayor would be like, "All right,
fine. Well, you're all kicked out and we have no adult loing center anymore." So, I think logistically we would need to to talk it through. Member Bayas, I share your sentiment, chair. Um, I will also add that uh I'm not aware I'm
not sure of the full context of city departments being there. if if the deed of the property is for supporting the youth educational purposes, right? It doesn't seem to make sense to me. Um, also there, you know,
if we can find a way to make some reforms in that way that the city does pick up some of those things and we could keep this building and in the future with the renovations that are being made, um, it could be a a great spot that we have a future possibilities with. Um either way, I I I do believe
that tableabling this until we have a full committee is the right way to go. Um just for purposes of all voices being heard on the committee, especially on on a decision this quite frankly for some may be uh easy, but for others it could be a big decision.
>> And I just want to make sure I'm accurate in my statements. There are city employees sitting in that building daily. Yeah. I just want that. I just want to make sure I'm not >> right. I just want to also reiterate something that Ian said that DPW is in
the building and our custodians have to go over and shovel the lock. >> I make a motion a table. >> Second. >> Excuse me. Mr. Chairman, >> before that motion, a table is >> I haven't recognized it yet. Ken.
>> Yeah, Mr. Chairman. >> Yep. Go ahead. >> Okay. So, I just want to add my contribution before the motion to table, which I'll support until we get a full report. Obviously, the logistics
have to be answered. Um, the the Pleasant Valley school, is that completely empty of documents? >> It's not the Pleasant Valley we're talking about. It's dis >> No, no, excuse me. We That's still used to be one of our properties. Is that all done now? Was that because we had still
equipment and documents and other items in the central school and really essentially don't use that anymore except for adult uh learning. So that would have to be uh cleaned up. But the Pleasant Valley School posted our documents.
>> Has that been uh cleaned up or has that have to be transferred? Is it transferred? >> There are no documents there that the school department they we've moved out everything that um we had there as far as documents. Um there is storage there that belongs to I believe the historical
society. Yeah. That um the previous mayor or the city had had them put their stuff in there at some point. Um so that's the only stuff inside the building that would have to be, you know, saved or moved um appropriately.
There is a garage out back that we use to store our lawnmowers, snow blowers, weed whackers, you know, when they're not in season. Um, I met with uh my staff, was it yesterday, the day before? Uh, and we're coming up with alter
alternate plans on where to put that equipment. Um, some of it being at the CGS, some of it possibly at the marsh. Um, so we are working on getting our equipment out of there so that when the time comes we're not in the way.
>> And I also I appreciate it Ian. I also want to know in great detail if we decide to relocate that adult learning center and it's a fantastic program and I apologize I couldn't be there to the graduation ceremony but if we relocate
them a do we have the uh capacity within our other system right and b would be uh compromising any services to this group or would it be actually enhancing the services because it would be one of
our grammar schools. That's a big factor for me and then I have some uh concluding remarks. >> I think logistically you would have to figure that out. Yeah, I don't Yeah, I don't think that we have um gone through the planning for what that would look
like in our grammar schools, but I know just in ds in place as it is with the youth center in the same building, a lot of work was done to ensure the separation between the adults and the students. Um different entrances and exits, um making sure accessibility was
there for both. That was a real trick of it. Um, and because our adult programs are are certainly not full day, there's courses in the morning and there's hybrid courses and course online. There'll be people coming and going. Um, so I don't know that it's ideal um for
them to be a grammar school building, but there it impossible if you know there was there was some planning and work there, but that would take some time. I think >> like a consultant coming in telling you where all the space is, right? >> Yeah. I mean I again I don't want to
keep the program in the lurch and I also realize we have constraints within our system and uh safety of the students is paramount. So if you're you're co-mingling adults at times and and children right that also is a factor. I
think in terms of uh member Keegan I've been on record um supporting a surplus. Okay. And diverting that money to uh schools for capital improvements or aiding back to west schools which never
happened before. We would declare a building surplus and it would just revert back to the general fund of the city. I was adamant that I would not vote for any surplus unless that was provision was approved by the city
council and I think they accepted doing 100% the Pleasant Valley in the courier based on my recent knowledge. I in my olive branches this to the city is that um I'm willing to declare it surplus.
Okay. If they help move the items, anything remaining um in that building. Okay. And the it would not be declared surplus and then 100% someday would revert back to us
because then the city might want to do is encourage nonprofits to go into that facility and then they would garner money that we revert back to the city. It's a good location downtown. It's still a really good uh
infrastructure. Okay. I don't think we should be in the business of monitoring to a youth center um or other things that might go into that because I was approached by other people and I think there has to be
oversight by um maybe the creation of a youth center commission and the mayor has appointments and the school committee and the city council and then there's uh legal advice and then uh enforcement of codes and ordinances the
neighbors too. Like if a neighbor complaints, they might go to a school committee member and then I don't have jurisdiction over that. It's our building, but I'm going to be calling the cops. I think if there's any problems, the uh thing that we did for a
policy, what we agreed to was at any time they could change the ordinance to make sure that the youth center was compliance and that the youth center has a very stringent lease. So I don't see that the the cost savings are there to
transfer the facility and declare surplus. We have to address the logistical questions, have a full report, have a good discussion like the chair said, and then I ultimately I'll weigh the pros and cons. Right now, I'm
leaning towards voting for the the uh the surplus declaration because I think in terms of cost savings, I'm very close on school choice and I'm very close on the uh surplus of this building because
it's costing us on multiple fronts. Now, we're working in partnership with our city, but the municipal childbacks at times, even when I was on the council, I was very critical of and I think absolutely 100% said that we are
diverting resources to a facility that will need to be upgraded that we should be really focused on our better equipped grammar schools and the high school and we already have Branch Street which is upgraded which they're looking to do
upgrades too. Uh and then you have uh Ditson Place which is a be I went to the central school. It's beautiful. It's historical. It's downtown. The youth center I think has a really good program going. You got bond funding. You got
state support. Okay. The community support. It's going to be working wonders in that neighborhood. But what my biggest concern is again what the chairman said, you have city buildings, excuse me, city personnel in those uh
that facility and they're not paying us any reimbursement and we're responsible for the upkeep. So if we have a massive situation, I really don't want to do at the end of the day keep on going to the well with the city council and asking
for emergency uh capital provisions. I think collectively we realize the deficiencies in our school system for decades, but I think this is going to be a cost-saving thing. We got to work on the logistics. I think the city domain
would have better jurisdiction over it. And I don't think we should be in the business of overseeing nonprofits like this. And I think if they have more nonprofits that go into that building and they pay rent uh to the city and you
have a s city solicitor that reviews contracts, I think that's going to be something that everybody should take advantage of. Thank you. >> Thank you. All right, let's mo uh Is there a motion to table it?
>> Yes. Second. Let's take the role on it. >> Member Daglio. Excuse me. Vice Chair Daglio. Yes. >> Member Bayz. >> Yes. >> Member Keegan. >> Yes. >> Sice is a yes. Member Wlette. >> Yes. >> Unanimous.
>> All right. There is criteria for state involvement support. Member Keegan. >> Um so since the mayor is not here because it was specifically um I've gotten some questions about some things he said at the city council meeting. um and it being interpreted that the he
stated at the city council meeting that um the schools were going into receiverhip. Um I wanted to give him an opportunity to explain that that's not what he said. Yes. Um but he's not here to to do that. So let's table it until the next meeting when he is here. >> I mean there's no vote so we don't have
to table it. We can just put on the next agenda. But I can >> echo your sentiment that the mayor did not say we're going in a receiverhip. He did not say that. He said if we the city council doesn't make moves we could lead to overall city receiverhip not schools.
So um and that point wasn't to you that was to the dot on the on the icing. All right. Anything else on behalf of the committee and the good welfare of the community? >> Yes. >> Yes. Um so I was in any other business
just wanted to echo my interest in looking at current practices for recess um in districtwide. Uh I think that there's a um proponent of you know schooltoschool to school kind of practices based on
those different space environments populations etc etc. Um, but I'm uh I'm just wondering if we could take an approach to um recess in terms of we have a new wellness policy that has that
that will have guidelines um to uh recess and consequences and all that. So, um I just want to let the community know that um concerns are taken ser are taken seriously and that my particular
interest is seeing how we could be consistent across the district in terms of recess and procedures. Thank you. Any comment on that? If not, >> oh
well one second. Does anyone on the administration want to say anything? I just want to make sure. >> No, I think that um the wellness um committee will also recommend procedures I think which will be important. Um and
I think that across the district just to clarify um for those listening who might not have context um the time of recess um is is the same across all grade levels and all schools. there are some differences in terms of the spaces in
which certain grade levels um have recess and I think there's different components to that. So um yeah, I haven't heard many concerns about recess until recently, but we're happy to put together um and look and put our heads
together this summer and um look at how we're doing that. >> Thank you. Member Wlette, did you have something you wanted to add? >> Yeah, thank you, Mr. Chairman. I I sent an email to the acting superintendent. She was very expeditious in responding
back to me. Uh she added additional information. I think like member Bayas indicated and I support I think we have to make sure we have a uniform application of playground rules that we're not doing selective enforcement
that's common sensical. So, if kids are playing with uh let's say a basketball or a football where it shouldn't be at the location or maybe have a Nerf football as opposed to a hard football to prevent injuries or if someone brings
in like a baseball, there's other like soft um alternatives to baseballs and softballs, you know, and whiffle bat or something like that, but just in terms of other kids are playing and you don't want have something hit their faces and then the
parents will complain. At the same time too, I want to make sure it's uniformly applied and that parents know um they can't bring in certain uh things and it could be hard equipment.
You know, if they want to do soft equipment, that's great, right? But I think as a committee, as a as an administration, I want to make sure we have uniformity because I think sometimes principles think they have a
little thief and that they dictate to the school district. It's the reverse. The school committee is the elected body working in partnership with the acting superintendent under the education reform act and we have powers to hire
and fire administrators. >> Member Wlette I just want to be mindful of the time. It is 10:00. >> Okay. So I just want to say for the record I think we need to examine >> universal application playground rules across our schools. Thank you.
>> I know it's the school committee's policy. We can't go past 10, correct? >> Can we suspend our rules? >> We have an executive session. >> Um, the executive session could extend because the the 10 o'clock is primarily
for the students filming. >> Got it. Understood. >> Anything else? We we also have an endofear meeting, so we can add that to the agenda. >> It's also because of the custodians have to lock the buildings at 10:00 and that's when their shift ends. Luckily, we're with the boss.
>> Um, >> there was um discussion in the policy subcommittee also today about um perhaps having a special meeting next week. Um and so if we're short on time, I could move
>> I'm fine with moving exe I'm not I'm not okay with moving executive session. That has to be let's do executive session. So, I'm going to I'm going to state for the record we are going to go into executive session. Um, so with no further business to discuss,
I'd like to motion and get a second to adjourn the business session of the MDUN school committee for June 11th and enter an executive session in persuasion R chapter 3A section 21A2 to conduct strategy sessions in preparation for
negotiations with non-UN personnel or to conduct collective bargaining sessions or contract negot negotiations with non-UN personnel, interim superintendent, assistant superintendent of student services, and assistant superintendent of teaching and learning. Again, we will not reconvene into open
session at the end of executive session. >> So moved. Second >> motion member Soy, second by member Keegan. Roll call, please. >> Vice Chair Daglio, >> yes. >> Member Bayz, >> yes. >> Member Keegan, >> yes.
>> McCarthy So, yes. Member Wlette. >> Yes. >> Unanimous. >> Madam superintendent, please send the link. >> Yes. Doing that now.