--------- All right, the Methuen School Committee is returning from a recess. We learned that there were some issues with the live streams. So, out of an abundance of caution, make sure that we were able to allow for folks to tune in. We recessed the meeting, and now it seems that the live stream
should be back up and running. So, with that, let's take a roll call upon resuming our meeting. Vice Chair, Mr. Iannazzo. Yes. Member Grassi? Yes. Member Baez? Yes. Member Keegan?
Here. Member Reyes? Present. Member Walczak? Yes. And Member Walczak is here. Here. I just to recap for the public, we had an approval of the agenda to start off the meeting. We heard an update regarding CPAC, and we also received
some updates from leaders of our PTO. So, now we will move on to the approval of minutes. We need a motion and a second to approve the minutes for March 23rd, 2026. So moved. We have a second? Second. We have the motion from Member Keegan, the second
from Member Baez. Discussion? No discussion, we'll vote. All those in favor? Aye. Opposed? The ayes have it. Next, we need a motion and a second to approve the minutes for April 13th, 2026. So moved. Second. Motion from Member Keegan, second from
Member Baez. Any discussion? Now we'll vote. All those in favor? Aye. Opposed? The ayes have it. Next on the agenda, we have the strategy for district improvement quarterly update from Dr. Golabski. Thank you. I'm going to share my screen. Okay.
So, the committee, you have a copy of this in your packet, but I gave you a separate packet as well, and that separate handout is the most up-to-date. We've had some some new additions to the information I'm going to be sharing today. So, this this quarter three update is a
little bit later in the year than than typical. We had heard from the superintendent search firms at the workshop in March. So, we're at April at this point. This some of this information I thought was still important to share, although some of it may appear a bit dated.
So, as a reminder, the first of our three objectives in our district strategy plan centers on accelerating literacy development and language acquisition across all subject areas. And [snorts] you'll see the the key actions listed aside the priorities.
My by goal was for by the end of this year to have at least initiated all of the key actions in each of our three objectives. At this point, we're well on our way to doing that. Today, I wanted to highlight our early literacy high-dosage tutoring,
our middle of the year benchmark for grades 9 and 10, our continued partnerships from our many vendors that come to us through grant funding, and finally, I wanted to take the opportunity to publicize our Methuen
Public Schools Literacy Night. So, first, our early literacy high-dosage tutoring. If you recall, we were awarded after having applied for that from DESE. We were awarded the opportunity in each of our four grammar schools to have our
first graders who are reading below what we'll call grade level on our DIBELS assessment to engage in in small group tutoring before school. The grant also applied allowed for us to have an administrator oversee all the
teachers who are doing this work. It provided for our materials and support from Springboard Collaborative, who's been great to work with. They provide the materials for the teacher workshops, the parent workshops, professional development. They provide
the teachers with essentially what should be happening in each session. And the sessions are relatively small in terms of the student-teacher ratio, which is excellent. So, we are heading into our final two weeks of this
nine-week program. And this program uses DIBELS, which we use anyway, the mid-year and the end-of-year assessment to determine if there was growth in this particular group of students as opposed to the control, which would be the students who weren't
engaged in this tutoring. So, we hope to have opportunity to continue this in the future, although we haven't necessarily gauged the effectiveness of the program with the full analysis of the data yet. I did see in the governor's budget originally,
there was there was a mention of this funding. So, I look forward to that. Second, I wanted to speak on the CommonLit benchmark assessments for high school English. So, these these assessments are brand new to us this year.
CommonLit is a program that's regularly used by many of our ELA teachers and teachers of other subject areas throughout the district, but this assessment piece allows us to get a gauge on where our students are when they enter the high school or their
particular grade level in terms of ELA standards across the board. So, again, our first iteration of this, we're hearing that the English teachers like having this data. Many of them specified their goals
surrounding this data in which areas or standards they were going to truly focus this year. And I just wanted to remind you that this assessment measures end-of-the-year grade level status. So, if a student is said to be
below grade level, we're talking about what that June mark would be for an English 9 or 10 student. So, what we would expect to see is students trending up as the year progresses. So, this is the grade 9 slide.
So, the first table, the table at the top, displays the percentage of students who are proficient, which is on or above grade level, right in September. So, right when they first came to Methuen High School.
So, you can see that already 62 students were above ninth grade level. 40 were on grade level. And then there were students who were approaching that end-of-the-year grade 9 status, which you would expect to see because that would be ahead of where they were.
And this mid-year assessment was completed in January, and you can see there's a stream upward in terms of students on grade level and above. And then in a few weeks, we'll have the end-of-the-year assessment, which is
ultimately what we'll be looking at, where we'd like to see as many students on grade level or above as possible. And so, this assessment is different from the others. I guess most most close to this would be
the DreamBox assessment for upper school students, which really just looks at vocabulary in general, reading comprehension in general, motivation, and what they call fluency, but it's it's measured just by their silent reading
fluency. As opposed to this measure, which is standards-based. And this is the grade grade 10 data. So, again, where we would expect to see students at the end of the year. So, in January, we had trended upward to
37% from 27. And this is just the one big comprehensive number that I'm showing you here. What's What's interesting to teachers and why we're giving this is to figure out where are the standards or areas within the standards that we need to help students
grow. So, that that's really the working data that's important to us more than than the overall comprehensive piece. And again, we'll see more of that with our end-of-the-year data coming up in a few weeks.
So, our partnerships have continued. These are all partnerships that we've established with third-party vendors through grant funding. And so it's free to the district and very appreciated uh due to the very few administrators that
we have to oversee the work. This lends um extra eyes and support. Also professional development at this time of the year in late April hedging on early May, we're beginning to plan for next year. And so our partners have been excellent in helping us map out what the
year looks like in terms of professional development, what we should be focusing on in CP time, are there limited touch points that we have with staff to develop uh professionally and also improve student outcomes. And we're also
um in having a mind for where we are in terms of implementation. So with EL Education, we've had the program for a few years. We should be in a different spot than we would expect to be with CKLA, this being our first full year.
So our partners again are TNTP um for two of our partnerships, the Learning Acceleration Network and also Prism. Although Prism ends this year, um I will be applying for the next iteration of Prism as well.
Um and then our HQIM Communities of Practice provide us the opportunity to engage with other districts who are at the same points of implementation for EL and CKLA. And Methuen Public Schools Literacy Night, um which is now called Building
Readers and Building Futures, which is a much better title. Um this is a project that's been spearheaded by Christine Dumont, our English Department Chair at the high school, and supported by our Humanities Supervisors. And really all of our community partners have been um
excellent to have in terms of of building this night. So whereas in years past each school has had their own literacy night, and they largely resembled each other, we thought it it more advantageous to have a really robust opportunity where it was district-wide and have more
offerings. So there'll be booths from uh Amplify CKLA, EL Education, which is our main curricula in the grammar school. Um high school English will have a table, the Methuen Literacy Partnership
will be there, um able able to spread their word, also promote literacy. We have a table on the Vision of the Graduate and what that means and how we can um gain even more feedback from families. The Parent University, which
I'll speak to later, will be there. Um the Poet Society, Books and Bagels and the Blue and White, which are all clubs at the high school. Um Methuen Media Centers, Eagle Tribune, Summer Reading will have a table, Seal of Biliteracy Poetry Out Loud.
We are close to locking in four local authors, so I didn't want to ad- advertise their names until we had confirmation, but we're thrilled for that. Um and then teachers have been excellent about volunteering to do activity booths that are literacy-centered. So we would
encourage all families to attend K-12. Um there should be something for everyone and certainly we'll be handing out books as well. Objective two, um we're aiming to reduce the opportunity and achievement gaps between student
groups to improve outcomes but also opportunities. Some of the moves that we've recently made to that end that I'd like to highlight are the MTSS Revisioning Team updates, the My Cap Planning Team, and the unique opportunity um
which was the band trip that Ms. Gagnon already spoke about public participation. So the MTSS Revisioning Team, you've heard about this group. It's a group that's 40 strong across the district. We're looking to revamp our entire MTSS
process and how we execute um um that entire process which starts with the referral, recognizing a student may need additional support or isn't growing um as we would expect for them to in a typical classroom setting with typical
um instruction. We're thinking about the interventions those students might need, how we best can meet their needs and the varied needs of all students within a classroom. So at this point um we're mapping out the existing
interventions across all tiers and programs, noticing that we do have some gaps in areas of need, and then identifying what it is we plan to do to address those needs. The Cascades platform, which I've spoken about before, which is the platform
that's being built for Methuen Public Schools that will allow a teacher administrator to log on and see one comprehensive profile of each student encompassing all the data about them, um which will help inform the decisions
we're making in terms of interventions. We're in phase two of that development. So we're working on accurately embedding the assessment data from our various platforms into this one new platform. And so Mr. Crocker has been um largely
managing this this project and has traveled to all of the schools and done mock TSS meetings where we assemble who we think might be on the TSS team, we select a student at random and then
use the uh new platform to see where the flaws, where the snags, where we're running into trouble, what do we need to execute more fluidly to make it um a a truly exemplary system moving forward. So we've gained a lot of information and feedback from that.
Uh and then moving forward, we're looking at those more practical changes that need to be made. So who will be on the TSS teams? When will they meet? So we don't have that backlog of students um who aren't who aren't being um
visited or revisited as the process dictates over the course of the year. Um so have the advantage of having such a big team is we have many subgroups within those within that team that are able to focus on each of these individual problems. Um and we really are
are pleased to say that in the fall of next year is one of our initial professional development sessions will be educating the entire staff on what this new process is um and how to go about using it. Next up is My Cap. So we were awarded
another competitive grant um and the purpose of this grant was to simply investigate the use of My Cap and how we plan to migrate from Naviance, the program we've been using, to My Cap. And
so My Cap stands for uh My Career and Academic Plan. So it's a structured, student-driven college, career, civic readiness framework to make sure that every student pre-K through 12 gains the knowledge, skills, and experiences
in personal, social, emotional, and behavioral career development and academic and technical learning to navigate a path to success. And that sounds like a lot, which is why there's a grant to help us plan for that. So Naviance right now, we use at the
high school. My Cap, we're aiming next year to start in grades 6 through 12. And so this is important to objective two because it's going to help us identify um our students' needs but also what their dreams and goals are and how we
can help them get there with the programs that we have and how to make sure that they're um taking advantage of all that we offer. So we have a district team right now who will be attending the inaugural My
Cap Showcase. Um so brand new offering from DESE on May 7th. And there will be several presentations. I believe I saw 20 plus workshops being offered from districts who are currently using My Cap. Um trials and
tribulations, best practices, how we can begin um and really capture all that the program has to offer. We do enjoy Naviance. It's been working well for us. We've been mimicking some of these My Cap features in our CTE program with our designated counselor
who serves that group. Um but after the counselors have have played around in My Cap a bit this fall, they're really on board and think this is great. It's also free. Um so we look forward to using My Cap as well. Mhm.
Um who's on the district team? What kind of representation is there? So we put it out to counselors at the grammar schools and the high school. We had the most appetite was from the high school. I think there's a um a couple in the upper school who had volunteered
as well. This particular uh event is limited to three cuz it's Oh, it's too bad. >> sold out. So we're really um negotiating to get four or five. And I just want to make sure I understand. This will replace Naviance? Yes, but we Will it be like a roll out?
There yes, our contract with Naviance isn't the typical fiscal year cycle. Mhm. So we do have we do have it through the end of December. So it'll be um Got you. >> gradual. We're concerned about, you know, for the college application process,
>> Mhm. Naviance stores our acceptance letters um and also our letters of reference. And students have been working in that for several years, so we didn't want to take the rug out from under them, so to speak. So, we'll be gradual. Okay, thank you. You you anticipated my question
about the college application process. Thank you. >> Yes, mhm. Just a quick note on the band trip. I think Miss Gagnon said it all earlier. This is actually one of her photographs she gave me permission to share of our students in Disney World.
Um and kudos to our staff and also our chaperones, um our nurse, uh and Aldelena, who was our trainer, went as a parent chaperone, so that worked out perfectly as well. But, I don't I think it's pretty rare that the travel company
takes the time to call the high school principal days after the event to rave about how wonderful students are. And so, that's exactly what happened, um saying that our students were exemplary, um and enjoyed the experience, and were um
I guess, true ambassadors of Methuen High School. Currently, we have students in Atlanta for DECA, the DECA Nationals as well. So, I look forward to reporting on their progress when they come back. But, around the country we're being represented this this month.
Just a quick question. We do Disney still biannually, right? Or every every 2 years? Yes, every other year. Yeah, yeah. I'm glad we still do it. Yeah, the theory there is so students have the opportunity to go at least once or twice in their high
school career. >> Yeah, appreciate. Thank you. Um I also want to make you aware of this new uh professional development opportunity. This was organized by students um from Methuen Mental Health Parent Advisory um council,
and it is entitled anxiety in school performance. And so, it's a a professional development session offered after school hours, available to all teachers for free of charge. We hope that many teachers and staff members take advantage of that, um seeing as it was
inspired and planned by students, um benefiting staff members in their practice, and also applicable toward their um PDPs for relicensure. So, that's a new offering. Um thank you to the students that planned that.
And finally, um objective three, the aim to enhance with students and families. I'll talk about the BRIGHT program, the DESE Student Voice Summit, the college fair and job fair, parent university,
and vision of a graduate. So, some BRIGHT program updates. This is listed in our key actions, a really important piece of our programming in Methuen Public Schools, ideally something that we would like to expand to all of our schools. Um currently, we
have BRIGHT programs in Comprehensive Grammar School and also at Methuen High School, formerly known as Bridge, but BRIGHT is uh essentially what the program is. So, recently our team took a site visit
to to Framingham Public Schools to review Compass, which is designed to support youth who are in the care of the state and who are involved with multiple state agencies. And I believe it was last meeting we had heard um that the CGS had several students who fell into
this category, as does the high school. And it's really um a category where we know we need more support, and the students um also could use some additional supports as well. And BRIGHT has recognized that and has
considered the Compass program. So, we went to Framingham to learn um first, could we replicate that? Is this something that we do want to replicate? And how would that work? Um considering our current budget cycle, we think that in the future that might
be something we'll be able to build toward, um definitely something that we're interested in. But, we're continuing to investigate that potential through our partnership with the Center for Juvenile Justice and BRIGHT, um [snorts] to make sure that our students
placed in group homes in St. Ann's still get the collaborative and robust care that they need. So, I know Miss Prayote, Mr. Crocker, um several counselors have traveled to St. Ann's um most recently on our professional development day to collaborate with them. Um and to discuss how BRIGHT {slash}
Compass might work in our schools across the district. We also hosted some visits, CGS, um so DMH and representatives from districts in Ohio came to review the CGS's BRIGHT program,
um and they were trying to understand how effective tier three, which means the intensive most intensive tier, um and also general and special education interventions can be developed to support students and to highlight the
way that we're doing it at the CGS. So, that was a nice honor to be chosen um by out-of-state groups to come and learn how how we're doing things to try to replicate that program. And our YPAR teams, um that's the youth
participa- participatory action research teams. We have one at every grammar school and the high school, as well as um EPSAC student representatives, went to the DESE Voice Summit this year, and it was done a little differently this year than it had
been last year in its inaugural year. Um and we had some of our YPAR groups were chosen to give presentations with a trifold poster in a gallery style. Some led um conference style presentations where other groups attended their
session. They attended sessions of other students. So, it was a really powerful powerful day. The point is to highlight student voice, not just as uh students providing feedback for adults to make decisions,
but more of students being um equal partners with adults. And one student uh uh teeny teacher shared with me said that he found it to be the best experience of his life and a really powerful moving experience.
Um and also our um mental health student parent advisory council student reps will be attending the Empowering Youth Voices Summit in early May in celebration of Mental Health Awareness Month. Um here are some some photos of our
students at the YPAR event. Um also great representation of our school as well. So, again, that was comple- accomplished through grant funding um from DESE. The class of 2028 is invited to the Early College Program Information Night
tomorrow, tomorrow evening, um and part of the goal of this Early College partnership with UML, um through which we have established the designation, which again also comes with grant funding, is that we really market and advertise
the opportunities that are available to our students. And so, this is one of those events where parents and students can come and learn how they would acquire college credits um while also being enrolled at the high school and earning high school credits
as well. So, it's for rising juniors. Um and it's a 2-year commitment is what we're looking for. So, targeting right now students and parents uh of rising juniors, looking at the 2-year commitment there for U and L UML.
I've also been in communication with our Northern Essex partners about entering the application process for an additional Early College designation, um and also not duplicating the efforts of UML, but there's definitely a need where we can run parallel and serve even
more students. The College Fair field trip um will also be tomorrow. That's sponsored by um Methuen High School, where they travel students travel to Boston. I've linked there um participating colleges and universities.
Um there's also tips and resources for how students should engage in the call and fit college fair. And those days where um the students would travel around and spend half their time filling out the card for every single um college university table are over. Um now,
instead of doing that, each student has a unique barcode for registering, and so they simply go up and swipe, and then they can spend their time discussing all aspects of the college and probably getting some free merchandise as well, which I know they enjoy. >> [snorts]
>> Um and then the job fair, which uh is brand new this year, um spearheaded uh largely by Member Bias with the help of the mayor, um this is an opportunity for our students to learn about job opportunities that
may be available to them, um hosted by the Methuen Youth and Community Center. Um so, largely featuring city jobs, internships. Um Member Bias, I'm sure you might want to say a little bit more on that as well. Yes, thank you, Madam Superintendent,
through you, Mr. Mayor. Um again, thank you to all the parties for making this happen. This just goes to show how all parts of government can collaborate together um in improving the quality of life of our students in our community. We had the uh job fair prep session today
um at the UCenter and it was amazing. I was there for um part of it and very important questions were asked and answered. I mean, I just remember going in and one of the students asked, "What am I supposed to put on a resume if I've never had a job before?"
One parent asked, "How am I supposed to support my student, my child during their first job?" Um I think these are those were very important questions that were answered and um I'm very excited for Thursday to see
um the interest level of students, but more so the collaboration between all parts of our government and and community to come together and hopefully build a tradition that goes on forward in in the community for for a long time. Thank you, Mr. Mayor. Thank you, Madam Superintendent and the UCenter and all your department heads
that came together. Thank you. Very exciting. Look forward to that as well. Included the flyers as well for for both the um the prep and the fair. And then the long-awaited Parent University is up and running.
Yay. So, um this was a new initiative for this school year. Um Christine Dumont took the charge led the charge on this. So, we have two upcoming events um that we wanted to highlight. The first is the literacy night, which we wanted to use
as the kickoff for what will be um Parent University also in years to come. And on May 27th, we had a we had an earlier date for this originally, but the provider wasn't available, so we had to reschedule. There's a parent workshop,
which is virtual, um called bullying and power differential and that comes to us from Mass Partnerships for Youth. Um so, we hope that we'll be able to advertise that and have many many parents understand um the dynamics between
bullies and victims, the difference um between being um a bystander and upstander, um and also some practical suggestions um on how to handle if their students are feeling uneasy or reporting um
actions which they think may or even may not be bullying to them at um at home, but things that might be troubling them. So, that's on May 27th. Let's see if this Okay, so this is our
our website um for the Methuen Public Schools Parent University, which Christine Dumont had put together. So, the goal here was to have accessible information available for um parents at all times
and also some special events. So, we have the live events highlighted here. You'll also see I have to move my Zoom link. We also have um some always available
information for parents. So, these are uh resources that are particularly geared for parents navigating areas that are identified with the various headings here. So, mental health and counseling,
resources for special ed, some of our curricular resources, and then there's also the opportunity for parents to say what they would like uh more information on or from. So, some of these always available pieces are um
asynchronous opportunities as well. So, we'll continue to build on that, but that's the first draft that's up and running um that just came on today. And finally, our MPS Vision of the Graduate updates.
So, we have given the timeline um several times. The last two bullets are uh most important or most recent to us now. So, on April 29th, there's Connections lesson at the high school that's focused
on the competency definitions for Ranger Can statements for the MHS students to provide their insight. So, we have had the opportunity to hear from the public and there was a staff meeting in March where we heard from the faculty about
these Ranger Can statements. And now the Connections lesson, as you know, that's a point in the school day where everything stops, all the students focus on a lesson in particular and we're using that to gather feedback from students on what what does it mean um to
embody these different aspects in Vision of a Graduate. In the spring, the or right now, the Vision of the Graduate Committee is reviewing those definitions, gathering all this feedback from from staff and the community events, and then we'll
present to you the Vision of a Graduate for your approval um before year's end. So, we look forward to that as well. Um and this has largely been spearheaded um by Meredith Moore, Christine Dumont, um and Anthony Corrado.
That concludes the quarterly. Um happy to speak on any points if there's any questions. Thank you. Questions? Comments? Member Walcott? No, excuse me. So, just want to say again, I'll just repeat, uh again,
the the grant is this year to year. And the federal government has multi-year grant opportunities. And it's something we might want to approach to the the legislative delegation on because if it's a successful program, right, that's something that if we again
very positive rave reviews from collectively students and teachers, administrators, and families, that's something that going down the line, we might want to approach of having a multi-year grant. I know it's it's difficult because we're going to be year to year competition.
It's not guaranteed. Um I don't even know how much that would naturally cost if we have to incur it as a district. It's pretty sizable to cost. So, that would just be something that maybe we could approach the legislative delegation is that take a page from the federal government is that in terms of
continuity having a uh multi-year grant formula as opposed to every year that we're in competition with other school districts. But I definitely appreciate whoever's involved with the the grant applications and the success of that. I know that the mayor is involved with
having a grant writer. And that was something in the years past that I approached the prior superintendent is that just the urgency of federal and state massive competition to have a grant writer. Um but that was something too that if we
have a successful program and the duration is only 1 year, uh then I'm concerned about like multi-year. Some something to just approach, you know. >> we have we had had this a couple of years ago, then teachers were asking for it again. It wasn't offered through DESE
until um just January, I believe we got word that we had to reply within 48 hours whether we wanted or not because funding became available. So, sometimes that's a real challenge with the short turnaround of when you find out that you received additional
funds or you have an opportunity and then to get everything off the ground. And there's a lot of logistics that are involved here, so I appreciate everyone's um commitment to that. But I agree, multi-year would be certainly easier for consistency and would allow us to
to get even more students through. And again, if we want to draft it through the the committee to to yourself to the legislative delegation that that's been been broached and in terms of continuity that there should be more of a multi-year federal
grant uh simulation to what the the local and state would do. Thank you. Sorry about the uh mic. Member Keenan? Um for the high school benchmarking assessment data, um
I'm I'm glad we're doing it for 9 and 10, but would it be too much to ask for our seniors to take it for the grade 10 because that's what MCAS would have told us to see exactly how many seniors are actually
leaving Methuen High School and aren't at a 10th grade reading level? Um it it would just be good information for us to understand um because I'm I'm concerned that people are saying that 70% of our seniors can't read and
I would like to see the data to prove that and I don't feel like we have any data to prove or disprove because we don't ever test our graduating seniors. So, I'm just wondering if that's possible and I I I don't know if it is, but that would be
my ask. So, currently, we do have 11th and 12th grade taking it, but I haven't included that data because it's not everyone. So, if they're in AP courses or early college or in other programs that are apart from one of the mainstream courses, it's not really
representative of those grades. Um but we could we could look at that. I question about the authenticity of the May senior administration of the benchmark, but um certainly over time might be
interesting. This would This would take some work, but to track by student, we have measures like PSAT data which students have taken or SAT data or AP data. So, there might be different ways of demonstrating proficiency over time. We
could brainstorm on that for sure. Thank you. I just have a quick question about the AP program. Cuz I don't think I've seen anything since I've been back. But towards the end of my tenure on the first time around, we were starting to increase the amount of students into the program.
The amount of seniors in it today, do you know? Off the top of your head, the percentage? 51% of our grade 11 and 12 students have taken that highly competitive coursework or advanced coursework. Mhm. Of which AP
is a part. The AP students individually I'd have to look in and my sheets because many of them take multiple tests Yeah. or courses. Do you still have to be recommended to take that test? So, there's there's a variety of ways through which you can become involved in
the program. So, you could be your teacher recommendation, um your grade in the the previous course, Yeah. or simply your willingness to want to take the course. And if that's if that's the case, if you didn't have the recommendation of your teacher,
Yeah. and you didn't have what we'd consider a threshold grade, then you can still take the course if you demonstrate willingness to do so, which would simply be completing the summer work just like all students are expected to do, and then showing that you're you're
willing to do the work to become participating member in the course. >> should also like debunk that 70% right there. If I in my mind. I just I hearing 51% of these students are willing to go take the test. I mean, I'm not going to lie to you. I was horrible at test taking and if I didn't have to take the
test, I wasn't going to go take it. But for 51% of these be the number. That debunks the whole 70% mindset right there. Am I wrong in that statement or am I drinking some Kool-Aid here? Because uh
I I I'm doubting 100% of the 51% are failing it. And I doubt even 50% of the 51% are probably failing it or just doing horrible in the scoring. So, I just want that number to be out there.
That 51% of these students that are juniors and seniors are taking these tests. Yeah, they're they're engaged in what we call advanced coursework which is by DESE's label and they gave us the the course that would qualify for that. And also another thing I think I want to just start adding to the meetings is the
amount of students that are going into the college program next year. Cuz I all you also have to be accepted into that? Would I would or it's not like I mean Into early college program? >> Correct. There's a very thorough process to make
sure that there's an understanding on behalf of the students and families Yeah. the seriousness with which they should take the program and what's expected of them. And also there's a seriousness from the district in terms of how we support the students. Um so,
we have a staff member who works closely with the professors um to keep an eye to see if there's any students who may need additional support, who may need some catching up, to do some of that high school developmentally appropriate work that might not be part of the college, but
the the scores and the grades that students receive in early college are on a true UMass Lowell transcript. And so, when they go to apply for financial aid for their undergraduate or even admission,
those those grades follow them. And so, we want them to understand that there's a great benefit to it. However, um if we find that a student might not understand that and may be putting themselves in a bit of a bind, we try to circumvent that right away. So, it's I
guess a great honor, but also responsibility. Um And so, all students are able to express interest in enjoying the pathway. >> off of quarters or are we doing this or semesters, excuse me, or are we doing this for the whole year? Like if I sign up in September, I'm good through
December and then I have to do it again for January through June. >> You sign up once um or you're admitted once for the full 2-year duration, but there are semester-long classes. So, we operate on the UML schedule. >> for us, we see those numbers to ensure that we
see the numbers increasing, but not decreasing. Cuz I also don't want students dropping out of it. If I start seeing those numbers, then I would want to understand why. Right. I'm not sure if we've had any dropouts into the program. I'm not sure if >> Very rare.
Um But But that would be easy. >> increasing this program, again, it's all to debunk this mindset of 70%. >> Mhm. Cuz again, if we have a good percentage of students doing college uh admissions programs going into the
college program and then also taking these tests, it it just I I just I want a good narrative here on true data to the to the to the community. And if we have it in our packet every week, it's not hard
to just look at our packet and say, "Hey, it was there." So, I just uh I appreciate it. Thank you. >> Sure. Um just to build on that, I I may have missed it if it's in this package, but um where are we with the um I'm looking forward to the announcement of the
number of students who have received or earned the Seal of Biliteracy? Should we be getting that information soon? I know it's a process. You'll be getting that soon. Yes. >> Um cuz we do recognize those students at
um our awards night Okay. in the spring preceding graduation. Um and our graduates who have earned the seal earn a special decoration for that as well. So, sure. I'll I'll add that to the list. >> would be really good information for us cuz it's an important skill.
Member Bias? Thank you, Mr. Mayor. I was just wondering for your the event regarding the parent university, I think it was May 6th. Is there going to be a like bilingual option parent person there for
parents or Yes, um well, ELPAC will be there. They've already been invited and confirmed, but we also have um our liaisons we invite to attend. We also have put out to many staff members at the beginning of the year
um an interest survey for if they'd like to be considered um an interpreter or translator for any events, what languages they speak, and uh our testing office helps us around that. We also I haven't mentioned it yet, but we do also have a grant um
to support um certification for interpreters. So, DESE is hedging in that direction. So, last year we started a cohort of level one and two. Now we're looking to have um level three staff members be trained, and so that
would essentially mean that and it's an important thing that sometimes I don't think uh a lot of areas take enough time to think about. In a technical meeting, for instance, on special education, um is the individual um proficient enough in both languages
to truly um be able to convey the messages accurately? And so, there's a certification for DESE from that. Uh we also have some funding to try to have a train-the-trainer model where we have a teacher within the district who actually works in the world language department
here who'd be able to to um train additional staff members moving forward. Thank you so much. That's awesome to hear. And Mr. Royce? Just to piggyback off of what uh member Bias said, I that came to mind with the
parent workshop on bullying and power differential. Is that will that be in in bilingual languages also or just English? That that is a real-time um virtual workshop. So, it's not necessarily the
case that we'd be able in that moment to have um We usually go with transcripts or the the captioning in the different languages, um which is something that we use in in the talking points feature from. So, I think we could engineer that after the
fact. Um but I know that the the Tenney Grammar School is interested in putting on um their own bullying parent night, and the students themselves wanted to serve as um the interpreters translators. So, they were really excited for that. So, that in the real
time and in person, it's easier for us to allow for that. Um but after the fact, after live event, I think we'd be able to have some opportunity there as well. Thank you. >> Any other questions or discussion? If not, we will move on to the next item
on our agenda which is approval of the resolution to delegation from the School Committee. This is being put forward by member Bias. We need a motion and a second to approve. So moved. Second. Motion is from member Keegan, the second is from member Serres. By discussion, I'll invite member Bayers to kick it
off. Thank you, Mr. Mayor. Through you. Um, this is pretty straightforward. I think uh from our our last meeting, the committee shared a general consensus on um the advocacy that not only we as a body, as individuals, but as a community
need to make. So, in this resolution, I just make it clear what type of uh what amendments would be beneficial and helpful for the district, and letting the delegation know as well that um uh in complement to
asking for for help for state aid, we're we're also doing our part as a as a committee to make sure that we're furthering the interests in the best interests of our students, educators, and communities. So, um I would just say uh no re no resource
is too little, no resource uh is too no action that can be taken is too insignificant. So, um despite the fact that conversations with our state delegation is is probably impactful, um I think that any any action taken is is impactful in any way, shape, or form
when we're looking at the budget season that we're looking at. So, thank you. Thank you, member Bayers. Uh member Keegan. Um I just want to say it's really well written, and I want to thank you for writing it. It's fantastic. Thank you.
Other comments? Member Serres. I'm just a very complimentary of member Bayers for taking leadership on drafting the letter. I think it takes into account the collaboration of ideas from this committee.
Um I'm hopeful and optimistic that the House and Senate will hear uh Carrizo in dire straits financially. And I think this was a perfect vehicle. I had done a letter in the past, but I think personally thank you, Serres, for last the uh the letter. I think you did
a phenomenal job on this. I want to commend him. Any other comments? I'll just echo that. Thank you for your leadership, member Bayers. Um my name is Beldrung, just so you know. There's an E at the end. Sorry about that. We'll fix that.
All right. If there's no other discussion, uh we'll vote. All those in favor? >> I. I. Opposed? The eyes have it. Uh next, we have second reading and approval of the Methuen Public Schools Sub Committee Meeting Recording and Public Access Policy. Again, this was
brought forward by member Bayers. We need a motion and a second to approve. So moved. >> Second. Motion is from member Serres, second is from member Keegan. Discussion? I'll invite member Bayers to start. Thank you. Um I heard everyone's feedback during our first read, and um enjoyed everyone's
support and constructive criticism as well. I brought this forward to the Policy Sub Committee in one of our meetings, and um had great discussion not only with the committee members, but with the administration as well. Um so, with that said, I'm going to
um propose some amendments. Um and um Mr. Chair, I assume that all amendments in one motion would be better than That would be helpful. That would be helpful, right? Okay. So, the first amendment is
um striking section three in its entirety, effective date. Um so, I I motion So, my motion is to amend uh section three and by striking it. And to amend under implementation, um
paragraph two, um the sentence uh where it says, "The School Committee Secretary shall maintain custody of recordings and ensure recordings remain publicly accessible for a minimum period consistent with applicable state uh
rec uh record retention schedules." Strike um for a uh consistent with applicable state record retention schedules, and replace with a um minimum period of 10 years as advised by uh
a minimum of 10 years. So, those are my um amendments there. Does that make sense to everybody? Do you uh I could re- repeat that if need be. >> That would be awesome. Of course. So, the first amendment is to strike section three, effective date. Okay.
>> Um we're we're going to um wait in We're going to motion later on to make it effective once the administration has the equipment. >> Okay. Um so, that's the reasoning behind that one. And the second one um is
to since this is a supplementary record, it's not the official record as our minutes. Um retention laws don't apply the same way, and we were advised by our data administration that we could keep these records for 10 years without
extra cost to our our files um being retained at the district level. So, those are the reasonings behind those amendments, and I hope that's clear to everyone. So, those are my motions. That's my motion. Is there a second? Second. All right. So, uh the motion
is from member Bayers, the second uh from member Donovan. Uh discussion regarding the proposed amendment. So, I just want to understand. So, we're we're striking out then all together. All right. Correct, member Bayers? No, we're we're striking section three,
effective date. Oh, I'm sorry. So, it's Okay. It's It's the wrong section three. Got it. I'm sorry. I'm looking at the wrong section three. I was confused on what you were say- It's on second page. Got it. We're good. I got it. Any other discussion about the proposed
amendment? If not, uh we'll vote. All those in favor? I. I. Opposed? The eyes have it. So, uh I'm going to ask for a motion to adopt as amended. So moved. Second. All right. Motion is from member Keegan, second is from member Donovan. Uh this would be to
adopt as amended. Is there any further discussion? If not, we will vote. All those in favor? I. I. The eyes have it. So, it's been adopted as amended. And so now, Mr. Mayor, I'll make a motion for implementation to start when
the administration has acquired the uh necessary equipment. I'm so sorry. We actually just We already approved the main motion. Oh, okay. So, we're good. Yes. Okay, perfect. Just to clarify that. Yeah. Uh so, next on the agenda, we have
approval of the proposed amendment of the 2025-2026 School Committee Calendar. So moved. We need a motion and a second to approve. Motion from member Keegan, second is from anyone? Second. From member Bayers. Uh discussion. Uh I
think this really just reflects the updated budget calendar, but I'm not sure if there's anything No, I I just noticed that the original calendar was still posted on the website. So, so to avoid confusion, I just wanted it to be updated to reflect the the upcoming dates. Discussion from
member Serres. Um I just feel as a new member to the School Committee, I felt rushed with these date changes. Um I was looking forward to have May 20th
as our last workshop. Um I I just feel like it wasn't enough time to thoroughly go through all of this and come up with any changes. Thank you. Member Serres, I just I was informed that I had neglected to turn on my mic,
so we were just uh going through parliamentary uh procedure when it comes to the question. I apologize. Um and I had stated that uh just so the public is aware, uh when my mic was off, I was just referencing how the only change substantively to the
calendar was uh the of the budget dates. Um Any other discussion? If not, we will vote. I'm sorry. I'm sorry. I'm sorry. I I'm I'm I'm off tonight, I think, because you just mentioned that
we member um Serres mentioned we we canceled the 20th, right? Correct. But there's another meeting underneath it for the 20th. Which I believe is just a regular workshop. Because >> The first one was the public hearing.
>> Because we moved it up to the 7th. Correct. >> That needed to be prepared for the 8th to advance to the city. >> It was supposed to be the 20th, but it got moved up to May 8th. >> So, question to this committee, too, because we're talking about this now. Uh do we want to add
potentially one after the 8th for the budget in case the city council sends it back for some reason? I think that's a great idea. In preparation of if needed. Yeah. We could do that, but just keep in mind
that after the budget's proposed to the council, the only thing that the council is able to do is cut further. It's a yay or nay to us. That that So, last year, if you recall, the council voted no to send it back, so there was more money
allocated to it, not taken out of it. So, I just want to be mindful that if we're going to amend these things, does it hurt to throw in a few extra dates after the initial presentation and vote just to have it. And again, it's a if needed. It doesn't
even have to be so that we're not scrambling around trying to figure it out at, you you 48 hours. Just Some of us have daycares that we run at our family homes. You could do that, but I I also want to
be cognizant of the fact that if we're amending the calendar, then you know, we probably need to coordinate those meetings and do with the others. So, I don't know if we have dates ready. You be ready with dates? Or there is it a footnote of additional
budget meetings may be added as necessary. Or something like that. That's fine. So, you don't have to amend it again. I don't think I asked this question though, Chia. Um why was the date moved up so far?
For the budget? For the budget. Why did it go from the 20th to the to the 7th? >> So, the the budget calendar is um established by the city council chair. Uh that's something I had to do when I was the city council chair and uh so, this is the date that
has been provided to us uh by the chair of the city council. Thank you. Any uh other questions, discussion? Do we want to formally move to include such a footnote or >> Yeah, I would motion to include that footnote. >> Okay. Second. Second.
>> Seconded from member uh Motion's from uh member Desaulniers, uh vice chair Desaulniers, seconded from member Bayez. Um any discussion regarding the amendment? If not, all those in favor? I. Opposed? You guys have it. So, let's have a motion and a second to uh adopt
the calendar as amended. So moved. Second. Motion's from member Keegan, seconded from member Serrousi. Any further discussion? If not, uh we'll vote. All those in favor? I. Opposed? You guys have it. Uh next we have fiscal year '27 budget discussion. There is a document that had
been provided to the committee by Dr. Golabski. Um might make sense for Dr. Golabski to share a synopsis of that memo and we engage in discussion. Mhm. I invite um Assistant Superintendent Goslin and Bozak
to participate in this as well. So, we have we have spent time uh meeting as a central office team and also with building administrative teams to really go through item by item, school by school to identify where there may be areas
uh for reduction to alleviate um some of the pressure in the budget. And this was a process that we alluded to as the first pass um last last workshop where we where we met. Um looking generally at
what it would take to keep class sizes still under 26 students grades 3 through through um 12. Um looking at where where we might have retirements, where we might be able to avoid um
impacting the person um and absorb the work in other roles um to avoid layoffs. And so, what we came up with was uh a short list of reductions and I provided that for you in this first section of bullets here. Um and we could speak to the rationale
behind each um if necessary, but first um the director of health services um one of our one-to-one um um nurses, special education teacher special education program assistant, two school psychologists, two counselors, an
Excel teacher two specialist teachers and 15 general education teachers. So, again, dependent on enrollment needs um of various school buildings where we felt we could
could maybe reduce in those areas. So, that left us uh $1.9 million reduction. Which was some progress, certainly not where we need to be um until we also looked at that list of
new requests and we had mentioned previously that some of those were very important to fill um for a variety of reasons and others um we thought maybe we'd be able to defer down the line. And so, for those new requests, the ones
that we felt that we needed to include um [snorts] those inclusions were to the tune of 1.2 million. So, not much gained there um and for for your reference, those include um special education program assistants
um one-to-one program assistants, an Excel program assistant, special education teacher the radio and TV broadcasting teacher, which is CTE at the high school bilingual liaison two float nurses, two special
administrators, a CTE supervisor supervisor of health and wellness um and instead of the STEM supervisor uh teacher leader stipends um in its place. And so, what we did in
some of those cases, uh we reduced what was the original ask thought how we might be able to share roles between buildings um think about how some of these roles could take on or um meet additional needs, take on
additional tasks in order to have a savings there as well. Um and it seemed like today we sat for a few hours with um principals and uh central office team. Do we went around a couple of times and
we had discussed you know, rather than looking at individuals, should we think programmatically? What are some programs um that we might need to do without? And after doing going through those exercises, we really weren't
making an impact um in terms of the gap of where we needed to fill. And so, it seemed like we were treading water a little bit um and a lot of the things we brought up were to the tune of oh, well, they had been we had cut that last year or we had that
2 years ago and it was gone. So, we started thinking the opposite way. Instead of thinking um in those in those smaller cuts to get to the big number what would be the dramatic cuts that would need to happen in order to get us
even close to where we had been. And so, we just started um tossing around some different ideas. What if it was um it was required in order for us to get closer to that that we do have class sizes of 30 plus in grades 3 through 8.
How much of a savings would that even be? So, if that were the case that would save us um approximately 1.2 million. So, that's class sizes of 30. So, that alone um isn't doing
doing what we needed it to do. Um and we started looking at we've we have been looking at special education but looking um and this is a two-sided document you have looking specifically at the statutory um regulations for sub
sub separate program assistants which would mean losing 100 program assistants. Um that would mean a reduction of $3.3 million. So, both having class sizes of 30 or more and meeting those statutory
regulations are certainly not what we're endorsing here um because it would mean in those sub separate classrooms um only one teacher with no PA support excluding one-to-ones for eight or fewer
students, which is not the model we currently have. We try to have three and the teacher currently in those areas. But I was wanting to to suggest that even if we did those two pieces that's not even getting us to where we
would need to be. So, um we're looking for some some some guidance or direction here um to help us move in the right direction
um while also leaving us in a place where we know our students and staff can be successful. Um and and manageable. Um Mr. Bozak, did I miss
Mr. Goslin? I do I do just want to make you all aware that in order to have our public hearing next Thursday, have to have it in the Tribune by this Thursday, which means I have to send them something tomorrow. Um obviously, those will not be our
final numbers. Whatever I send them will probably be where we are after the 1.9 reduction understanding that that by no means is our final number. So, if you talk to Teddy if you like, >> [laughter] >> yeah, those are that is where we are
right now. That is not where we're going to end up. But I need to send something to post. Understood. Um we'll hear from the vice chair and then uh member Serrousi. Thank you. So, quick question. Is the 1.2 in new positions being deducted off
the top? Or are we just not adding that to anything? See, I don't know if the speaker system's working. I can also hear and I feel like you guys are whispering. So, so I have 9 million in my head that we we have to
to to cut. Yeah, it was it was about I would say 9.5. We're down to about seven seven point five. Well, this is 7.8. So, that's why I'm trying to do the math off of nines, which would bring me to 5.9 if I take
your 1.9 and 1.2. So, I'm trying to understand what's the actual number that we are at the gap at right now. Is it 7.8? Is it 5.9? We cut 1.9, but if we want all those things that we think we need, that's putting another 1.2 back
in. >> That brings 1.2. Yes. And then if we deduct another 1. two, that's 30. >> That 1.2 is not in the budget. I'm talking about the next section after that. So, there's another 1.2 million if
we cut another 16 teachers. Yep. And then aligning with statutory regulations, we're going to cut 100 positions potentially, and that's 3.3 on top of the 1.2 plus the 1.9. Correct? Your numbers are correct, but I
don't want you to think this is our recommendation. I know it is. Just saying like >> No, I'm just looking We are This is not a recommendation. No, no, no. This is no one's recommendation. I'm looking at the worst-case scenario, which gets us down to not even zero yet.
Right. So, I mean I hate to say it, but I would rather go with the doomsday number because then we need support from the city. And
again, I've always been an advocate of, you know, giving money and then working out the problem over the year. But we knew this was coming a year ago. Like if we're sitting here right now and saying we're shocked about
this, again, I can't say I am. Cuz last year we said the same thing. We can't keep borrowing from free cash to fill the pothole. It's still going to keep on splintering. And here we are splintering even further.
We need an action plan. We have to deal with our current situation, but we need an action plan going into 2027-28. Like we can't keep on cutting our or our organization down to nothing.
So, I mean, the question I have here is mayor, when we get to a certain number, will there be a recommendation from your office on what we could potentially borrow? In terms of free cash? >> Yes.
Well, the issue is that that will depend entirely on the will of the city council. And right now, as you were probably aware, trying to request $800,000 to use some free cash
to help fund trash pickup is apparently like trying to go about the performance of a root canal without anesthesia. So, all of that will depend on the will of the legislative branch of
city government uh to fund that. Now, I think that from what I've heard, um just in terms of initial conversation between uh members of the uh finance committee of the city council, but also the finance
subcommittee from the school committee, that there may be some interest in possibly uh using uh some of the free cash uh for funding, for instance, the uh Constellations program in order to
uh explore long-term savings regarding special ed. Um so, that's something that I know has come up. Um But can I be blunt on that? 3 million, right? >> Yeah. Can I be blunt on that? I want to keep that separate. I think that's
something we put together a nice presentation and we present that in September and October. So, it is separate from the budget. Cuz that is an actual ask that we're going to need to set it up. This is a budget right now that we're looking at. We need to fund these
current positions. I wouldn't want to mix the two. Well, just keep in mind that free cash is frozen on July 1st, and we typically don't receive word on certification until until January, February of the following year, and then we have until the the June to make any decisions
regarding uh expenditures out of free cash. Uh so, we would just have to keep that in mind, where we can't, you know, say, all right, we'll get to that in October, where that bucket of funding is frozen. Not to mention, we have to determine uh as a city, uh
city council and school committee, uh what our appetite is going to be to draw down from free cash, because if we're talking about, say, hypothetically, the funding for uh the special ed program, that is that on top of another ask that
might be coming from the body, are you saying? I would. Yeah. I would. Investment is separate to paying for our current situation. Yes. And I don't think any of us would disagree. Am I speaking for
We need to pay for this budget, and then we also have to pay for an investment. That is two very different things. >> Right. Just keep in mind that I can propose whatever the school committee wants to propose as uh pitch to the council, but
ultimately the decision will rest with them. And based on what I'm seeing regarding uh provision of basic services, I I mean, we can try, but I can't >> got to pay for basic services, but I can't not pay for basic services because
I want to invest into the future of this city with spending another 3 million. I got to spend 6 million potentially to pay for the budget and then invest. That's where I'm looking at at the moment, and I'd rather them go with a unfortunate number
to kind of get them to the point where, guys, this is this is the future of Methuen public schools. We need to We got to invest. Well, as I mentioned also during the last meeting, we also were going to have to take out of free cash to fund the snow and ice. 2 million, right?
>> 2.5, roughly. Uh we are looking at another multi-million dollar health insurance trust fund deficit because our claim spend is at 109% of budget year. Uh and if we had thrown another five or six million on top of what we'd already budgeted for health
insurance last year, then that would have been another five or six million that we would have had to take from schools and from other areas of the city, and that could was not No, no, no. No, no. >> Uh and so, So, you're down You're down to 14 million? 15? >> We're going to be We're going to be blowing through that in a hurry if we
don't have some guardrails in terms of uh these asks. And ultimately, just keep in mind that uh this is all going to come down to uh whether uh the city council would be amenable to that. I think that there might be some interest um in making some investments,
but again, I can't make that commitment from where I sit here. Does that make sense? Yeah. So. Just wanted to give my two cents. That's all. I think that the critical problem is is that we're forestalling major reform. And the council, with all
due respect, stalled that process by motion to table on a GIC emergency provision. The the language, and you know, we need to have the tools. And like I said at a prior meeting, and
I've been consistent as an elected official for decades, that we should be joining the the GIC. Now, I'm not sure that the boss some foundation for outreach or Maggie in her capacity of doing I mentioned it uh last
year of doing a bonafide health care analysis of how much savings we would derive as a community by by joining the GIC. I would imagine it would cover a substantial portion of this deficit.
So, at some point, at some juncture, leadership of the unions are going to have to come to the table and concede that we are engaging in deficit spending. And the vice chair raised valid points.
In prior years, I never voted for a budget that engaged in deficit spending. And I witnessed prior mayors who would drain accounts that accumulated for like 10 years and lie to my face
that, oh yeah, we can replicate those funds next year. You can't. And the worst thing is is that if we hit a recession, uh this community is going to experience massive, massive layoffs.
Um so, I just hope that people at home realize that we have to balance the taxpayers and also fulfilling our educational mission.
And that's been my uh MO for the last 3 years. Now, I I can't envision supporting a budget that would have 50 to 100 uh layoffs. And I and I voted against and again, I
respect what the mayor did. The mayor put forward a reasonable budget, and I differed with him. But what on a flip side of it, and I don't want to cast aspersions to the council, and I don't want to be negative on the council, but when you automatically say
no to a provision that would give you the tools for us to potentially join the GIC, and I really haven't read that language, and then the unions are silent on this, or they're saying no.
Well, either you the leaders of your almost 200,000 members should be like mass protests at the State House because the amendments that have been filed and the language from the governor and the language for the house, and if
you go to Mass Budget, they might provide us a updated information. There's a 7 to 8 million-dollar gap on Chapter 70 that's never been accounted for because of massive inflation during the last 4 years. So,
the reality of the situation is um I received one email and I responded to that constituent. I sent an email to my state representative to be on record regarding the amendments. I appreciate the secretary and member Baez and also
other members for bringing it into light that we should marshal our resources to the State House. But, locally it's very easy to say no. Or it's very easy and I I'm not going to mention the members from the the prior
school committee of automatically approving a budget that was way out of whack. So, in 1 or 2 years the prophecy of the vice chair is fulfilled because we then we have no money in free cash. Okay? Absolutely engage in deficit spending, but I could
not in good conscience lay off about 50 to 100 people. We were in the ballpark of talking about that. We whittled it down, and the um assistant superintendent will verify we've laid off at least 24 people. And
the mayor has not you know, fulfilled any of the positions, or he's had retirements, and so there's a void on the municipal side, too. I'm not uh discounting that, but I know I've had conversations with members of the City Council,
and I know I advocated for the sale of the the school buildings, and making sure that's dedicated uh to the schools in some fashion, but you can't use that uh for 1-year expenditures. It would be maybe to have
a facility for the the consolation program, or try to reallocate based on the approval of the special education parents because they make the final determination, and maybe get some cost incentives back into doing a day program in Methuen.
But, we talked about consolidation of IT. We talked about privatization, but the biggest obstacle right now is I'm not seeing approval from the council on the GIC. Um and sometimes you have to make
difficult decisions uh going forward, or you're going to be sacrificing uh programs in the education. So, I just want to say that. Thank you. Member Sirois. I don't even know what to say. Um I'm sorry that you the administration
had to come up with this list. That must have been heartbreaking for all of you to have to sit there, and I can't even believe what this what is on this paper. This I will never vote for a budget that's going to include laying off this many
people, putting our classrooms above 30 to what? Get down a million dollars? There's got to be another way. I don't know what it is, but there is no way that I I just can't even believe what's on here.
I I just can't believe it. 15 general education teachers? Or we could get rid of another 16 for just 1.2 million? I don't know what the answer is. I don't know where the money's going to come from, but it's certainly not going to
come from this list cuz I it's heartbreaking to look at this. I can't even I know you guys don't support this. I know you don't. You had to come up with these numbers? It just it's mind-boggling, and it's
heartbreaking, and you know, parents and and members of the community are constantly talking about bullying, safety for our staff and our students. This is going to decimate our the guidance counselors that are on here, the psychologist.
When does it end? Does it end when we have seven teachers in each building, and they're each teaching 150 students in one class? And and members say, you know, this we knew this was coming. We knew this was coming. Well, why didn't anyone plan for
it? Why wasn't it planned for? You know, we have building upon building upon building of new housing, of apartment complexes. Who has figured into I mean, our our low income went up 11%.
Is anyone looking at that on the city side and saying, "Gee, our schools we may have an influx of students. We're we're building apartment buildings that have 500 units." And now we're talking about building another apartment building on Pleasant Valley Street, and
we can't even support the kids we have right now in our schools. Something has to break. I don't know what it is, and I I don't think you know, I think working together, we have to figure this out. I'm not blaming
anybody for this, but there is no way that our administration did this these two lists, and it didn't break your hearts. It makes me sad. Sad for you. Thank you. Member Keegan. Yeah. So,
doing the math, just simple math, if we were to go to class sizes of 30 plus students, and we go to sub-separate classrooms that have eight or fewer students with
one teacher, which I can't even imagine. That's just dangerous um especially in the sub-separate programs that we have. Um one teacher and one program assistant for nine students, and preschool sub-separates with one teacher and one program student
for eight or few students. So, if we do that, we are still 3.2 million dollars away from where we need to be. So, we've already made the schools unsafe for our special ed population as
well as our general ed population. We've gotten rid of counselors and psychologists and people who can come help when the disasters that are going to happen happen. Um
it it's just disgusting. So, but we're still 3.2 million dollars away. So, which school are we closing? Cuz that's where we're at. We need I mean, we need that kind of money. We're not talking
about taking a few positions. We really need to consider closing a school because that's the kind of money we need. And so, I mean, somebody's got to say it. Like, that's where we're at. That's all. Member Donovan.
So, I just Mr. Goslin, um we talked last week or last time we met. Any insi- I'm sorry. Any insight, Mr. Well, okay then. >> [laughter] >> Any insight, Mr. Goslin, on the state numbers? I know it's so early in the
game. I know how frustrating this is, but I did speak to a state representative over the weekend. >> Yes. >> And he says that there's supposedly going to be possibly 200 million dollars extra in Sorry, go back. There's 200 million dollars extra in Chapter 70.
How that flows out, he doesn't know. Um However, he did say that we might be sitting better than some other communities cuz we're a gateway city. >> Yeah. That's what I got. And the amendments in the house, you know, they were written for us in many ways. We're written for just about every school district. So, that's
promising. What I'm worried about is what, you know, everything aside, the worries about safety, the worries about meeting, you know, our basic responsibilities to educate kids. I really feel we just need a little time. I I I don't know. We've talked about
this very informally. Is it worth it to request to move the calendar just a smooch? I've had some informal conversations with people on City Council. Would it help you at all? Would it help the city, Mr. Mayor, if we move
the dates I know we just approved them, but if we move the calendar back just a bit to have a better idea. I'm so concerned how once again we are putting our staff, our families, our kids through the grinder. And I know this it's this the city side will be
just as difficult, and I'm I'm not minimizing that, and I don't think anyone's hiding money on us. I just think we're in a bad place, and we have to deal with it now. Would an extra week or two is it worth it, or am I just wasting my breath right
now? I don't know. I'm just looking for a little way to avoid to recognize there's a lot of people that are going to be impacted and there's still some work to be done. Worth it or not, I'll just go away if you say it's not worth it. Uh
Um Do I think a week's going to make a difference? The state's not going to be done there until sometime in June. Uh so, I mean Okay, that then you answered my question. >> Like Yeah, that's fine. >> thought the state was going to be done in a week I'd say yeah, great, but Okay,
I realize that, but I'm just looking for any little any little glimmer that will make this very painful process a little more palatable. So, that said, got that out of the way and thank you to the members of the city council who took my calls and we just kind of chatted about where we are.
Um my question to you superintendent, um how do you get rid of a one-to-one nurse? Is that I I should it is possible to get rid >> question would come up. Um I suppose I I mean, uh is there >> IEP process.
Okay. Okay, that explains it. Um You have everything on here. Did you get into could you hear her? Yeah. Oh, okay. Okay. Um the specialist teachers, um will that
impact I I you prob- Are you making special classes even bigger by getting rid of the specialist teachers? That's where I'm confused. >> No, we um have [clears throat] been creatively coming up with some unique scheduling. Okay.
>> Um to prevent that which is in its final phases. Um but the specialist teachers um would not mean eliminating any program or course
as it exists. Okay. Um but even uh to that to that note, when we were looking at programs to potentially reduce even though we didn't want to looking at eliminating um in the grammar
schools what's a an entire specialist program would save us $350,000. It's not enough. So, by stripping away all these programs, there's nothing. We weren't we weren't making up any ground,
which is why we shifted to the Yeah. more examples of more drastic measures. These These again are not recommendations, but they're examples of the extent we would need to go um in order in order to get closer to the number.
So, this the specialist teachers back to your question wouldn't eliminate any programs. Um and we don't believe would impact class size, although certainly wouldn't help without creative scheduling. Well, this is what happens
when you're you know you have not a lot of meat left on the bone and there's there's nothing left to cut. Um some further questions. Um the special education program assistants, does this mean we we would still be in compliance, but we're
changing the model slightly? We would be in statutory compliance with the regulations as they read, but programming-wise would be very difficult to meet the needs of the profiles of those students. Okay.
Um and the I'm assuming the two one-to-one program assistants were also being removed as a result of IEP changes. That that second category are additions. Oh, you're right, you're right, you're right. I apologize. Um would those include
the program assistant numbers, would they include you had proposed getting some program assistants to deal with some serious issues in the lower school, the babies? Uh issues of dysregulation, are they included in this No. No. How about the
reinstatement of the health specialist? Okay, well, you know it's good news, but you can see what's coming down the pike. Okay. Uh the two float nurses, how will that jeopardize um
Oh, you did explain that at the last meeting. Yeah, I get that. Okay. Um and I just want to say I'm really sad to see the two positions, um the CTE supervisor and the radio and TV broadcasting teacher. Those are the two positions
when we talk about how we as a public school can generate revenue went away because we get extra money. Yeah, I just want to clarify the ones that are listed in that middle Right. were those were the ones we were looking at in. Totally got that.
>> So, the CTE pieces would be recommended in, but what would what we did not include, which we eliminated at this point, were those lower school wellness Okay. >> and the wrist PAs, even though we did know there was some momentum and support
for them. Um Okay, thank you. >> The principals felt as though they couldn't part with some other pieces that they rely on daily in their buildings. Um and so we needed to be to exclude them. Okay, thank you for that clarification.
Thank you, Mr. Mayor, through you. I have a a thought, a commitment, and a question. Um Well, the thought and the commitment are the same thing. And this is directly to the community. The uh vice chair spoke about the day
program and about the investment um being thought of as separate from budget, which I agree. Um I do think though that um you know, due to procedure, it it has to be
done now and um I'm confident that Assistant Superintendent Bozak will propose a plan uh a proposal and a plan to us um soon to be able to to show the benefits of
what it would be like to have uh to prevent students from going out of district and perhaps and hopefully bring students back in. Um and and see the cost savings in the future, especially with the students that are coming up. Um I think it is
absolutely essential and therefore I am putting forward my personal commitment to the community that I will fight tooth and nail to lobby this to the city council to um summon a commitment from the mayor to propose it in in his in his
uh in his budget proposal in the future. Um but I'm hopeful that Assistant Superintendent Bozak's proposal um will allow us to come to a consensus on that in the future. And I'm very grateful for you to work to work on that knowing that
it was cut last year um from lobbying efforts from Member Keegan and um other members for this day program that that was just cut. Um thankful for the administration as a whole for bringing that up. But this time around,
it is my personal commitment that I will not let it go until it is the will of the committee or the will of the council that it that it be let go though surely with the plan that we have in mind um I hope
that is not the case. So to the community that because we do need a plan as Vice Chair DeZoglio mentioned. We do need a plan and we need to make bold decisions as um Mayor Beauregard said in our last meeting with structural reform. So, now you are asked for direction.
Um and I think that's what we need to get to is direction and brass tacks and say the things that perhaps we don't want to say but need to say. So, with that to give you a sense of direction on my end I have a question for you all and with the $1.9 million
reduction, it cuts down the operating budget to 121 roughly. Um The mayor's number is 113. >> 113. 114. 114. My question to you all is how much can
we cut to get close to that number where you are not comfortable with the safety of the students and our educators. I know that already it's it's not but where do you draw the line in terms of you just can't you would just wouldn't be able you can't accept that in terms of the safety
of our students and educators and community members. I don't know. We're approaching that area. I mean We're approaching We're approaching that area. How do you run a school if everyone's just pretty much trying to make sure that you're babysitting.
You know I hate that word, but you know, if you got 30 kids in the class and you have nobody to watch them if the kids out teacher's out, it's just it it it's it's going to become troublesome. I don't want to say
we're planning for it to be dangerous cuz we certainly are not. You know what I mean? Like but um eventually it's going to become troublesome. You know, just being able to do more with less. And every year we try to do more with less and then we get yelled at cuz we
didn't do more. And then we try to do more with less and then we get yelled at cuz we didn't do more. You know, and so we're still there. So thank you. My the next thing is a clarifying question. So, when we approve of the budget, the
city council can then no longer add to it, only cut from it. Correct? Correct. So, even if we do a doomsday budget, and you know, we pass it, then we cut ourselves at the knees if if more funding comes up, right? Is that Is that fair?
True. Okay, that makes sense. >> June 15th. June 15th, which is what we did last year. Okay, makes sense. All right. Yeah, it it makes for turbulent times because then you have your loyal staff
who who have invested in our students and we've invested in with professional development and learning our system start to look elsewhere. And then then you have all the the task of trying to lure people back in when they may feel unsteady already.
So, it's difficult. Um to get to your point about the safety of students, um we did we did broach some topics today, some grade level reductions today that some of the principals cringed at um because they
know the dynamics of certain grade levels and the size, and they knew it was going to be a tough tough haul for the teachers in certain grades. Um and those are those are included um in our in our top category already. So, that's why we felt
like we were treading water and not making much uh much improvement. Certainly certainly that the CTE positions don't necessarily impact safety of student. Um but they they impact opportunity and
they fund themselves. So, that was a trade-off um that we made there. But yeah, we're we're hedging we're hedging toward that that place where we'd like we'd like to say that we're we're going to do the absolute best with the budget um
that we move forward with, but it's I think asking more of of people in their individual roles is is really taxing um when those individuals are trying to meet everyone's needs, and that's when it
becomes tempting to maybe look elsewhere even though you've you've been here and highly valued for many years. So, we're we're trying to steady the ship. Just to provide some context, um and I think this might be helpful for the public, anyone who might be watching, uh but just to share some
context and a little bit of a math lesson for us in terms of what we're dealing with in terms of the budget because one of the things that we're going to hear, I know over the next couple of weeks and months, people will be coming up to the podium and saying, "Why?" Right? Like why are we in this mess?
Um I I've heard even tonight like why didn't we see this coming a year ago? The thing is is that the increases are largely driven by three elements, contractual obligations, special ed costs, and rising costs of
transportation. Those are the main three drivers of these increased costs. And so, if you look at the cherry sheet from the governor's budget, we have the preliminary numbers from the house on the website at the state level,
it outlines everything clearly. It shows that for chapter 70, uh fiscal year 2026, we received $71,034,365 in chapter 70. Chapter 70 funding for our schools is going up in fiscal year 27, year over year the
increase is 2.3%. Roughly a $1.6 million increase. That's the increase in chapter 70. Now, if you look at our level service budget, right, >> [clears throat] >> in fiscal year 26, it was $110 million $657,252.
To maintain level services, factoring in contractual obligations, factoring in special ed costs, factoring in rising costs of transportation, level service number is going up to $123,210. Uh excuse me, $123,210,001. That's an increase of roughly 12.5 million. That's an 11% increase. So,
when you have chapter 70 going up 2.3%, the level service budget year over year is going up over 11%. That's where we're looking at a math equation that is not doesn't make sense. Like you can't fit an 11% increase to maintain level
services into an environment where state aid in terms of chapter 70 is only going up 2.3%. And then the question then becomes, okay, where else can we try to supplement some of this funding, and we've had the free cash conversation. As
I referenced tonight and also during the prior meeting, we need to be very careful about that simply because it's not like we're sitting pretty on $20 million. That's money that accumulates at the end of each fiscal year. You you factor in money that had been budgeted, taxed,
collected, but then not actually spent over the course of the year when it comes to departmental operations, uh city and school. And so, you know, a good example is on the city side, I put out a directive to every department as of April 1st for the last quarter of the
fiscal year, we have a budget freeze, where if anybody wants to make any type of expenditure, doesn't matter whether it's for uh buying paper or buying uh say equipment for the police or what have you, every single request has to come to myself and the CAFO,
and we make a determination as to whether it is absolutely mission critical. And so, that is going to put us in a position to generate some additional free cash at the end of the year through that level restrictive spending. So, the uh challenge though going forward is that
that's never a guarantee the exact amount uh and what have you, and we're not going to have that certified until January, February of calendar year 2027. So, you know, we're we're doing what we can in terms of tightening up spending to generate more free cash, but
you know, we get to a point where if we're relying on it, we rely on it for snow and ice, we're relying on it to uh fund tipping fees, uh we're relying on it for health insurance costs. That's why we are having these conversations about, for instance, enhanced
enforcement of our trash ordinance, which is something that I committed to doing in terms of bringing on a sanitation coordinator in fiscal year 26. We are still in the midst of fiscal year 26, we're bringing on that person as I committed. Uh that I think will be
a structural reform to help us maybe reduce some of our tipping fees. Not going to generate crazy savings, but it's going to help. Even at the margins, it's helpful. Uh beyond that, uh we're talking about uh health insurance. We're dealing with uh active
conversations with the PEC. Right now, uh in the draft budget for fiscal year 27, we're looking at in between 20 and 25 million dollars just wiped off of the budget in terms of funding the group health insurance line. Uh and so,
you know, we're going to get to a point where, okay, we need some structural reforms in order for this to be sustainable going forward. But the bottom line is that the system at the local level is not designed to support
year over year increases of 10, 12, 15 million dollars just to maintain level services, and that's the challenge that we have from just a basic math standpoint. Um so, again, we're having to make difficult choices.
The city side budget, uh when that uh comes out on the 8th, the the cuts that we're having to make on the city side are uh pretty remarkable, and have we haven't seen that level uh of uh reductions in a very long time. Uh but
we're we're doing what we have to do in order to fit within this number, and I should also mention, as I referenced previously as well, not only has state aid only gone up, say, 2.3% in the context of chapter 70, federal aid has gone down,
and Methuen is a municipality, not to beat a dead horse, uh but our residents are tapped out when it comes to what they're paying in terms of bills, taxes, and the like. And so, an override, I'll say it again, just
an absolute non-starter. That's going to come up as well, I know, during some of these conversations when we hear uh in terms of public participation from folks, it just it's not going to fly. It's a non-starter. So, uh we're doing
what we have to do, and it's terrible. I don't support anything that we're talking about on this list in terms of reductions. I think it's terrible. Um but at the same time, we know that we're who we are. Remember bias?
Thank you for that, Mr. Mayor. Um I just want to be cognizant of the ask from the administration on what we're asked to do. Um Member DeZoglio pointed it to a a a uh doomsday number, I think it was the term that you used.
Um so, I'm looking at the numbers, and if we do the 1.9 million plus the 1.2 uh 5 6 with the uh class sizes of 30, that brings us down to 120. And then the 3.3 would bring us down to roughly
um 116 8 or something like that. Um we have to give Ian a number to go to the paper to meet our requirements for Thursday. Um so I I would just like to entertain the conversation on on getting a number from
this committee, whether it's the 123, the 120, the 116, or or or I mean, we don't even we don't even have a budget that's 114, but um we need we need to get a number um and
I'm cognizant that if we do the let's say 116 eight or what or this is just rough numbers, um that's 142 layoffs. The just with the class sizes of 30, not including the 100 program assistants,
that's that's 42 layoffs. Um cuz your original that 1.9 included included 26 and the 16, so unfortunately, we're going to have to give uh Assistant Superintendent Goslin a number
tonight to go in and not a lot of us none of us are going to want to to to to vote on it or or motion for it, but we we just we have to. We have to make this we have to make the decisions, so I for now, not to say that this is the
final number that will happen, but just to give a number out there, we I I propose we we increase class sizes for now. Just to clarify in terms of specific numbers, so the fiscal year 26 budget number was 110,657,252
dollars. The number that we're at in terms of trying to fit within the limitations overall, factoring in the city side as well, the number that I had shared with the superintendent to work with was 113,976,970.
That's roughly a 3% year-over-year increase fiscal year 26 to fiscal year 27. Uh so that is the number that I provided to the school administration um just for the sake of discussion.
Member Keegan. So my proposal is the number that we give Mr. Goslin is 113,976,970, because that's the number that's going to the city council. It doesn't matter
if we vote something higher than that, the number that's going to the city council is the number the mayor gives us, and that's the number we have to figure out. And so I say that's the number. But that's that's what we need to post. And how we get there, we don't need to tell the anybody that at this
point, right? It >> to give a breakdown in the Tribune on Oh god. Okay. Sorry. >> [laughter] >> Um >> I mean, I I'm more comfortable going with where we are currently, knowing that that's not our ending spot. But I can at least break it down by professional
salary, clerical salary, you know. Well, after the 1.9, I'm at 121,7 121,7 >> 98. Yeah. 344. Can you repeat that? Sorry. >> 121,7 I'm at 121,789,344.
That's 117 the way it is. I'll give you Your number's the doomsday. Without any additional numbers from the state or from free cash or any other means of revenue,
his number's the doomsday. Yep. So I I mean, I it's not like last year's. And and and again, I want to add one more Mayor to you, sorry. I I I I know you know, last year there was like 70 actual
positions that were going to get cut people, if I recall. And then there was like 40 other additional positions that were like on a a wish list. I know we said it, band-aided it last year, and and why did we not think about it this year? Your number's at 62 right
now. If we keep it at the 1.9 right now, if we bring it down more, it's exactly where we would have been last year if we cut all those positions, plus more this year.
It's just Unfortunately, it's the right-sizing number. We never closed the gap of what we gave last year. And let me just finish this thought. What I really think we need to do is is there any way of going back out to any of these contracts
that we have and rebid them? I mean, it might not patch this year's problem, but like anything with bussing, anything with uh any of the Well, I'm just saying, is there anything
we could do from a procurement person to rebid and see if we can lower some of this? Any rebate money, KPIs, any SLAs that they're not meeting that we can go after them on? Or or could we even go down and say, "Hey, non-mandated
positions or non-mandated programs?" I know I feel like we're already draining those, but maybe that's what we cut before general ed. I I mean, theater art I've always said is is is mandated. That's mandated. But I'm talking about, do we start
charging for sports? Do we start charging for buses for you know, seat sophomores or freshmen through seniors? Okay, we're already losing them to charter schools and private schools right now. Well, I mean, I hate to say it. We got to look at the other avenues
that we're not even touching yet, folks. Do I save 10 teachers by charging for sports? Do I Do I cut 10 mandated non-mandated programs and save general ed? Like that's the stuff we need to think about here.
Not like, where do they need to go? Not like, go figure it out and tell us the worst-case scenario. Like I I'm I I want to like throw that TV through the window right now, believe me, because I've been saying this for the last 3 years, unfortunately. That's
why I came back. It's cuz I knew this was going to come. We need to make some tough decisions. Do we start charging for sports to save five education teachers? And then, hey, parents, you want us to stop charging for sports?
Let's Let's do this day school program. Let's get everyone on the bandwagon there and start bringing back some of those resources that we were giving away for free. I I I I just I need everyone to understand we got to make that tough decision.
So I mean, if we got to look at what it would cost us to start charging for some of these unfo- great programs, we got to start thinking about it. Charging for bussing to save three, four teachers, whatever it is,
I'd rather do that than keep on gutting and gutting. I'm sorry. I'm trying to reconcile here, and I I don't want to believe it at a point. So I want to clarify. Last year, we should have cut 50 to 100 positions. Is
that what you're intimating as the vice chair? Because we should have made the we made tough decisions the last couple of years. We laid off at least 24 people, if not more. >> We're not saving jobs if we're cutting every year another double amount. >> You bought us some time because we had
the factor in the state. >> and we're checking in that ticket now. Okay? Yeah, I mean, I hate to say it, we kept on band-aiding it. Yeah. That's what I said. Yeah. I Last year, we said it on the floor, "Here's 4 million, now you got to figure out how
we have to figure out how to make up that 4 million." We can't continue to ask for four plus the inflation amount, which is another two or three. Like I Yeah, I I know I I didn't go to
economic school, but I I run budgets for my company, and I see the inflation amount every year. I said this years ago. But the the problem, in all due respect, And I'm saying this respectfully. I'm not yelling at you. >> And honestly, in all due respect, I had
to correct a former chairman of the city council who went online and lambasted us that said we had top-heavy administrative costs. So I had to refute that automatically.
That's a false narrative. And we we are stretched to the limit administratively. Okay. I'm trying I'm trying to find out what in the last 2 years has the city council constructively
provided us with tools, okay? They do lip service at times. And again, it was a balancing act. We had a coalition that were two members that said automatically the the former
superintendent, they were in favor of her budget that would zoint free cash, okay? Massive deficit spending. And then the the mayor had a reasonable budget, and we had to really just
override him because it was a balancing act, cuz we were talking projecting 50 to 100 people, roughly. It went down to about a dozen. And I have to emphasize for the record, the state senator delivered at the end
with the circuit breaker. The problem is the supplemental budget, which is kind of like a deficiency budget for fiscal year 26, right? Still hasn't been resolved. The Senate would provide us a higher number on the circuit breaker.
Now, back channels, we have the state representatives talking to us about $200 million potentially for circuit breaker and $200 million for chapter and you went to a forum in in Haverhill
with local teachers and then the MTA has been marshaling its resources. The millionaires tax is the millionaires tax is I said other people went. I'm just saying you went to. I'm not saying like other people
just we you guys went to that that forum. What I'm saying is is that the MTA promised us the millionaires tax. It's not going to K through 12 like it should be. There's a surplus
with the millionaires tax that's going elsewhere. There's a interest it's been accumulating with the surplus overall that's going elsewhere. So when you talk about the federal grants, right? And then holding
harmless, I'm not seeing any provision right now. I'm not seeing any provision with the millionaires tax and greater parity. I've been saying that for the last 3 years. So like again with all due respect, I know people went to that forum. I know
you went to that forum, right? Okay. I'm not seeing where the rubber meets the pavement on we're crying out to you and you have the mass budget Association and Pioneer Institute saying the same thing and the PhD in economics
from the Haverhill School Committee saying the same thing. So when all of a sudden they're saying why you guys surprised? They said we haven't been surprised for the last 2 years, you know, with Dilly Dally and Miller Perry. We had the same problems when I came back to the school committee.
We had to lay off we we had the assistant director of facilities. We we had to lay him off. We had the concrete positions that were laid off. Last year concrete positions were and then the stem We when you were on the the the
school committee, I bet you probably talked about the stem supervisors. Okay. So at that moment in time, right? Was that position fulfilled? No. Has it been fulfilled now? No. Is it going to be down the line? No. Are we needed for
that to help with our kids? Absolutely. So I mean we I don't want to get into an adversarial relationship with the council. I'll sit down with them. I'll have conversations, but let's not pretend that they're interested right now in any type of reforms.
I'm not seeing it from them. Especially if you you advocate for the GIC, which you and I've been doing for a long period of time. How about the other counselors? So once again, Mr. Gosling, when is this due
to the Tribune or the newspaper? Tomorrow by 4. Okay. In all fairness to the work being done here, I'd like to make a motion that we use the number that you have just suggested. All the work is already done, correct? I
I don't know what else we do. I we need to move this discussion forward. Second. Myself and Lisa and Gina and the crew will will go do a rough go through again tomorrow morning and we'll put out what number I'm comfortable with
not as a final number, but where we are at this state. Last year our public meeting we had our public meeting before we had a a number as well. So as long as there's something that goes out there and that they know where we are, they can come speak.
We can adjust the numbers accordingly afterwards or in the meantime. So there was a second. So we have a second from member Dubois. All right. Discussion. I think that this is simply an exercise of getting this in the paper.
Just a clarifying question. Just a clarifying that's the number with the $1.9 million reduction, or is that just the 123? You have to repeat that. Is that the is the is the number that was just motioned with the $1.9 million
reduction? Yes. Okay. Thank you. 121789344. Okay. Thank you. Now if I find that something is duplicated in there or we adjust it a little bit, it might be a little bit different, but that's pretty much where we're going to be around 121.
Okay. Just one. Yes. Is there So you present your number to the city council. Is there any reason why we have to allocate the money that's given to us before the city
council? Is it is are there rules that say that we have to do that? So the challenge is that I have to present a balanced budget to the council. So it has to fit within the confines of the broader budgetary context so to speak.
So that's where I'm at with the 114. Right. No, I understand that, but like we know that we're probably getting more money in June, right? And so if if we wait until the state is ready to decide to allocate, I mean I know that's
actually that's going to be after the June 15th now that I think about it. So it's not going to matter. We need to send pink slips. Okay. We have the June 15th issue, but also keep in mind too that given the calendar of the new the new budget calendar for fiscal year 27, we're going
to have an adopted budget as we go into the month of June. No, I understand that, but like we get your number. Your number for the city is is decided, but how we allocate it the the money that we have is what I'm saying is do we have to decide that
before we find out how much more money we're getting from the state? And I guess the answer is yes because of the June 15th number date. So there's no discussion. We'll take a vote on the proposal just to provide Mr. Gosling with the number for tomorrow
for the Tribune. All those in favor. Opposed. Maybe you guys have it. Next on the agenda. Well so we have still in the midst of this budget discussion. Does anybody have any last thoughts before we move on? I just want to ask you a question about
the GIC. Is there a deadline for you to be able to join the GIC? Is it like there is they they run in essence in 6-month cycles. So at this point if hypothetically in partnership with the PEC
and of course I shouldn't even say that. If hypothetically the city council were to vote on adopting the state statute that opens the door to having that as an option on the table. Hypothetically if beyond that we get to
a point with the PEC simply because given collective bargaining frameworks, they're involved in any health insurance conversations. You know, we would have to imagine that this point we wouldn't be able to get in for July 1st. It would be
at the earliest in time for January 1st, which of course half year >> [cough] >> still [clears throat] be significant savings in all likelihood, but again this is going to rely on the city council adopting the provision that
opens the door to simply having it as a button to push on the dashboard so to speak, but then you know, we would be looking at and if they did pass that January 1. And then what I'm sorry. Just one more question. What what happens to people
that are in the process of having treatments or like how does that work? I you may not even be able to answer that right now, but I mean is it just a one big swoop? Everyone goes to the GIC and you hope everything's being covered that you're currently having done? That's
that's one of the logistical challenges that would have to be addressed if hypothetically the city council were to vote yes on adopting that measure, but beyond that you know, going through that more extensive process in partnership with
the units. Thank you. Any other discussion? If not next on the agenda, do we have any other business from the committee? Do we have any other business? Member Donahue? I have a question. Do we have a safety committee?
We just say we talk about it, but collectively we're we're going Didn't we agree to add it to public safety executive sessions? We agreed to add it on either side of workshop dates. Okay.
But our workshops to date have also had executive sessions adjacent to them, which has caused a little bit of a challenge there, but it was on my list for May. Okay. Cuz we do have updates to share. That would be awesome. Yeah.
That reminds me that with former school committee member Kristen Maxwell resigning, I believe that there we need to have a school committee member on the wellness committee as well. Now that obviously she's not here, we need to appoint someone at some point. Thank you.
Um I just want to say that I attended um the civics presentations today at the um cafeteria here and they were fantastic. Those students are amazing and I just want to celebrate the amazing things that our kids are doing.
So, I just wanted to give them a shout-out. And I just had one thing [clears throat] to go along with that. I'm hoping that in the future superintendent that we can invite the city council to come to these events. They're fantastic events like member
Keegan said and I believe city council it would benefit them to come to these um displays and different events and see how great the kids are and what they're doing. Thank you. I believe in my last mayor's report I I and I have a section regarding upcoming
events. Yeah. Any other business from the committee? If not, uh we'll entertain a motion to adjourn. Second. It's from the vice chair, seconded from member Sir Royce. All those in favor? Aye. Opposed? The ayes have it. The time is 8:56 and our
meeting is adjourned. Part: 2
Good evening. The I'm calling to order the Methuan School Committee Executive Session meeting that will be held today, Monday, April 27th, 2026 at 5:30 p.m. here in the media center at Mthuan High School.
Um, can I get an ex uh secret madam secretary roll call please? >> Member Keegan >> present. >> Member Soy >> present. >> Member Wulette >> here. >> Member Daglio >> here.
>> Mayor Bogard. Member Donovan is here. And member Bayas >> present. Um, is there any It says public participation, but there's no one here for the public participation, and this is for an executive session. So, we're going to go into uh Can I get an
acceptance of the agenda right now? >> Um, >> roll call. Do you want to do roll call? Okay, >> we have to going. >> Yeah, I know. Member Keegan, >> yes. >> Member Soy, >> yes. >> Member Wlette, yes. >> Member Daglio, >> yes.
>> The mayor is not present. Member Donovan is a yes and >> yes >> member bias. >> Thank you. We're going to go into the executive session. There's two um and the executive session is in pursuant to master journal law chapter
30A section 21A two to conduct strategy sessions in preparation for negotiations with non-UN personnel or to conduct collective bargaining sessions or contract negotiations with non-UN personnel. Superintendent of School Services and Superintendent of Finance
Operations. We will then continue with another um executive session with Mass General Law Chapter 3A section 21A three to discuss strategy with respect to collective bargaining or litigation. If any uh an open meet uh meeting may
have detrimental effect on the bargaining or litigation position of the public body and the chair so declares for the custodians association. Um once we do that, we'll come back out of executive session and continue with our
meeting and approvals. Um is there a motion to go into executive session? >> Uh madame uh secretary. Thank you. >> Okay. Member Keegan. >> Yes. >> Member So >> yes. >> Member Wlette. >> Yes.
>> Member Daglio. >> Yes. >> The mayor is absent. >> I am a yes. and member bias. >> Yes, we are in executive session. Thank Thank you. Just calling the meeting back to order from the executive session.
Madam chair, please take uh Madame Secretary, please take role. >> Member Keegan present. >> Sorry. Member Keegan present. Member so >> present. >> Member Wlette.
>> Member Dagio. Mayor Bogard. Uh, Donovan. Yes. >> Ba is here. >> And Bayz is here. >> Okay. Any discussion? Seeing none, uh, contract approvals. The next two on the
docket need to be tabled because there was no discussion made during the executive session. First one, I'll take the a motion to table assistant superintendent of student services contract. >> So moved. I second.
>> So move to member Dunovan. Second Miss Keegan. >> Um all those in favor >> I >> eyes have it. 6. Second one which will also be tabled because it was not discussed in executive session. Assistant superintendent of finance and
operations. Do I have a motion to table? >> So moved. >> Madame Keegan. Madame uh >> Donovan. >> Donovan. >> All those in favor? I >> I >> I tabled 6. Um and then from an announcement
standpoint, inside executive session, the Mthuan School Committee voted to ratify the Methuan Custodian Association's contract at a 6. So that has been passed. Congratulations to everyone.
I will take a motion to adjourn executive session. >> So moved. Second. All those in favor? >> I >> eyes have it. We're adjourned until the next meeting at 6. We'll try to get on
by 6:05. Thank you.