Good evening everyone. I'm calling to order our executive session of the Mthuan School Committee being held today, Wednesday, May 27th, 2026 at 5:35 p.m. here in the media center at Mthuan High School.
As a reminder, you can watch live on channel 6 Comcast and channel 31 Verizon. And the event will be also livereamed on the MPS events YouTube channel. This meeting is being recorded and will be made available for viewing on the MUAN public schools website.
Please note executive sessions are not televised or recorded. However, we will be coming back into open session after the conclusion. Can I get the secretary to call roll? >> Yes. Mayor Borugard.
Member Wlette, >> yes. >> McCarthy So, >> yes. >> Keegan, >> yes. >> Bayz >> here. >> Donovan Grassi is here. And Daglio, >> yes. >> Do I have a motion to accept the agenda?
>> So moved. >> Second. >> All those in favor? >> I I >> opposed. Eyes have it. 6. Um,
let's stand for the flag salute. >> Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
I don't see anyone here for uh public participation. So I'll close public participation. Executive session persuaded to mass journal law chapter 30A section 21A subsection 4 to discuss the deployment of security personnel or devices or
strategies with respect to their to safety. Do I have a motion to enter executive session? >> So moved. >> Second. Motion goes to member bias, second to member Keegan. Any discussion? Seeing none, all those in favor? >> I
>> eyes have it. Opposed. Oh, sorry. Opposed. Eyes have it. Um, we will now re uh we will now uh go into executive session and we will reconvene into open session to conclude executive session
once we wrap up. Thank you. Happy birthday. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.
Heat. Heat. Heat. Heat. Heat. Hey, Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Woo! Woo! Heat. Heat.
Heat. Hey. Hey. Hey. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.
Are you ready? Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Hey. Hey. Hey. Oh, hey. Hey.
Hey. Hey. Oh, hey. Oh, hey. Heat. Heat. Do you know? feel. Heat. Heat.
Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Thank you. We're coming out of executive session. I will take a roll call to uh
end this meeting and then we will go right into our next meeting uh workshop business meeting. Uh Madam Secretary, please take role to end executive session. >> Okay. Vice Chair. >> Yes.
>> Gracias. >> Yes. >> Yes. >> Yes. 6 nothing. Great. We have now ended executive session. I am going to go right into
the business uh and workshop for session of May 27th. Um so uh good evening everyone. The school committee workshop business session of May 27 26 uh 2026 will now come to order. This meeting is being recorded and will be made
available for viewing on the Mthuan public schools website. Secretary, please take role. >> Vice Chair Desaglio, >> yes. >> Member Donovan Grassi, present. >> Member Bayz, >> present.
>> Member Keegan, >> present. >> Member McCarthy So, >> present. >> Member Wlette, >> yes. >> And Mayor Bogard, >> absent. >> May I have a motion and a second to accept the agenda for tonight? So moved. >> Second.
>> Member Keegan, seconded by member Bayz. All those in favor say I. >> I. >> Opposed. The eyes have it. 6 nothing. Uh, has anyone No one anyone signed up for public participation? >> No one on public.
>> No. I believe you have an email. >> We do and I have it right here. >> Do we need to do the flag salute again? Do we need to accept the agenda? >> We just did. >> I thought we were calling a role. Okay. Thank you. >> We accepted the agenda. That was your was second. You second.
>> Yeah, that was accepting. >> Yeah. Thank you, member bias, for keeping me honest, though. >> Um, we could do the flag salute again. I mean, we we had it the last call, but we could we could do it now, too. Well, yeah. So, we can um we'll stand for the
flag salute. I alian to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you.
>> All right. So, the public participation that we have tonight, uh, good evening. I'm writing to express the concerns that myself and many other parents have regarding the conditions at the Timony Middle School during last week's extreme heat. The conditions themselves were deeply concerning, but so was the lack
of communication to families throughout the day. Thankfully, some teachers were reaching out to families directly, saying things like, "If you feel the need to come get your child, please do so. It's too hot to focus and learn successfully." That made it clear the
situation inside the building was far more serious than what was being communicated by the district, which is why some parents went to dismiss their children early. Unfortunately, I was not one of those parents because I did not get the message or see the email sent
around 1:30 until much later in the day. Instead, my son walked through the door after school visibly upset and said, "Mom, why didn't you come get me? It was awful." Hearing the honestly broke my heart. At first, I thought there is no way it could have been that bad. But
then I started hearing from parents, teachers, and even kids. It was all anyone could talk about. This is what I learned from those conversations. Students and staff were sitting in unbearable hot classrooms with one room reportedly reaching 98 degrees and no
air flow because windows can now be opened. Uh, excuse me, air flow because windows cannot be opened. Some students were not even allowed outside for PE and recess. There were classrooms being relocated and even sitting in hallways for the rest of the day. Children were
walking around with ice bags on their heads. There were long lines at the nurse's office. Students were becoming extremely ill, according to one staff member, and even a few students reportedly fainted. As a parent, that is unacceptable. There
should be a clear communication and emergency response plan when conditions inside the school building impacted uh impacting student health and safety. No student can properly learn, focus, or regulate themselves while they are overheated, dehydrated, uncomfortable,
or being physically sick. I believe families deserve honest answers and while I may already know some of them, I think the district owes owes those answers publicly to the families affected. How long has the district known there were issues with the cooling
system? Was there ever um was this ever discussed publicly in maintenance reports? What temperature is considered unsafe for students and staff? At what point does the district decide conditions are no longer appropriate uh for learning? If conditions had
reportedly become severe enough by late morning, why wasn't a rooc call sent to families at 11:30 instead of relying on an email many parents did not see until much later in the day? To be completely honest, I left many of us wondering whether the email was sent out of
genuine concern for students and staff or because there were there was drama performance scheduled that evening and parents would be entering the building. Hopefully, these concerns and questions will be taken into consideration during the district's discussion regarding emergency protocols moving forward.
Thank you, Kristen Maxwell, 5 East Prospect Street. Anyone else? Seeing none. Moving on. Um, school choice public hearing. Um, >> I'll make a motion to enter into public
hearing. >> Second. Uh second to um member Wlette. Uh all those in favor >> I >> opposed. Eyes have it. Um is there anyone signed
up for the school choice public hearing? Seeing none, at this time we will close the school choice public hearing and go into the workshop business portion of the meeting. Uh is there a motion to uh conclude? So moved.
>> Second. >> All those in favor? >> I >> opposed. >> All right. >> You do you have any discussion? Member Bayz or do you want >> um uh when you close uh public hearing? I just wanted to move the or change the
order of business and move up um number nine 20 uh 2026 2027 school choice vote approval right after the close of public hearing just so we could have it all in one and get it out the way. >> Apologies member Bayz, but because we have already accepted the agenda as is,
we can't motion to to move it. It has >> Thank you for the clarification. Appreciate it. >> All right. Uh we'll move on to approval of the minutes. May I have a motion and a second to approve the minutes of April 27th, 2026? >> So moved.
>> Second. Is there a second? >> Second. >> Member Bay is seconded. All those in favor say I. I. Opposed. >> Eyes have it. May I have a motion and a second for the approval of minutes of April 30th, 2026?
>> So moved. >> Second. >> Second. Member Bayz. All those in favor >> I >> opposed. I'm abstaining because I was not present for that meeting. So uh 501.
May I have a motion a second to approve the minutes of May 5th, 2026? >> So moved. >> Second. >> Wait a minute. What date is that? >> May 5th, 2026. >> Okay. Thank you. Member Keegan motioned seconded Mr.
Bayas. >> Yep. >> All those in favor? >> I opposed. >> Eyes have it. 6 nothing. >> All right. Moving on. Strategy plan quarterly update. Madam superintendent.
>> Thank you. I'm going to share my screen and show the presentation to folks at home. >> Thank you. Okay, so this is our quarter 4 update for our second year of our three-year strategy plan for district improvement.
I wanted to walk you through some of the highlights um since the last quarterly and then also prepare um for our next workshop meeting which will be our final workshop of the year to give you a summary of where we stand at the close
of year two heading into year three. So our first objective as you know is to accelerate literacy development and language acquisition across all subject areas. And to this point we have initiated or deep into the key actions
and priorities listed here. Tonight I wanted to share with you our endofear benchmark screening data for grades K through 8. At the last quarterly, I shared the high school data and I also wanted to share with you our 2026
access scores in terms of our students who have felled um which is the identification for students who have reached the threshold score on the access test to now be designated as former English learners. And those students are still monitored for four
years um after having achieved those marks. So this um graphic here demonstrates our beginning of the year, middle of the year, and endofear benchmarking data for grades K through 4. And this is the
composite score for the Dibbles McLass assessment. And you might remember that although we have been in dibbles for some years, this is our first year of having that more auto automated version that helps with data collection,
grouping students, signaling where there is a need and how to potentially respond. So the blue indicates students who um are above, the green at yellow below, and the red well below. And as
I've shared previously, and if you recall, our humanity supervisors were with us last workshop, the the colors simply indicate the amount of support that students will need to in fact achieve what we we're calling proficiency or grade level
status for reading. So whereas at the beginning of the year 21% of the district was shown to be above um at this point 32% of our district is showed to be above where we would expect them to be in
their grade level at this time of year. Um 29% um are shown to be at or right where they should be. The 16% indicates that there may be an area where there is um a need of extra support to help that
student be marked as grade level. And then the 23% indicates there may be a couple of areas where students need additional support in order to grow. So in our first year of a brand new ELA
curriculum, I'd like to say kudos to our teachers who have embraced it wholeheartedly. Typically, you would expect three years of of implementation in order to say that the program is fully adopted and operating efficiently throughout the district. And at that point, you would
expect to see growth. Um, so we are pleased to see overall trends um in a positive direction in just this first year of implementation. I also separated the end ofear benchmarks by grade level. Um, and so
this screen here shows our kindergarten students and some growth demonstrated as well over the summer. Um, and also into the fall, we'll continue with some professional development opportunities for teachers. And we've been talking
with Amplify um primarily about how to support teachers in not only administering Dibbles, but using the data um I guess in a way that's that's readily um accessible for themselves and their teammates to figure out how to
help students quickly and efficiently. Um so we look forward to that as well. in our grade one um I think visually at least shows uh the most significant improvement from beginning of year to
end of year and I do not think that um it is by chance that this is also the grade that our high dosage tutoring focused on and that was the the grant that we had received from Desi. So, if you recall, um that grant allowed us to
um work with students who were in the red categories, um and some yellows in grade 1. We invited them to to be dropped off early to school to work with our in-house tutors who are our teachers and reading specialists with a program
that was um provided by Desi um through school kit and also we took on the professional development the family groups. So um I'll be interested to pull those students specifically who participated to see the growth um to see
if it that is by chance or not. And then in we have our grade two data also um improving in our are our students above and at grade level grade three. Um what's interesting here
is that the blue category um had s very significant growth in the above whereas in the the grades we saw preceding there seemed to be trends in all directions I mean increasing in in a positive direction in all levels and
then grade four is um the area that's most similar to the the middle of the year benchmark and so these benchmarks do change um by grade and by time of year. So, it's not as though um students
who scored a certain way at their beginning or middle of the year benchmark made no progress at all by the end of year. In fact, we would expect them to be further along at the end of year because though the bar changes as does the time of year.
So, still some work to do there. Uh, in terms of our reading benchmark scores in this single data point, we look forward to leaning into our progress monitoring data and continuing to work with uh reading specialists and humanity
supervisors um to drive and improve literacy instruction across all subject areas as our objective specifies, not just in ELA. And then the second aspect of this objective I wanted to highlight this evening is our access data.
So at this point and this information was pulled from elevation which is our tool that captures all of our data on our English learner and former English learner students at this point. We have 1,220
English learner students in the district and we have 465 students who have failed or are monitored having received that threshold score on their access exams and then another 169 who have exited
English learner status and also fel status um and no longer require the monitoring. And I thought it was interesting to show in this graphic below the composite levels of our English learners in Mthuan public schools at this point in time. Um
so as you're aware there is a a wide array of proficiency in um each of our four domains that an English learner may demonstrate. And when we're talking about an English learner, it's important to understand the nuance between between
each individual student. um and the strengths that they're bringing to us and how we can accelerate their growth in terms of learning English. So at this point in time, most of our English learners are falling into the category of what we would call a three or
developing. So that's 495 students. Those who are expanding is 207. just entering or newcomer students um would fall into this entering category as well is 239 and emerging is 238.
There's a general trend across the state and we're not immune to it um where there's fewer newcomer students or level one students than we have seen in the past um 5 years or so. And and that's true of us as well. So when we're thinking about someone reaching that
threshold score to be considered a former English learner, I like to also consider the place where our students are starting at the beginning of the year and what is an expected level of growth. So here I have separated uh the
composite levels 1 2 3 and four and the percentage of those students who achieved um a score that would qualify them to be a fellow or a former English learner. So, as you may expect, um the highest percentage of our students were
the those in level four who were closest to proficiency. Um and then level three, level two. Um in level two and level one, we must have had some very motivated students to have um reached
what would be u a level of literacy um and English proficiency that would qualify them to be a fellow. Um, also what's very important to us as a district when we're looking at data is to make sure that our English learner students are making um significant or
adequate growth year-to-year. Desi gives each of our English learner students a target. And so while it's it's sometimes unreasonable to expect a level one or two student to in fact exit that identification by the end of one
year, it is reasonable for them to make um typically one year's worth of growth or one proficiency level. Overall, Desi expects on average that it would take a student approximately six years to go from level one through um to
become a former English learner. So when we have students enroll in high school, understanding that runway is much shorter and we have a shorter duration of time with them before they leave our public school system, those targets increase in terms of the growth that we
want students to make. And I mentioned the targets because they're not quite out yet. um we've become crafty at figuring out what we think um the percentage will be in in terms of students meeting their targets, but we're hesitant to share those now because they do change once Desi
calculates that percentage. But that percentage, the percentage of students reaching their their target for language acquisition is a portion of our accountability data both for the district and by school. And so that's
important to us on that level as well. And then finally, I thought this may be of interest to you, um, as it is to me. Um, I was curious about our English learners by grade level and how they fared on the access test. We have, as
many districts do, um a subset of students who have been long-term English learners, meaning that they were identified as such when they came to us or registered, have passed the the six-year um average
growth and are still in the English learner qualification simply because they haven't reached that score and access. Um there's a variety of reasons for that. We do find that crop of students at the high school often. Sometimes we have other data points such
as MCCAST and other exams in the classrooms that suggest their English is actually quite good. Um but it's the score on the access that is the only score that matters in terms of exiting that status. So I wanted to to mention that as well. And you'll notice here um
our ELEL supervisors were not surprised to see that um predominantly our students in grade four were those that received the qualifying FEL score on this current year's 2026 Access exam.
Um, and they did point out that they wanted me to share with you that there are clusters of the exam in grade four and five is really where we want to capitalize on helping students exit because when we move to the 6th through 8th grade cluster and then again from
the 9th through 12th grade cluster the the exam becomes more difficult in terms of what's expected for students. So we have really been um focused on that. the Timony in particular um had really high um numbers in terms of exiting our
English learner students in Defel status in the grade four range. Um and so that is just a little visual for you on that end. And I'll pause at the end of um objective one if there's questions I'd
be happy to answer them. >> I'll start on this end of the table and I'll make my way around. Member Bayas. >> Thank you, Mr. Vice Through you. >> Uh, thank you for this first part of the presentation. >> Madam Superintendent, my first question is regarding um some trends. So, in the
benchmarking for the end of the year, K through four, and I go through each grade level, I see that in three or the five grades at least from beginning of the year to middle of the year, um, the well below seems to go up. Um and then
obviously it comes down at the end of the year. Does does that data point does that fact say anything to you? Like what what does that does does that bring up any any um analysis of that data? >> Um I I would attribute that to us. We
launched the program our ELA program um at the end of September. Um, and we did move up the benchmark dates this year to make sure that we had time to to efficiently go through the data prior to going into summer. Um, I would say that's familiar familiarity with the
program, both on the teacher side, but also on the students side because they need to learn the routines of the classroom. Um, have an anticipation of what's coming next before they're able to understand and and take in new learning. Um, so I'm I'm not not
surprised by that. I know I know that was concerning when um everyone works so hard and you want to see the results right away. Um, but I was frankly surprised to see um the level of growth that we did by the end of the year being year one. >> Um, my last uh question before first
round ends is do does this data generally because I I have no idea. So, um just curious, does this data in terms of the benchmarking uh factor into evaluations for for IEPs? Like if a an administrator or a teacher sees this
data um for a student or whatnot, does is is it factored into whether or not this student receives an an IEP evaluation or not? So this data would be useful and I'm going to get to that later in the presentation also um about when when teachers or any educator is
recommending a student or putting a student up for as we say tiered support and looking at interventions which is a process that sometimes ultimately end in a referral to special education. Um but this is a data point that we would we
would look at in terms of growth particularly if we had already identified areas where a student should be improving have delivered intervention have progress monitored and if we haven't seen growth in that area that would be concerning. Um but this certainly isn't in and of itself the
only data point. >> Thank you for the time vice. >> Thank you. I'll pass the reigns over to the mayor after uh this round. Uh so Madam Donovan >> um so Dr. Golovski, have the parents
received reports um on the end of the year findings? >> I believe those will be going home with their end of the year. >> Okay, good documentation. >> And then in terms of the access testing, do we know I'm looking at the numbers,
how many of these students who took the test are dually identified as special ed students and ELLL students? Um, I could get that for you. And I will say that some of our students, for instance, those that take the MCCAST ALT
may also have specified in their IEP that they are eligible for the access alt as well. Um, not all, but some depending on on their needs. Um, so we're careful with that. Also, um there's a number of accommodations that
aren't necessarily the alt um but accommodations that some are similar to MCCAST, some are different um to which our students are entitled. >> Right. Okay. Thank you. >> Member Wlette. Yeah. Just to follow up on grade four because that seems to be
that's a nexus of uh students exiting with the qualifying score and at the same time too having scores at or uh like well below or below qualifying uh for
what we're doing that dibbles and I was wondering if that's a dual factor of you know They're acclimating to the system, but they're scoring proficient to exit out of the English language uh examination, but
they still have great difficulty with the dibbles and gaining uh knowledge of English language. Would that be a factor? Because you have the cohort of grade three and grade uh four. And then a follow-up question would be it looks
like it smooths out through the succeeding grades but then you have in grade 10 uh an upgrade and is that because we have um a transitory uh population that comes in at that moment in time and what can we do as a district
to help that population and if in fact that's the population that might be arriving uh after October 1st. So maybe working with our legislative delegation because I see the trend lines of grade three and four which are like major
clusters and then um also like in terms of exiting from the qualifying scores for ELLL but also it was kind of stagnant with the scores at below and well below so beginning in the year
versus end of year. um the other ones were making progress but except for that uh grade level. So I'd be just curious on that front but I may I could be too looking at the run because I think it is grade three was the highest for English
language learners. Um actually grade two followed by grade three and then grade four. So that's a cluster and then you had uh grade four was the one that was exiting the most with the examination. but they're the ones that had the greatest difficulty
still with the dibbles. And then at the end was uh all of a sudden you had this great cohort of about 102 in grade 10 that qualified as English language learners. I again we no rush because we have the summer just to learn about that
core hoy more if it's uh transient um is it is it coming in from other parts? Is there something we can do to help as a school district? And then also is it an impact every year with the um
in terms of counting the numbers with October first? I think that's been a yearly problem. So those are you know if you can answer that please. Thank you. >> Sure. and I'll look into it more deeply, but um I I do think there's some validity to saying that there's an interaction there um between the reading
the access scores um in our ELA programs and traditionally K12 has a heavy foundational skill component and in three and four it's present um but it's more integrated with the program. So I could see depending on the composite
score of the student through the screener or previous access when they join us, I can see them not being exposed to those found foundational reading skills as often or in the length of time as students in K12. Um and
certainly it is more difficult when you enter um our school district or any school district in the country really on the expectations at the higher grade levels it can be very very challenging. Um so one thing that we've done at the
high school when we do have newcomer students come in who are expected to earn credits and meet the graduation requirements. um when we have a student transition to say a level three proficiency and are placed into a
mainstream English course, sometimes they're rolling into British literature or contemporary issues, which is quite a departure from where they had been previously. Um we have added a number of co-taught sections. Um so whereas
previously we had had co-taught sections between a general education teacher and a special education teacher, we've done the same. um except we have substituted an English learner English learner education teacher in place of a special education teacher to try to come at
those classes um from two directions. Um and we've seen a lot of of growth there. Um but there certainly there are pockets that I can dig into and give you a better portrait of who the students are within those those pockets that you identified. and and I think the other
members of the committee also highlighted if the if it's dual with the IEPs ELLL that nexus. So again, we are trying to improve the test scores, but you also have uh the universe involved.
You have ELLL, you have IEPs. So I'm just curious on that. And then also going more into a deep dive about that 102 and grade 10. Um and again that if that's might be something that's going to be a perennial problem and something
that we might want to approach a legislative delegation on. uh because if we can document that um and also provide additional services even if it's uh further instruction similar to a career opportunity center you know something
that we can tackle that that audience as best as we can thank you >> thank you and I hadn't pointed out earlier too it's just for clarification the access exam is is really gauging academic language um which is different
from casual or colloquial language um so sometimes We interact with students who have a really good handle on English casually, but it's in that academic setting with academic language. There's a little bit of a challenge. >> Member Sice,
>> you spoke about the TUDAS that were critical with grade one this year. Um, was that a grant, did you say? And are we getting that grant again next year? Is that something we could apply for? >> The application hasn't come out yet. We did apply for it. um in the summer last
year, we were not selected for the initial round in the fall and then we got an email um just at the start of 2026 that said we're we were in for this round and we had three days to accept if
we wanted it. So the staff worked really quickly um calling families. Families were eager for their students to participate. Um and we were provided a vendor who we didn't know much about but that was part of it and so we we went
with it and I I think that was very helpful. Um also again grade one is a really a key grade in terms of the amount of time that they spend in the foundational skills of our new program. um and also the knowledge component. So
this grade in particular um if you remember K from last year they had they had high growth and then they rolled into one um most mostly the students we had from K to one. So I'm glad to see that that um carried over. So I I think
the high dosage tutoring could be one of the main factors and that is that is part of the research of the grant is they're looking at just that how impactful was the high dosage tutoring which I know the governor um had slated
to be happening la next year as well. Um and so I look forward to having the opportunity to participate. >> Thank you. um the the data the composite scores those come right off the system the dibble system correct that's not
something you figure no in the past we had the more rudimentary version that did require it it was an elevated spreadsheet really um but did require some math so we took that human element outtheless when when teachers are assessing a student there
is some entry along the way um an assessment of the student in front of them Um, and so that's what we worked on at the start of this year with our reading specialists serving as coach to help our teachers understand how to do it to calibrate. Um, and we'll do that
again this coming year. Um, I did maybe want to gauge the committee's interest in Dibbles now is able to extend through grade 8. Um, and so I didn't know if that would be of interest to you to see consistent growth over time. um it's
still, you know, not it's not a a a complete picture of the students reading, but if we're trying to track a cohort of students to have that consistent thread, I think might be useful in addition to other layers that we might want to look at. >> And my final question is
you spoke about students that um are not passing the access exam, but they are passing MCCAST and receiving credits. Do they graduate if they do not pass that access test? >> They do. >> Thank you. >> Um and you're welcome. And at some
point, um some students opt out of our services, English learner supports, which is their right to do so and their family's right, they don't need to access the services. The only requirement um from the state is that they do participate in the access access
exam. So some some students if they've been in the program for a long time um feel as though they might not need it any longer. We might not have an interaction with them on that level until the day of the assessment. >> Member Keegan. >> Um I just have two questions. The first
one that I noticed was um in preK there are nine L students. Um and my question is are we giving L services to our preschoolers? And do we have somebody over at Branch Street that's doing that? >> No. And we we don't need to be doing
that. Um and in fact those students who are identified as English learners, it doesn't carry over to K. We have to resscreen. Um and so we're in the process of doing that now. Um and so there's been some changes to screening
over the years. One of which is um it was a pilot and now it's come to fruition um an alt screener which we didn't have before and we had been in some situations where um students may be coming to us um without recent
documentation or any but it's very clear that the student may have some barriers to participating in the screener and it it becomes a little foggy as to whether um we take a chance and try to administer the screener. Do we really trust the results? And what this alt
does is we believe it's our first goaround with it as a state just recently released it. We believe we may have more duly identified students because we are able to um per chance or in theory more accurately gauge their
English learning uh English proficiency um as well as their needs in terms of special education. So that's a hunch that we have. um but we have no data on that yet. So we've been training our testers in that um and our EL
supervisors have convened with um the F FRC and our Branch Street um administrator to also support that. >> Great. Thank you. Um, and my second question is
I'm going to start with a statement that when you look at the kindergarten numbers, it's striking that 47% of kindergarteners come to us not at grade level. And by the end of the year, we're we're
down to 31% um are still well below and 13 still below. So that's still 44% of our kids, almost 50% of our kids are going into first grade below grade level, but it's because they came to us
below grade level. And so my question is, have you considered perhaps putting in a grade between kindergarten and first grade? Um it when I was young it was called readiness and it was for those kids who weren't at
grade level they went into readiness to get them ready for first grade and instead of staying back per se it's it's an extra grade in there. Um and then they would proceed to first grade after that. And given the numbers that we
have, if you took one grade one teacher in every single building next year and put you'd have a full class in each building. Um, and we could possibly help these kids in a in a more productive way to get
that high dosage sort of reading focus. Um, it's just a thought. >> Thank you. Yeah, I would I would be concerned about grouping the students homogeneously that way. Um because they certainly are at an age where
developmentally they're learning from peers in listening and speaking does interact with with all the literacy skills that we're learning. Um I am encouraged to see that the the grade one data is so strong showing that um I think those students might need just a
little bit more time um with the foundational skills and over time we should see that red shrinking. But you are correct. Um that's a theme that we've been hearing from teachers and administrators alike is that um sometimes students who are joining us in kindergarten um aren't used to being in
a setting structured such as as our school day is. Um so there is some time in terms of readiness that is spent learning the routines. Um, but the classrooms I've been in have been absolutely outstanding
in terms of um, using their class time efficiently. Um, moving throughout the room, students know what's expected so they can really focus on the learning. Um, and this is a place too where um, we do have students in our Excel program. I believe our Excel class, kindergarten
class this year was above 22 students. Um, and the goal is to mainstream the students. So throughout the year, we will partially mainstream students. They will begin taking our our assessments as well. Um and so that's really important that we not exclude our English learners
from our um literacy assessments as well. Um and so they're incorporated in our figures, too. >> All set. I just have a few questions if you don't mind, Madam Superintendent. So, I'm looking at the data um and it's
all in my mind positive from a at or above grade level. So I look at it those combined and I'm seeing the trend from 56 up to you know even first grade 68% second grade 63
grade three 60 but I'm looking at fourth grade and I'm not sure if I didn't see what third grade was last year by the way I I I'm coming in as a first time. So, what I would be looking at is where did third grade last year meet in fourth
grade's expectation this year because I'm assuming majority of those students are going up the grade level. Of course, we started the year off at 56% and ended the year at 56%. >> Mhm.
>> I look at that other number of 44%. that didn't chip away at all, which is the well below and below number. We didn't chip away at all at that. So, I'm seeing at the other grade levels, we're
we're chipping away and chipping away at those numbers, but from start to finish, it didn't go anywhere. Is there a reason for fourth grade? Is there a scenario or situation in fourth grade? new students,
a larger population uh of of different schools added into it. I I'm just concerned that we didn't meet any progress in fourth grade and they're going to fifth grade now and we're not tracking that unless we agreed to go through that fifth through eight
scenario. >> I like what I'm seeing from K through three. So, what was the scenario in fourth grade that is there any scenario or is there a reason why we didn't chip away at it? Sure. So I think there's a a couple factors
that come into play there. So the first being that although the numbers didn't change, the students um progressed from what was expected to of them at the beginning of the year to the end of the year because we're we're changing the game in terms
of the month and the span of time. I think that we're looking at um students who have spent K through three in reading program that we weren't um fully sold on that took a lot of work on the
teachers end to manipulate to make it into something workable and usable. Um, and then we implemented foundations to implement some of the science of reading, but still we weren't fully on board with where we needed to be. And so now in grade four, unpacking this new
curriculum, which also spirals up. So what the students are learning in K1 2, they'll see some of the topics repeated in more depth as they age. They'll see the routines repeated in more depth as they age. in grade four is coming in at
the tail end of what this would be sequentially K4 and are getting a healthy dose of science of reading high quality instructional material but don't have the benefit of having the preceding grades to grow on that way. Um, and also
the expectations change going from three and four to their integrated ELA block where the skills and knowledge are integrated within 90 minutes whereas grades um K through two, they have 120 minutes a day where they're able to
focus on literacy. So, we're thinking about that. We're also thinking about um not just getting out of the ELA realm looking into our our social studies curriculum science because again if we have uh high quality instructional
materials in all of these subject areas we should be um I guess lack of a better word like cross-pollinating and learning lit literacy all day in all ways. Um so there's ways to grow there as well. Um, but like I said before, typically we see
it takes a few years to see to see growth in a new curriculum. These students will be going to grade five in a curriculum that we've had for years, um, which is the EL curriculum. And so, uh, I'm confident they'll continue to make gains there as well.
>> Thank you. Any other questions? Member Bayas, second round. >> Uh, thank you, Mr. Viceu. Um just before you begin objective two. Um so I have a compound question to that end. Um
the at and above number so the green and the blue bar just so I just wanted to be set on the record and clear to everybody at home. Since this is a screener uh of a level of need for support, um are the at and above students, are those
assessed that they no longer will need support or intervention? Um does that translate not needing support or intervention in the next year? Um and lastly, does the at and above number
mean because you threw out a word proficiency, right? I don't think this benchmark data by itself is what you determine proficiency underre. There's a lot of different factors or >> yeah proficiency I use um with access but right this is one data point in terms of their their literacy skills
>> right >> um so are the at and above students able to read, write, comprehend independently or are they still going to be needing support? Is that an individual level? That that sort of thing. just make it
clear for everybody at home. >> Sure. Thank you. Um, so the correspondence is students who fall within the blue, which means above grade level, truly means that those students are beyond where we would expect them to
be and can do what's expected of them in that grade level without teacher support. So teachers still have meaningful roles in their lives, but without interaction or additional support from the teacher, they would be
right where we need them to be at this point in time and beyond. Um, and I'm really amazed when you dig into that above category. Um, there there are students who are far and away beyond where they should be. And that's really
very impressive. The students in the at or the green category are students whom if they enjoyed a typical day of instruction as designed by the curriculum without any additional intervention probably not even um
necessarily small group work although that is a practice that we like to see in our classrooms that if they went through the regular lesson of what's expected they too will be at grade level. Um the students in the yellow, that's an indication to us that they
need some extra support in at least one area. And then the students in the red need extra support in more than one area. So it could be that they're doing quite well or as we would say proficient in some of those smaller testing areas and
there's just a few areas to focus on. It could be all of them to be fair. Um but the yellow indicates that there's a sliver where we need to focus on to move those students into the green and blue. >> Thank you. I just wanted it to be known
that these numbers aren't a one-sizefitit all that it could just be one um area, not all the areas are in those numbers. So, thank you for that clarification. >> Thank you. Yeah, we we really use this as a road map to see where we need to move next with the student.
>> Yeah, member will >> Okay. Thank you. Um I absolutely 100% agree and I mentioned um probably when I first returned back to the school committee of having uh a longitudinal approach and continuity with Dibbles. So
if we are invested of you know long-term with the grammar schools association with Dibbles I'm 100% on board with that. So, I'm I'm grateful for that that you are exploring that because then we can study long term because if you uh
transition from one testing model to another, I don't think you're going to be able to get the same data as if you had the continuity longitudinal study approach. That's just my uh two cents on that. But I thank you on that. >> Onto objective two.
>> Thank you, Madam Superintendent. Thank you. Objective two is to reduce opportunity and achievement gaps between student groups to ultimately improve outcomes. So, I'd like to give you an update on our accelerating achievement initiative.
Um, fill you in on a suite of grounding documents that we've been working on, give you some updates on Cascades and the MTSS revisioning team. our accelerating achievement initiative. If you recall, um that would be the
program that the tenny, the timony, and the high school are part of. Uh I explained, I believe it was last quarterly that this group um is a new group formed by Desi. Um as part of our our membership within this uh
accelerating achievement initiative, we have a liaison who's provided to us. Uh Michelle Ryan is our liaison for the district and for these specific schools. Um we're really looking at teaching and learning as a part of this initiative
and I'm excited about that. Um Miss Ryan was a big part of Kaleidoscope um that put out a lot of the documents that we have been using which I'll speak to in a bit. Um, but we're thinking about calibrating teaching and learning. Um, using our our efforts or putting our
efforts into practices that we know to be very worthwhile. Um, providing our students with rigor, having the learning focus on them driving the instruction. Um, and it also qualifies us, we believe, although it's brand new initiative, to be eligible for um, grant
funding and other supports through DESIE. So at this stage um um at the high school, Tenny, Tim and myself, we attended a virtual convening to learn more about what this program really is. And at this stage, um we're in an
information gathering stage and so is the department in terms of all the schools and district completing a self assessment where we identify what it is we think we need extra support in. Um, our liaison, uh, Miss Ryan will examine
our responses statewide. The department will look at the responses of all participating schools and districts to decide and to identify if there are trends that they would be able to help us with. Um, whether it be professional development or staffing. Um, I think really
anything's on the table at this point. Um, and so Miss Ryan's actually coming to the district on Friday. um we invited her, it wasn't mandatory, but we invited her to come meet with the principles, take a tour of the schools. Um she seems great to work with, so we look forward
to that. Um and we'll also be partnered with other districts who have similar goals throughout the year. Um so we'll be moving with a cohort. So there is not an an exit date or time or end of the partnership. It could be for all time. It could be for five years. Um we look
forward to that as well. and the suite of grounding documents. I need to come up with a catchier name for that. Um, but in the last couple of years, uh, it been apparent that we need to calibrate our expectations,
um, and be really efficient in communicating those across the district and also to support teachers and administrators who are sometimes spending time creating their own things or items when really that time could be centered on instruction. So, uh, some of
these documents were the projects that I didn't want to lose sight of moving into the acting role. Uh, and so, uh, Christine Dumont, John Crocker, and Meredith Moore have been really excellent project managers, uh, in making sure these haven't fallen off our radar. Um, we've been moving through
these documents at leadership convenings. So um you will see in in real life the versions of all these documents in our our June meeting but um we have been piloting some of these
behind the scenes. We have been um convening in leadership teams to see if it's really what we're trying to do. Um and then we will unveil these to the staff at new teacher orientation and in the fall as our guiding documents. And
if over time, over the next year, if we find that something isn't quite right, we'll change it. Um, but you can expect in this branding of documents, we'll have our vision of the graduate, which will be presented to you for approval at our next meeting. Um, as will our
district curriculum accommodation plan, common lesson components we had last year. What we have created is a walkthrough tool that is consistent across all schools. We have been piloting it um to see if it works or doesn't work. We have a digital form and
a paper form so that um when walkthroughs which are not formal evaluations but it's a a team of administrators and sometimes teachers just going through classrooms and seeing what we see in terms of students learning teachers teaching materials. Um
we really want to shrink the tool. My goal is for next year for us to be able to go into any classroom in any school and ask the teacher what's really important and and integral to teaching and learning in Methuan public schools. What are we working on? And I want that
response to be consistent from every classroom. Here are the four things that we're really focused on knowing that everything is important. Um, and so the tool that we've created allows for at the conclusion of the walkthrough tool data to be entered to go through a district-wide
uh map. So we'll be able to see trends districtwide and by school and focus that way. Um, curriculum mapping templates um, and expectations. This was one of our identified areas for improvement from NEASK that we have
curriculum maps and then we generally have the same components but it's really important that we have everything mapped out um similarly across all disciplines and schools. So we've been working toward that. Um we also have been working on our
year-long professional development session calendar. So the idea is that when teachers sit down to talk about their educator plans with their supervisor in the fall, they at that point will be selecting also their professional development opportunities
from our indist offerings. Um and so they'll know exactly where they're going over the course of the year. Um which sessions are eligible for which PDPs, which might help with uh reertification. Um but we'll have a really transparent
um plan for that. We also developed a six-year um cycle for curriculum revision and review so that um first of all so we can budget for it. So we are we're anticipating what teachers will need in terms of um
whether it's a quick look at a curriculum for a refresh, an overhaul, a piloting. We have that mapped out for the next six years. Uh the MPS assessment calendar be up for next year. Um, and then finally, our TSS procedures
and expectations, which will be the product of our revisioning team, which is the the team of of 40 plus staff members who've been working really hard on that all year. Um, we've passed the theoretical, now we're into the practical, how is this happening? Um,
and so that'll be a focus of a lot of the the leadership time this summer. Um, and then the roll out in the fall. Also wanted to share um our spring mental health screening overview. So again, we had a strong participation
rate of uh 86% in grades 5 through 12, which is um about where we're at typically in spring administration. We had strong gains across all outcomes and historically low prevalence of post-traumatic stress and anxiety and
consistently high reports of no concern. And so here's some graphs um that are a bit busy in terms of the number of bars, but interesting to see the trends over time where severe anxiety is at the lowest rate since 1516.
Severe and moderate anxiety are declining. For 9 through 12 depression, general trends are stable across all outcomes at this point. This is what I referred to earlier with 9 through 12 post-traumatic stress
prevalence. The lowest rates of severe and moderate outcomes on record. So the the cluster to the left shows severe. The cluster in the middle is moderate and the cluster to the right
is no concern. And then 5 through eight anxiety prevalence growth across all outcomes. There's strong gains in reports of moderate and no concern and successful sustained implementation of new measures in grades 5 through
eight. And our depression prevalence in grades 5 through eight. Again, um consistent across all outcomes, strong growth and successful implementation.
five through eight, post-traumatic stress, the lowest rates of severe and moderate outcomes on record for grades five through eight. So, this is a lot of data. Previously, I showed you the reading scores. I showed you the access scores.
So, we have a lot of information about students, which is really worthless if we're not having discussions about this data, what it means, and then acting on it. So, that's been a real goal of our um district-wide MTSS revisioning team
is finding ways to not reinvent the wheel or gather data that we already have, not to operate in pockets or in isolation, but really to work collectively um across maybe what our areas of expertise are to truly
understand the student as a whole. And so we've been working on what we call the the Cascades platform, which is really most impressive when we're able to to walk you through it um and give you a demo, which we'd be happy to do. Um but this is a a screenshot where um
we pulled up a student and we're able to see in real time all the screening the screening scores. And this is for for all of our students here. um the screening scores across the district. And so we can look at it a
number of ways. We can look at trends that way. We can shrink it down by school and see if we're noticing trends by school. We can look at it by grade level, by classroom. So it's an easier way to present the information to you to better understand it in ourselves.
And then we also have sample student profile pages where we're able to see grades, um the screening data, tests, any data source we have on a student with certain permissions and restricted access. So
it's as appropriate. But when a student is brought up for what we talked about earlier, that tiered support referral, the team is able to look at the student as a whole and notice and there's a series of charts that I could show you where there was there a steep drop off
at some point what else was happening in that student's life. Is it behavioral? Is it something personal? Is it truly related to academics? Was there a teacher in particular that had success with the student? If so, why? Can we replicate that elsewhere? Um, and so
when we have a a teacher who wishes to bring up a student for a referral, they do so right within the system where the gap where the data is already um housed. So with this simple page here, the teacher is able to say, "Here's the student. Here's
where I'd like to refer them. Please see X, Y, and Z areas of data, and I'm suspecting the area of concern lies in one of these tiers." They also are able to upload um additional data sources if they have other examples.
What will happen next is that the TSS team will review the entry. They will meet. They will bring the teacher. They will bring the counselor. They'll talk through where they think uh the concern is. There will be a drop down of there's drop down of interventions that might be
appropriate and then on the spot that intervention is assigned to an interventionist with an end date and it lies in their queue. So there's complete clarity in terms of who is responsible for helping the student make gains in this area progress monitoring um and
moving forward that way. And I will say that um Mr. Crocker's been traveling to all the schools this week doing um faux meetings and convening the team and practicing as if they were doing a meeting, pulling up a student. So, I've
been getting emails all week um because they've been assigning me as interventionist in different ways. But it is really neat to see that pop up in your your email box and know that you're the one that's responsible to schedule your time that way. Um and then we will end with a um the
sample referral review page where we're able to see all the referrals that were made um for a student over time. So that's something we've talked about all the time in this district is historical data. Um and there sometimes is a lag time in terms of conveying what happened
last school year to share with the teacher the next school year. And so that will all live in the system so we can pull up and see well we've already tried these two or three interventions um with no progress made. We need to look elsewhere or we can see over time
when there was an an area of growth that we might want to replicate. So we're very excited about that. Um I had a meeting with the um with the team that that put together this platform and we're one of their their first
customers. Um, and we were talking most recently about how to use this system to help with our strategy plan for the district and schools. So, it can work two ways. We can input the plan and then have that
feed our interventions or we can have this data on the uh the bird's eye view loaded in and then it will spit out exactly where we should be focused as a district in terms of what we value in our gains and actionable steps to get
there. So possibilities are endless. We're happy to have it um built um and to have have uh the staff on board and we really hope hope to see some some gains or at least increased efficiency as a result.
That's a conclusion of objective two if there are questions. >> Any questions? >> Seeing none. >> Okay. >> Objective number three. >> Okay. Number three, to enhance partnerships with students and families.
Again, many of these um actions you've heard about. Um nothing really should be very new at this point, the end of year two. Um tonight, I'd like to highlight uh an expansion of early college, our early college program. um working with
Northern Essex Community College, talking about our collaborative problem solving expansion and plans, our horizon camp for year two, upcoming student activities for grades 8 and 12, and the parent university.
So, first with our early college, we have completed our our first year of early college designation with University of Massachusetts. LOL. doesn't mean that it's the first year we've had early college, but it's the first year we've have the official designation,
which is also important because it comes with grant funding um and makes the program completely free to our students. So, we have enjoyed that. Over the summer, some of our students who participate in our early college with the UML will have
the opportunity to participate in the Uprise summer program. And this is a three-w week three-week program. For the first two weeks, students live um in the residential um setting at UMass LOL. They take courses. They learn about how
to be agents of social change. The third week is done virtually. Um and at the conclusion of this intensive program, they earn uh three college credits as they would for any other um course. So part of the initiative of early college
is not only to amass credits as you move through, but also to um take a dip in the college experience, live on campus, uh see what it's like to eat in the dining hall, which they love, um move throughout the buildings with a little
bit more freedom. So that uh the idea of pursuing a post-secary degree doesn't seem so far off and it actually feels quite attainable to students for whom that might be a new idea. Um, also I recently met with uh the team
at Northern Essex Community College. Um, involved in that was Martha Tetro, our counseling department chair, as well as Mr. Caret. Um, and so we have plans and have identified meeting times over the course of the summer. um where we're going to
think about potential offerings for the spring of 2020 sorry 26 27 and also get some of those articulation agreements underway for our CTE programming. Um I would like to lean into the CTE area. I think they would as well um because
there's room to provide some of that coursework to students in our vocational programming while also helping them um earn micro credentials and then amass those credits as well. So what we have learned is uh while the initial early
college designation is a lengthy application process um that it really is quite involved with a couple of parts uh the state has tried to reduce the barriers um for being designated as early college and it's actually a lot
easier to expand your early college identification if you already have a designation. So, we are an add-on um seeing as we already have the UML partnership. So, we don't need to go through that application process that would typically begin this month. Instead, it's a much uh a quicker uh
phase to be added in there. So, some of the discussion we had at that meeting um regarded changes that would benefit us um in terms of the daily high school schedule. Um, as of now, we only have that one flex block at the end of the
day. But if we're talking about students tra traveling to the Haver Lawrence campus, when is it best for us to have that time uh allocated during the school day? How can they accommodate us? Um, so they've been great to work with work
with and we look forward to that. Next, our collaborative problem solving expansion. Um, so as you know, we've been working with Think Kids from MGH for years talking about collaborative problem solving. It's always had a presence in our district, I'd say over
the past uh maybe 10 or so years. Um, but we're what we're interested in doing now is really expanding um our awareness of it and um our certification program. So by the fall, we should have inhouse a full complement
of trainers and coaches. So, we would no longer need to contract with um MGH, which can be costly to have an outside provider to come in because we've used the train the trainer model and grant funding to do so. This summer in late
August, uh we have offered uh stipens to MPS educators who wish to attend this advanced training. Um so, we are expecting um 50 participants to come in the summer for the CPS training. Um and
also the MTSS revisioning team is developing um the assessment that will drive the referrals for students um needing a deliberate um instance of collaborative problem solving. So we've been working on that data collection as well.
Um and so we're we're really very excited about this. Our trainers and coaches are also responsible for building out those PD sessions for the remainder of the school year. um so that we have a better sense of who has been exposed to this type of training and who
we need to train up. So in that 50 plus um member training in late August, I took a look at the list today of Mr. Crocker. There's administrators, program assistants, teachers, princ. It's really it's really nice that everyone will have a hand in it.
Finally, our horizon program is back for year two. Um this was very successful last year um and comes to us through um particular grant funding that matches uh this need specifically and it's for um
newcomer homeless students um English learner students who who fit within the criteria and what we did last year was we looked at students who are in the upper school so grades six seven and eight primarily um and those that were rising in grade
nine students and we really uh wanted to have students have a sense of opportunities available to them and their families, the pathways available to them as well. And so we created a camp at the last week of school. So we're doing that again um run with our
teachers and counselors um and so our students will participate in extracurriculars uh STEM activities um they do um some brief field trips. they'll get their meals and transportation paid for. Um, and the staff that worked in this last
year said, um, there are some staff members who have worked here for 25 years and said that was the best experience. Um, just to have have this opportunity to engage with students on this level um has been excellent. So, we've posted for that and had um an
abundance of um interest and so that will be coming up the end of June. Just wanted to highlight for you um in this objective on belong belonging our grade 8 and 12 um student activities that are yet to take place that we'll be heading into. Um Sue in my office has
also been um working on compiling a list of all the events um that you might like to attend um through the end of the school year. There's a ton of student showcases coming up. Um, and so I've asked the principles to take a look to make sure that I have a comprehensive
list. Um, we have honors uh, senior honors and awards night um, tomorrow evening in the auditorium. Um, so we would love to see you there as well. Next week we have uh, the adult learning graduation which is another highlight as well. Um, so a lot of celebrations
coming up. Um, and I think it's over at this point, but it happened about half an hour ago. Um, our live uh, parent university event on bullying empower differential. So, we had sent that out
um, to our families. Last I checked, we had about 50 people who had signed up to attend. And that completes the quarterly. >> Any questions? Bayas. >> Uh, thank you, Mr. Vice. Through you,
um, I just have, uh, three quick things. Um, one, congratulations on the designation. I think that that's very important in terms of grant funding. So, kudos. Um, the second thing is regarding the um, I believe it was called Uprise
um, summer opportunity. I think that's awesome and great. I know I had an opportunity to have a college experience over the summer uh staying on campus and as a first generation college student I know that that made all the difference in understanding how college worked the
dynamics being able to stay on campus. So I think those are those two things are amazing. Um, also wanted to uh just highlight um an event uh play ball foundation came to the high school and we were able to
celebrate the partnership. So that that was uh that was great and amazing. Um and finally for all of these um events at the end of the year uh these celebrations, award nights, could could we get like a an email? I know that we were supposed to get kind of a
newsletter, but um with all the things going on uh just to make sure that we know when things are. >> Yes, that's what Sue is working on for you now. >> Thank you very much. >> Uh member um So Royce, sorry, I want to
call you McCarthy still. the early college, the UMass Low. Do we have other schools that the students are involved in for early college? >> No, our formal partnership is with um UMass LOL and then we're building in our
partnership with Northern Essex Community College. >> Okay. Thank you. And then one other question. Um, well actually a statement. I went I finally had a chance to go on and look at the parent university website. That's a fantastic website. I
hope parents go on there and it there's so much information. Um, I thought it was fabulous. The only question I have though is I signed up not realizing we had a meeting tonight. I signed up but I didn't get an email with the um link.
So, I'm just not sure how that works. >> I believe you should have. I can follow up with John Crocker. >> All right. I'll double check and see, but I didn't see one. I looked again today and I didn't see one. Thank you. >> Check your spam. >> But one of those 50 signups were clearly
someone that did not attend. So, I'll name you. I uh I do have a few questions. So, um, the early college program, do we know how many students total have gone in this year?
>> If not, >> well, we had we had a cohort of students who were already um part of our informal Yeah. >> um early college experience. And then we were on track to add I believe we're trying to add 75 per class. Um and so we
work on um recruiting the sophomores. So it's the rising juniors. The juniors begin the program and we do ask um that they understand that it's a pathway. Uh I did attend the the early college um night uh a few months ago. There's a representative from UMassel here talking
with parents. Um and there were questions about although we do h we do have titles for each of our pathways, they're all gened requirements. So if a student midway feels as though they want to switch from engineering through to teaching, that's totally fine. Um
because what they're doing is acquiring electives as well that could be used toward any degree moving forward. Um so the hope was that we would we I believe it was capped at 75 um for students moving in to the next cohort. for future
uh presentation. I would love to see how many of our graduating seniors walk away with credits and what that total comes to. >> I'll include that in June. Um there's there's a few highlights of some of our graduating students um that I would like
to share. Um I I don't want to to to you know spoil but I know there's there's a couple students we have who one in particular comes to mind who's I know was admitted to I believe it was six Ivy League universities um and just you know there's some students that deserve some
recognition especially um students who have uh gained credits or credit bearing opportunities through AP exams and early college. I'd love to sh to share that with you in June. Um and then on to the um upcoming grade
8 and 12 student activities. Um, yes, please love to I would love to attend as many as possible this year for the whole district, but I understand Mthuan has in the past moved away from the the eighth grade trip and I know a few years ago it
was brought up a few times and I know there is a funding perspective to it and I think um, member Dunovan, you were probably the principal when we stopped doing it at the tenny, correct? And that was
probably what 2011 12. So it's been about 10 years roughly if not a little bit longer that we haven't explored that. And I know there are a lot of great programs economically uh affordable through EF education
uh through uh student adventures. I would love to bring something like that back and more or less as a perk to the students, something that they can grow into. And if it is a grant-f funded thing or something that we can make it affordable through fundraising, PTO
raising, even the leftover money in the clubs that I see that total $63,000 in some of the schools, could we move some of that funding to those type of trips or the way we did it 101 15 years ago? because I think that experience
fundamentally helped me want to get into this into this that we're doing tonight. I mean, I know the mayor and I did our Gettysburg trip right after 911.
Literally the year after was our eighth grade trip in O2. And that was very much an emotional trip for us that I don't know about you, but definitely left a mark on me. It doesn't have to be Washington. It doesn't have to be
Gettysburg or Williamsburg. It could be up in Maine at Bar Harbor looking at, you know, um, Fishery and Science. They have a huge, um, compound where the the boat left to that found the Titanic, the same boat that went and got the submersible
recently. There are all types of different programs that could cater to our students. And so I would love to explore maybe a pilot program in the next year or two on bringing something similar back if our kids that are in the senior years are going off to New York
for a day. You know, I understand we don't want to do senior trips so far out, but we we do take on exchange students that are high school level in other countries. Maybe we create a program that might do an exchange program overseas with our seniors, too.
Again, more as a perk. You have to obtain it or be able to get it. Affording it is different. We would we would need to look into raising money, but it's a perk to certain students, something to a goal to get to. So, um I would love to spearhead that and and
work with the committee on on and discussing that with you. Um, and the last one is also uh kind of pivoting from the early college program is could we partner potentially with UMass Lower or even Northern Essex for our teachers
to get their credits plus as well as a as a perk? >> Um, well, there's a few different ways to look at that. So, we can certainly establish partnerships. We've been working with um Bay Path University
right now. Um most recently speaking about um program assistants or other staff members in the district who are seeking an eventual um lensure as a teacher and need the undergraduate degree to be completed and then supported um in passing the MTEL exams.
Um and so that's been the opportunity we've been um hunting most uh with most enthusiasm because it's free to the district um except that we would need to provide a small stipen for the mentoring teacher and um will most likely be free
or I believe yeah entirely free to our staff members um because Bayath has acquired the grant funding to do that. So that seems the most reasonable. We've also explored um partnerships with Mary Mack in Northern Essex and UMass to do
um something similar. Most recently, I'd reached out to um Mary Mack to see if they would um be so kind as maybe to uh appoint one of their their professors or instructors our way to support our staff members who are having difficulty
passing um certain aspects of the exam. But to be quite frank, um we have uh paused some of that work um due to the the budget cycle that we're in. Um and hopefully we'll be able to uh go back to those conversations soon, but the Bay
Path is one that that will continue. >> Thank you. Any other questions? If not, we'll move on to the next topic and I will yield to the may bear. >> Next on the agenda, we have the fiscical year 27 budget update. Uh, I'll invite
the acting superintendent to share any updates with the committee. >> Thank you. So, there should be a memo in your um packets. I should have presented that on the
screen as well. I'll do that after I I finish talking for the the folks at home would like to see, but it's also um linked online um in our agenda. So, um I know that you have been um attending or viewing um the recent city
council workshops or first and second read of the of the budget. Um it's been a while since we've convened um to talk about the budget and I believe last um time we spoke in this setting. Um I it was prior to me having the opportunity
to share with you how we actually arrived um at the original allocation of 114 million. So, we had settled on the um near 118 um and then with the understanding that we would need to work down to 114 going
into the city council. Um we are very appreciative of the um the the ability to back out our FY26 and 27 out of district tuitions for our students who are aging out as well as the FY27
transportation for those students. um viewing them as one-time costs and um the $250,000 for unemployment and certain certainly the other um funding that was discovered on the city side to provide some relief to the schools. So
what I provided for you is a list of the positions that were in fact on the list of reductions to get down to the 114 number.
Um, and so you'll see that, um, I've indicated which are vacant and they're at the bottom part of your list. Um, in which positions the positions that are not indicated as vacant do have a staff member in them. And then you'll see at
the top that um, I there's a series of positions that um, have been struck from the list. And that's because we're able to remove them from the reduction list based on those one-time costs um and the
allocation for unemployment and other funding from the city. we were able to save um or reinstate without formally reducing um the upper school band teachers, K4 STEM reading specialists, um some of our grammar school counselors
who had been on the list, custodians, fine arts supervisor, EL supervisor, our inschool suspension supervisor, um and a social studies teacher at the high school. Um, as we we are moving through the
list, I know it's um it's of interest to to all of us as to how many people we're talking about eliminating. Um, and I will say that um we've had some movement um within the district where there were
some open positions um where we've seen some shifting taking place um between grade bands whether it's upper school to high school, lower school to upper school. that's really helped um create some spaces that would preserve a spot from another MPS employee. Um so that
has been useful. What we're doing tomorrow is um the district team um has invited each grammar school principal to come uh individually for a segment of time because we're really looking at grades seven and eight first because of
lenture. So in grades seven and eight um teachers really need to have a certification that ma matches primarily their area in which they're teaching. We need to look at the reductions there and make sure that we have the adequate lensure in each of those grades despite
the reductions in the grade levels. Um and from there we're more apt to find teachers who may have um high school lensure or a generalist or um a K through six lenture. So we're starting there because we feel as though if we
can figure out the lensure and where our teaming at seven and 8 fit that the other pieces um will fall more easily. Um although there will be um some complicated situations in terms of bumping um in and roles and departments
and schools. Um we met with Cara Blat today to talk through that um as well and we'll continue to do that. I believe we have another meeting um with she and Sue on Friday. Um, and we're working on our assignment letters for program
assistance at the moment because they have the soonest deadline of June 1st. Um so to date our program assistants will be our existing program assistants who are MPS hired will be getting assignment letters that have uh their
current role um stated or a placement stated on the letter because the positions that we've eliminated for program assistance or reduced at this point are currently vacant. So, if funding um does come to us as we anticipate it will and we're
able to add those uh positions back in, the complication there is that um program assistants who have received their assignment will might then um have the opportunity or desire to apply for a different position or new position and
that will create a new chain. Um but to date, we're going to work that way. Um and we're working through the the high school um assignment letters as well. It's a little simpler um by department. Um and so the grammar schools is where it does get a little bit complicated in
terms of lensure and where we expect teachers to fall. Um but we are having conversations about that. Mr. Goslin, did you want to chime in about the budget at all? Did I miss anything? No, I I did talk to the mayor on Friday when
he uh gave me the good news about pretty much being able to back out about $2 million for unemployment as well as the tuitions. So, I did back that out as well as um he increased our his the number to city council by $300,000.
So, um we pretty much gained $2.3 million um in services. Um that's all gone back in as positions. Um, I I I think we're in a good a pretty good place if the state comes in where
where they did last year. I'm not expecting them to if they come in where they were last year, they're going to be we're going to be about a million dollars more than I thought we were going to be. So, I I think with the city um helping us out, I think we we're going to end up It's still going to be tough year. It'll be lean times, but I
think we'll be in a a much better place. Any questions or comments from the committee? Uh, members, >> I just wanted to ask I'm assuming this isn't um how the list is going to go for you to Right. I just want to make that
clear when people see this if anyone sees this list that I'm assuming you're not going down the list to bring people back. >> Yes. Thank you. No particular order. I just tried to group the vacancies um together was really it. >> Thank you.
Um, and and I I have been getting some questions as to um uh why there's more grammar school teachers on the list than high school teachers. And it it's certainly not an indication of priority. Um but actually
in in in reality, the high school over time has had positions reduced that have never been reintroduced. whereas um when we have h found additional funds in the past, we've been going back to the grammar schools to those classroom teachers. So, we're we're pretty thin at
the high school. Um and the vacancies that are listed um are not unnecessary. They're they're existing positions, many of which are are critical um to providing services for students. and some happened to be positions where we had a recently
retiring teacher who who will be um ending at the end of the year and so that has created a vacancy. Not that the need isn't there. >> Member Wlette. >> Thank you, Mr. Chairman. Um I just want to emphasize once again to uh the state
senator for his work on the hill because there was an additional chapter 70 allocation above the house. I want to also thank the mayor in conjunction with the city council for the free cash that's going to become available to us
to shore up the budget. Unfortunately, I do have to emphasize again as a general criticism is that the millionaires tax is not doing what it was intended to accomplish for our schools. And unfortunately
uh we are experiencing a massive surplus with the millionaires tax uh estimated to be in the amount of $800 million and that should go partially uh to our school systems to uh bolster
services to recall people uh to negate any hardships locally. Uh I'm not understanding where the surplus with the general stabilization fund at the state level is flourishing. Uh the
millionaires tax is flourishing. Um it's exceeding expectations. Uh even Max Page, the president of the Massachusetts Teachers Association, I know there was a change of leadership, but at that time he said $800 million. Um, and we're not
even at the end of the uh the year yet. It was about $600 million. They're anticipating $800 million. I I think there's a disconnect unfortunately. Um, and also the Pioneer Institute uh and it's been reported that the state
government workforce is at the largest level in uh state history. Well, we're making massive cutbacks and we're across the board uh in neighboring communities across the state laying off teachers and
firefighters and police officers and DPW and frontline workers. Uh and we're expected to anticipate in some communities doing Proposition two and a half overrides uh which is a non-starter in Mthuan. We're
a gateway community. We're limited with the resources. We're limited with the commercial base. Um, so it's unfortunate. I will continue to uh applaud the senator because I think it was a hail Mary pass. Again, I want to
thank uh the leadership team uh the acting superintendent in conjunction with Ian Goslin. Uh also Maggie and the mayor working with the city council to pass the budget. At least we have some certainty. Uh but I think in the grander scheme of things um I think there
continues to be a disconnect on two fronts. Again, the size of the state workers workforce and there's not a sense of sacrifice and also the intention originally of the millionaires tax disproportionately going to the tea
where it should be going to public education. And I don't know what the solution is because if you have Max Page and nearly 200,000 members and their families and their neighbors and their supporters and elected officials at local levels
collectively crying about it. I'm not understanding what the disconnect is. Um, but it's a it's a crying shame where we cannot have something where we have casinos, the millionaires tax, draft kings, all these tools and they're not
being applied locally. And again, it's out of disres, you know, no disrespect to the legislative delegation. It's an ongoing dialogue and I'm concerned about it. Thank you. >> Bias.
>> Thank you, Mr. Mayor. through you. Um I know we're going to talk about reform measures later on in this agenda. So I'll leave I'll leave that be. Um I just have a question and a concern on on this list and it's the um parent leaison in
the march in the march. Um I was just uh uh wondering if there was anything that we could do to save that position. I know and I say that not prioritizing just any uh one position but understanding
um how critical uh and and low in terms of uh relativity uh the budget amount budgeted amount. So that's a a grave concern to me to see if there's anything that we can do there.
Um knowing that each and every position that's on this list is of critical value to the district. Thank you. And I I think to um you know calm some of some of the anxious feelings among staff who who may wonder
if if they're on this list, um we do expect that many of these positions will be able to be reinstated um and that they're on there temporarily or for the time being. Um we hope to recall as many as possible. I I would agree that um
it's an an important role. Um but yeah, that the the rules on this uh document um it was it was it they came at um I guess a a loss and difficulty for the
building and central leadership team to put people on there or roles on there. Um but that would that would certainly be our hope that we're able to reinstate. Thank you. And my last point is to uh thank the leadership team and the mayor
because I do believe that the mayor is doing the best that he can at this moment in time. So I I really do believe that and and and appreciate that. >> Thank you, Mayor Vice Chair. >> Thank you, Mr. Mayor. And I I do want to
thank the team for getting to where we are today. We're not done. I we all agree with that that this is not over. Um once we get hopefully that state money, we'll be able to understand where the boat's sailing. But here's the
thing, the I got wind of something that happened in one of our grammar schools where someone created a stir. I need everyone to understand that this budget is not done until July 1st.
And for certain people in our school district to continue to create hysteria and give their own narrative, especially when he or she is on their way out,
should not be something that is acceptable. And I I'm sorry this the the hysteria that was created again over the last few years with teachers being pulled into rooms and saying, "Oh, you're probably going
to be pink slipped and oh, you're on the chopping block." before a list is even provided or the final names are provided is just unacceptable. And so I say to the union and I say to you guys, I'm only taking the word from you and I would hope that
our teachers and administrators would as well that it comes from your office or your office and the union representation, not from any of the building folks. Um, and I'm not sure if anyone else got
any wind of that or or calls, but I'm not going to get too much into detail, but it needs to come directly from you, Madam Superintendent. Yes, it absolutely will. We we did communicate with the principles that there are some rules that are singleton and identifiable here
and we didn't think that um in good faith it would it would be um kind of us to have the person discover that if Hyperchants were mentioning it at city council. Um, so if it if it has been communicated and I did um send an email to the staff as well, but if it has been
communicated that your particular role is on the reduction list or um for instance a role within your teaching team or grade level, it it really you really can't make assumptions about whom it will be um because we have a better
sense of the interworkings of the entire district, the needs in the district the lensure and there are some really wild paths that one reduction could take that could impact many people um and so just to to even um try to draw that
conclusion I think would just uh do more harm than good as you had said so we're being very careful in terms of our um names that that will go on our list in terms of the letters that we're obligated to give out um and are are working closely with the union to make
sure that um we're of the same mind in terms of following that protocol. >> And I'm surprised it's still on the list. Clubs and activities across the board. >> Those were stipens, I'm assuming. Correct. >> Those are stipens and they're on the
list because it's a savings that wouldn't necessarily require us to give another RIFF notice to someone. So, um those are very important to us, but it's able for it was a way for us to get down to the allocation
um without impacting a person's full-time role. So, I believe Mr. Goslin offhand in my mind um 52,000 is coming to mind. Um >> the lowest school 52,000 for um high
school is 70. So, combined $122,000. Where's the upper school and all that? >> What's that? >> Where's the upper school and all that? You said lower the grammars. Grammar schools is 13 per building. >> Okay. >> High school 70. >> And that was to cover a position. So
more than likely that's next on the list to come back. >> Definitely if not completely at least, you know, make sure that we get everything we absolutely need. >> Okay. >> Like there are certain things at the high school that have to happen, class advisor, things like that. Uh there might be some things that don't get
used. >> A lot of these clubs are self-sufficient, aren't they? Aren't they like running on their own? >> They're not pay for player. This is this is student council. Um things like that >> that we can't get rid of, isn't student
council like student council is like you have to have student leadership. So I I hate to say that. Does that not fall on like an associate principal at that point? I think once everything comes back in and we know where everything flushes out.
>> Yeah, >> we'll figure out how to tackle that if we need to. Maybe it goes right back in, you know, but >> we'll need to see how much money we have. I mean, is do we need a math teacher? Do we need student council, >> you know? I mean, it's a tough decision to make. Neither one of them is a good one.
>> Ask the great Alliance Tech. They just added another one. I think it's safe to assume assume for the students who are out there who really love and enjoy these activities are interested in building their experiences. They should be assuming and I think the staff should too that these
structures will be in place next year as well until informed otherwise. Um you know once we have a better sense of the exact um allocation that we'll be getting from the state then we'll be able to see are there a few clubs that I can shift into grants or not. But for
now, that um helps us not disturb another staff member just by having it on the list temporarily. I'll say >> I'm all set. Thank you. >> Just just one more time, would you please share um the one-time cost that
the mayor is good enough to uh recommend for us? Can you hear me? >> No. >> Can you hear me now? No. Okay. What um are we getting for one-time costs from Mayor Bogard? What's the total >> uh unemployment? >> Yeah,
>> unemployment was $250,000 that I was able to back out. Um tuition and the transportation for um >> students who are aging out was approximately 1.75.
>> So, the two of those add up to about $2 million. >> Wow. And then um during budget time they found there some additional money and they increased uh 139 by $300,000. So now it's 14297
if I remember correctly. Oh 114 297. >> I know you meant that. Yeah. Okay. Thank you. >> You're welcome. >> Okay. Going in the right direction, but thank you. >> Any other questions or comments? >> Next,
>> Mr. Mayor. >> Yeah. >> Sorry. Um I I know we had this conversation individually, but just um for the rest of us, can you take us through the process of handing out um pink slips rift and so that I know there was concerns last year about you know
people getting them the middle of the day and then you know having to deal with a class afterwards. Is there any possibility because I know there's implications um but is there any possibility of trying to do those at the end of the day or you know since we have to work with
these June 1st June 15th days? >> Yes. Well, we'll try to do them at the end of the day and create um the least amount of disruption um possible. Um we're also trying to um be ahead of
those dates to be fair um to staff members. Um and so we're we're working trying to work uh quickly but also accurately as we're doing that. But yes, absolutely I hear your concern. >> Thank you very much.
>> Next on the agenda, we have a discussion regarding the superintendent search. I'll pass it off to me. My intent in asking for this to be on the agenda is that we could just get started and decide when we wanted to get started. I'm happy to see the contract
is ready to roll, Mr. Goslin. So, we could defer any conversation till then. >> That's correct. The uh contract's ready to go. Just need you guys to approve that we can move forward with that and we will. Um, I will do my best. If you guys can start the search before June
30th, I'll vote a good portion of that um, purchase order on FY 26. Prevent it the majority of it from going on FY27, but since majority of it's going to be done in FY27, it's definitely going to be a good chunk there. >> Okay.
>> So, but as long as you approve that, we can move forward ASAP. >> Thank you. Any other discussion, vice chair? >> I guess I'll wait for the contract. I'll ask for the I'll have save it for the contract. >> Next on the agenda, we have a discussion
on enrollment forecast and potential redistricting building use. Uh this is the request of member Donovan and member So. Well, first I um I think this has been a topic that has been discussed. Um vice
chair de Zaglio has been talking how many how many years we talked about this? >> Probably six to >> brought it up, right? So, um, in watching the events in our, um, communities all across the country and sharing the misery of what's
happening as enrollments drop across the country and that creates a firestorm of um, funding issues. Um, I started doing some research and which I thought I'd share
with you. So, you all have a copy of the New York Times article about what's going on nationally. You have a copy of um a really interesting art article from the Massachusetts Budget and Policy Center with some real specific
information uh focusing on gateway cities. And then I pulled a whole bunch of um graphics showing our enrollment for the last 10 years. Uh I am no data scientist
but I I know I I work here with much more um people who are can anal um analyze a little bit better but I I think it speaks the numbers which show like a 9% decrease over the last 10
years um in our enrollment a significant decrease in kindergarten enrollment. I think it's time for us to have a formal, strategic, and purposeful approach to figure out what are we going to do. And
um I'm thinking we've talked about redistricting. We've talked about best use of space in our buildings, but I do believe as painful as it may be, it's time to work together to figure out the best ways to
um address what appears to be a national ongoing issue. The New York Times article called what's been going on, I especially this year, the tip of the iceberg in terms of falling student enrollment and everything that comes with it.
Um, I look to my colleagues here for some direction. How do we want Do we want to do this? Should we be hiring? I believe we should. I think we need an expert to come in and talk to us about, you know, and have them look at our building spaces.
Um, talk about the best way if we do redistrict, if we do reorganize our schools. Right now we're comprehensive grammar schools for a reason because to address the inequities in our district
and to provide the safest most upto-date buildings for our students. It's been what was that? It's been about what 25 30 years I think since the CGS came online. So you know as and we talked about it ad nauseium in some of our
subcommittee meetings. Um, but after doing more research, it seems like we are truly on a path with just almost every other community in Massachusetts and it's a problem across the country.
We are dealing with dropping enrollments for a number of reasons that we don't have to get into here, but what are we going to do about it? So, um, I certainly would want to hear Mr. Royce didn't we didn't even realize we were doing this. >> No. And the only one of the reasons I had asked for it to be put on is because
um there's a subcommittee for redistricting and I I don't know where that's at. I I don't think with all the budget and things and everything else going on that you haven't had a chance to even organize that.
But um that was the only reason why I put it on there. I was just wondering which way we were going to go. like you just said, there's different different things to look into. >> Yeah, I would I'm not sure who's on the subcommittee, but I would ask that we
start moving forward. I mean, we're almost through this budget, I hope, but I think it has to be something that has to be on the radar as and because I don't think things will change. And if you look at the numbers, it's so interesting. If you look at the
school by school, grade bygrade numbers, it's it's just so interesting how there are bubbles that we have to fall bubbles of, you know, large classes. But it's pretty it tells quite an interesting story about how our numbers
are declining. Um could all change maybe when we have our next national elections and some policies change. We don't know. But I do think we need some very formal professional guidance on what to do
building wise and then if we are going to redistrict because that's a long process, very emotional process. I think it's probably time. Um I look to you know the vice chair, mayor and the mayor like how can we get this going now
if if the board if the body agrees like how can we start moving forward? >> Mr. Mayor may just uh directly respond to that uh subcommittee comments really quickly. >> Yes. >> Uh thank you. Um, so, uh, obviously I
was sworn in late February into March and, um, recently learned that I am by default by last name the chair of the redistricting subcommittee. >> I didn't know that. >> Yeah, I I I didn't know that until recently.
>> I didn't know it either. Um so there was also of some mixup around who was on the redistricting subcommittee but it is myself um our chair and the vice chair that is on that redistricting subcommittee. Um I think the so more
than happy to do that work in this kind of focus group in terms of the subcommittee um with in the hopes that the administration joins us. Of course, the first question that I believe that we need to ask ourselves as a body is do we want this conversation to be a full
committee um put on the agenda um have a rolling conversation which in in my own opinion seems to kind of be a little uh slow um but again important because it's an emotional process as you just mentioned or do we want it to be a
subcommittee focused >> um discussion at first bring updates every meeting um in terms of how to move forward. Um I think that's the first question that we have to answer is is this a full committee discussion at all times or do we want to continue with the redistricting subcommittee and I'm more
than happy to get that going and drive that initiative. Um now that I understand that I am the chair of that that committee by default. >> I I just want to add thank you member bias. I think a few weeks ago I I think I brought it
>> to the attention of the committee that I think this needs to be a fullblown public discussion so no one can say oh my god I never heard about this and two we already have quorum I think in the aspect of talking about it and I think
your opinion is just as more valued than mine versus member Bayz or member Dunovan's and that it's not really being vocalized in a subcommittee. So, and member Keegan, you probably have again being a parent and having kids in the
district too. You know, I I would need all bodies, I think, here need to be at this table for this discussion as one voice and show both the pros and cons. We have the administration here. We can have principles here. We could have
parents here. It's recorded. and it's an open dialogue. I think that's probably the best direction to have this as an ongoing discussion. If we want to have agenda items for the topic itself and put a time limit to where we sit on this
topic, sure. Or could it be part of workshops instead of our business meeting? And we could have some side conversations too that could be a subcommittee sponsored um uh engagement.
But I do think as a body we should show the data. We should have the lines uh in a on a map shown to us too. And maybe two or three scenarios going into the 28 school year where we can potentially
transition a grade to one location, transition a grade to two locations, whichever it is, and domino effect it. And we also will have a new superintendent hopefully by or or or established superintendent, excuse me, by school
year 28 as well, which may bring some fact. That could be also part of the criteria too is someone that has redistricted and realigned schools too. That could be part of our requirement for this person. So, um,
I'm one voice here, but one that I think needs to be said to all of us that we're all part of this and we all need to be at the table. I'll I'll stop there. Thank you. >> I just want to emphasize some points.
Um, this body itself will never alter uh the national agenda until there is another election. So, why bring it up? Um, the trend lines are exactly what I said. Regardless of your political persuasion, that's where the trend lines
are going. I think the fact that we need to have an outside professional firm study what's happening and then make formal recommendations to us. What I would advise this body similar to what they do with the gerrymandering that had
worked in the past but not working now is that it's whatever the package the final package of recommendations and we can have the professional firm. We can conduct public hearings. We can do outreach and surveys. Whatever that
final package of recommendations would be strictly our up and down vote. What I witnessed when I was part of redistricting was similar to Stalingrad of trench warfare. People were fighting
street by street to be applied to one school versus another. I'm not going to go through that process again. If it's brought to our attention in terms of a racial disparity that needs to be corrected, I'm 100% in favor of
correcting that. That's the mission of why we received the funding for the grammar schools to begin with was to deal with racial disparity. Okay. Secondly, it should be a professionally done uh s um analysis and I agree with
member Dunovan on that. I think there should be input from the community in hearings and discussions. I'm in favor of that. But the final package of recommendations to take away from the politics, it should be a formal up and
down vote. If we start to uh dabble in the weeds and engage in trench warfare, it's going to be a rehashing of what happened in the past. You're going to have dissatisfied portion of the population. Okay? And it's going to be street by
street of we're going to have calls and then we're going to be advocating for realignment of streets to uh schools. Now I potentially can envision if we really go continue of right now is a a 9% reduction in the last uh 10 years. If
we continue to experience that, one of our grammar schools maybe could be converted into a regional special education center and we derive some revenue to save jobs. Um because if um
the revenue at the state level suddenly declines, I I think we're up a certain creek without a paddle. We have to start exploring revenue generating opportunities locally. Um, and some type of, you know, regional collaborative
might be one of maybe CGS if that's a low population center, but I'm not an expert. I can't envision making that final decision without outside experts helping us. So, that would be my advice on that. Thank you.
And and before I ask the administration what their thoughts are on because none of us have had that question yet, I I think it's time to retire K through 8, the grammar schools. It's time to retire it. We're seeing the declining numbers. You're seeing the schools broken up into
fours. You can easily break the city in half and see where the disparacy falls between the two. But you could also see where the cost savings falls. Not less positions, but collaborative positions. Could specials be summoned between 8, 9,
10, 11, and 12? Could could um special ed be partnered like you just said, a day school? Could we use uh specialist and or other um extracurricular activities? I mean, we already have seventh and eighth graders doing sports with our high schools students. How
amazing would that be if we could have seventh and eighth centered in one location with our high schools? Now I'm not an expert but I am in the industry of merging and acquisitions. It's very different than a school department, don't get me wrong. But when you look at
a population decrease and a lot of it was because of COVID and we can say, you know, a lot of kids went to charter or private schools because, you know, schools were shut down and the remote learning. We need to look at when they start
coming back. What's the right model? And and I don't think the model that we're in right now is working. You might not. But the boom is about to happen. It was the COVID boom. You know, kids are turning five, six years old
now. But but where I'm getting at is I I just think the K through8 model is is kind of retired. And um I want to yield some of my time to the the superintendent here. What their thoughts are on this. And is it time? I mean,
both of you have been in this district your your whole most of your career andor involved in the district for majority of your life. So, I'll pause. >> I'll go first. Uh I I think I think it's
worth looking at um the idea of redistricting. I do think it's there's so much research and so many different ways to go about it that I would I would say that if if the idea is that we're going to spend next year
whether it's standing agenda items or special meetings really discussing and planning in order to have something done for the following school year whether that's a slow transition or however it looks who we're grandfathering in um and
accounting next year for all the the viewpoints of our stakeholders and really being wise about it. I I would think it would be best to hit the ground running in the fall. And so if the desire is to um bring a consultant on board, which I am behind, I I think it's
really interesting work, I'd love to spend a lot of time doing it, but I do think that would be a a job into itself. I'd love to hear how other people uh other districts have done it, what's gone well, and what are things to be aware of. I think that I would encourage
you to to maybe um look to to settle on that person and to contract with them as soon as possible so in the fall we can just begin rather than spending a few months selecting and now it's winter and now we're behind and now our timeline is set back. Um
so I I would like to also take the time to to do a little bit more research myself um before I weigh in formally on how I feel about a KA model. I do see the benefits of K8. I see the benefits of
um uh an upper school in in one building. Um but at the same time, I see the challenges of both as well. Um and so I don't know if it has to be one or the other or something in between. Um but I think everything's on the table. Um and that's why we would maybe need
that third party to help guide the conversation, at least keep us moving. >> Mr. I >> I'll agree with everything Lisa just said. Um I you you absolutely need an expert to come in and because I mean
what do we what do we know? I mean we all have our opinions but um we need somebody who's done it before who knows the pros and cons, knows the cost savings, understands the bus route. Like somebody who's done it before. You absolutely need an expert to come in.
But I just listen to them. I feel like meth is really famous for calling in the experts and then saying ah you don't know you know so I would definitely bring an expert but then I would absolutely listen to them. So that's that's my advice
>> and oh sorry go ahead >> that's okay. Um I think it's important to have the committee though so that you can come up with several consultants that you're looking like I think that I I don't think any of this should fall on the administration right now. I think they just have a lot a lot going on. But
I think the committee is still important to have even if we do it as a group at our workshops or on the agenda. >> Is this something we need an RFP for? And if so, um can we have that done before the end of June? Um so that we
can select someone by August. So, that could happen. Here's another thing, too. There also needs to be a funding source for that type of service, and free cash is frozen on July 1. And um we're going to have this conversation a little later with what I'm going to
have to ask the city council to take from free cash on the 8th of June. We need to pump the brakes big time on those draw downs. Uh so, uh this is something that it's not in the budget.
uh we probably wouldn't be able to contract with somebody until sometime in 2027 just given the fact that we don't have a funding source for it. >> May I recommend that we still put out an RFP? >> Yeah.
>> To kind of get that going. you you're gonna you're going to see that it's going to be a process very similar to the superintendent >> superendent search >> where you're you're going to ask people to come and see what what can you what can you give us or what can you provide us and then you're going to have to score based on what you want you know
it's going to be a process it's not going to be done by the end of June by any stretch um but that should be started over the summer and >> and finished in the fall so then you can start looking for funding sources and you know whatnot >> and additional things and I agree with you and I also think we may also have a
a prime candidate already. Zil was questioned if you recall during that conversation when we had the search I had brought up, have you done this stuff, this type of operational audits before? And they said yes. So I'm not saying they are the candidate, but I
know we're currently contracting with them and and they would be in the know of what kind of what we're looking for. I'm not again putting my horse before the stall kind of thing. But you know what I do want to say is if we can get the RFP kicked off, mayor
through you and your team, um I think we might be able to get some grant funding from the state. I have already itched the air of our senator and a few of our state reps about some of the ideas that are coming on about redistricting and there is grant funding
that we potentially could tap into midyear or at least into the next budget cycle. So, um for a full anticipated funded source that could come from that. So, um I'm not sure who we need to go to to
kick off the RFP. Um, but maybe we'll talk offline. >> I'll see if I can reach out to another school system who's done a similar one and uh see if we can't uh borrow their boiler plate and then make it our own. >> Perfect. >> So, I'll have someone reach out this week uh next week and see if they can't
find some. I I feel like North Andover just hired somebody recently, but >> And over to you. All right. Thank you. >> Any other discussion? If not, we'll move on to the discussion on establishing and reviewing emergency protocols. This is a
request from member Wlette. >> Thank you, Mr. Chairman. So, obviously, as was highlighted in the public participation letter, we had an incident at the Timn School. I think it's equivalent to what happened with the
boiler situation and a dead of winter at the Marsh school. I think we need to establish some type of protocol and it would probably involve uh maybe the mayor's office and also emergency
management and maybe the outside nurse is if we have a situation and again mechanical items will happen um but if we have a situation similar to what occurred at the Tim during a
heatwave 90 plus degrees where I received reports of kids uh either fainting or had to be rushed to the nurse's office with ice packs and it
was similar to a triage situation. I I think we need to at least some type of protocol established in terms of saying what happened with the marsh common sensically.
We shut down for a day. We got a special dispensation from the state and we said okay one day or whatever. If we had an emergency situation like that, um if we are sequestering the kids and not doing
academics that day, I think that was the most paramount concern I had was the safety of the the kids. I think there was some type of breakdown at that school and I can't pinpoint it. Um, I'd
like to have a definitely a follow-up report of how many kids went to the nurs's office and uh if the teachers want to voluntarily, confidentially send me reports, I'll take that. But I think
there has to be some type of protocol uh some type of level of common sense that when you have a a heat wave, I'm not talking about a 60 70 degree day when the AC is out, but when it's like 90 plus degrees and you're talking
grandma kids and you have these reports that have been given to us by parents, I think as a system, I think we have to take a deep look and and do a deep examination and have some type of uh protocol and that could be notifying
uh the school committee and the mayor. Um maybe activating the emergency management and having the outside uh nurse be assigned uh if it needs to have the kids outside and uh extra uh patrol
cars. Uh there has to be some type of approach on this. Um similar to I would say the the boiler being uh broken down. You would never send a kid to a school in the dead of winter in a freezing building because of a a boiler broke
down. The uh converse of that would be 90 plus degree heatwave when you have the AC unit breaking down um and you're either reallocating students at times or sending out an email at the last second
or doing late notifications or doing a peacemeal fashion. Again, mistakes will happen. We all make mistakes but I think it we have to learn from this uh going forward but we have to shore up a process and I would encourage that.
Thank you >> vice chair. >> Can I hear from the experts other than an email that I got from a former member that apparently gets more calls than any of us and and I'm sorry
>> I can only speak to the repairs. Um, I'm not privy to what happened in the hallways there. I know that, uh, we were working on preventative maintenance so we could get it up and running. Um, there were leaks. We called in somebody, emergency, come in and fix it. Had to
drain the whole system, fix it. Took a whole day to fill it back up. Soon as we filled it back up, there were four, well, there's actually eight valves that need to be replaced to the tune of $22,000. So, we had them come in over the weekend
on and do those. It's up and running. It's cold air. Um, it was addressed as fast as possible. I don't know what the protocol is when the nurse calls home what the I can only speak to the repairs. I don't know if you spoke
to the school. >> I'll speak to that part. So, um >> I mean, was it a mass casualty event? because that's what sounds like now based off of >> I will say it it was different than the marsh event in that the timing of it made it a no-brainer at the marsh in the
situation the our facilities department was trying to get ahead uh and was performing the pre the preventative maintenance so the system would run even better than it already was. The problem was once they reined the
>> cooling tower and and thought they would fill it with coolant, flip the switch, were good to go. So whereas it was warm in the morning, they thought it would be cool an hour or so later when they flipped the switch and nothing happened, then they had to go in and start to
change and figure out and assess what the problem was. So the expectation was that it it would be up and running that day. Um, and so Mr. Reeve let me know that it was um it was warm in the building um but that our facilities
department was working on it. We had made these fantastic um improvements to it. It was a matter of time before we could get it up and running. One thing led to another and it unveiled more and more problems which required additional maintenance. So at that point I did
indicate to Mr. Reeve that it was um optimal. I was in actually a policy subcommittee meeting at that time. If you recall, I stepped out. Um, but I said that it was optimal to allow parents the opportunity to come and pick up their child because at that point we're in the middle of bus runs where if
we were were going to do a formal early release, we we are up against the high school bus times and then interrupting the um the other times the day. So, that really wasn't an option at that point. So, he did communicate via um the
infinite campus. Only one parent called my office. Um her her child had been one that had been um sent home for not feeling well. Um and she hadn't received the communication. She was looking for a talking points because it was a
lengthier message. The principal had opted to use the infinite campus. So, um just like uh there was another parent event or family event in CGS that evening. um that had to be cancelled due to the the heat. Um we did the same at
the Timn as well and then provided updates in subsequent days. Um and so um fortunately we're able over the weekend to get those parts in into um the system is up and running. I did go to the Tim the following day, went through the
classrooms with Mr. Reeve with the temperature gauge. um noted that some um teachers had the windows and fans positioned in a way that it made uh a noticeable difference in the room and according to the gauge um and so we um we asked the custodians to help arrange
that for teachers. Um I just wanted to point out we do have some emergency binders for schools um that should be revisited every year. I believe it was one of Dr. Kang's goals a couple of years ago. I I will say it needs to be updated because there there are there's
no language for circumstances like the one um that we didn't anticipate um where it is the opportunity for parents to come and pick up their students. There's language for what would happen. It's a if it's a formal early release like a blizzard kicks up
that we weren't expecting which has happened in the past. Um but I think that's a great idea. Something that we had been planning on on revisiting as well. Um, but I agree the communication is key. Um, and I will say in our other buildings, we certainly have rooms that
are warm um to the degree where it's not comfortable for staff or students. The difference is in those circumstances, there are some cool spaces in the building to find relief whether it's cafeteria or the auditorium. And in this instance, there was no areas with relief
that day due to the circumstances that I explained. So certainly um not um acceptable by any means for students to be um feeling uncomfortable or ill and staff members of the of the same regard.
Um I know that Mr. Reeve and Miss Bozac who oversees the nurses um did follow up with them as well. Um we can certainly um work on streamlining our messaging. Messages were going out in all different ways. I think people were trying to react. Um and then u mystery was trying
to to calibrate the message. So um concerns echoed and heard loud and clear and we'll work on um streamlining those procedures moving forward. >> The last thing I would say is I mean there's 1300 students there. I don't
know how midday you could release them all unless there's an emergency alert that would go out. So if maybe transition them to the high school, I I don't know what that would have been, but it seems like you guys did as much as possible to make sure kids and staff
were safe. If it was unbearable, I would assumed we would have had like an emergency alert. Correct. >> Yes, we could have gone with with the phone call um if we if we felt as if it were rising to that level. um when when
students were feeling and I will get the the numbers for you for the nurse visits member willlet um but when student students weren't feeling um well or some were being to feel um nausea or just general discomfort it's it's one thing to feel the heat but then to sit in the
room with a lot of other people um for the for the day I understand why it gets to be feeling uncomfortable it's late in the day and it would have been difficult um to get the buses going had we been able to and we felt it rose to that need earlier in the day, we could have done the robocall and
certainly um >> I just >> gone through that procedure. >> One of a clarification, >> was this a multi-day event? >> Is this this involved more than one day that the breakdown the repair the restoration of the temperature to an
adequate amount? >> The the one day the one day was notable of high temperatures. The subsequent day was warm. >> It's a multi-day event. This occurred over multiple days. >> This the >> event. >> Yes. >> Okay. The second
>> I just want to clarify that. >> Okay. I just wanted to point out the second day was uncomfortable. Not to the degree of the first. Um cuz fortunately we had >> the forecast on our side. So there there it was not 90 degrees on that second day which helped greatly. Thank goodness for
that. Um but we did take the forecast into account. bias. >> Thank you. Um so just to be clear uh to point out I did receive communication from parents about um some uh about this
event um of hot temperature. Um my question well more like statement after that explanation sounds like that there was a repair there was a expectation that the the the liquid would cool and
and and everything would be fine. So to me it sounds like there was a miscalculation of what was going to happen and therefore uh we didn't anticipate what was going to happen because there was that miscalculation of the cooling in the AC
unit. Um so again like remember Wlette said mistakes happen. Um, but I mean to say in terms of unanticipated, right, it was to me based on what was said, it
sounds like a miscalculation that then created an unexpected event. Um, but again, mistakes happen. Move move move forward. Um, but I'm glad that we have on our agenda a contract for communications and and PR to see if we
can make sure we can streamline communication to parents and notifications and and see how we can train our our staff on that. Um, but I just wanted to to let that be known for the record. Thank you. >> Just to recap very quickly and I I appreciate what what's going to happen
because we're going to have a comprehensive report. I I think what you emphasized too was that there there's a special dimension to the Timothy school as opposed to the other schools in terms of the Tim school is uh if they have an
issue right you really don't have a backup area or did this cover the entire school so with that case that was a a systemic event too. So this wasn't just partial. So that was another thing I want to have
emphasized is that this covered multiple days. Member Bayas is correct. there was a miscalculation and the dimension of the that school, right, encompassed the entire campus as opposed to maybe you could have the kids
sequestered in the cafeteria or you could have the kids outside or in the gym and just do away with academics that day because there's an emergency protocol. That was the biggest concern I had. It was this multiple days. It
impacted the entire campus. So that's why I need a comprehensive report on this. And I also want to have the details of how many visits there were to the nurse's office. And again, you know, I don't want to uh mischaracterize this
as a mass casualty event. I never said that. But there definitely was a triage event. and whether we want to dismiss it or not, we have to as a school committee address these type of situations. We've been doing it for the last three years.
So, I'm not going to brush it under the the rug. And I encourage anyone confidentially to want to reach out to me. And I also want to have um people reach out to the superintendent's office to be on record is that I I had
difficulty that day. My student came home. Let's just try to address the situation. I I don't want this adversarial thing. I think there was a lack of communication at some part. I think there was a conflict in communication. You want to upgrade the
emergency protocols. I think that's a good healthy part of this conversation, too. Thank you. >> Any other comments, questions? All right. Uh if not and next on the agenda we have the 2026 2027 school
choice vote. Uh this is something that the committee had uh previously acted on but I think in terms of effort to try to get it right process. Is that correct? >> Yes. We need to have the um the school
choice vote following the school choice hearing. And in previous years, the school choice vote had followed the budget hearing um which I think qualified it there. Um but it didn't fall on that day this year. So just to follow protocol, we'd like to do it the
right way. Um and I did receive um the survey which is much like a Google form from the state um where I need to submit um the vote of the committee um by June 1st. So with that, I'll entertain a motion in
a second to approve school choice for 2026 the upcoming school year. >> So moved. >> Second. >> Motion from member Bayz. The second is from member Sice. >> So Mr. Mr. Chairman
>> just a clarification. The superintendent is advising us not to enter into school choice. So you are doing a motion to approve school choice. So a negative uh vote
would be not to entertain into school choice. Is that correct? Okay. We're going to take that approach. >> Yes. >> Okay. >> Yeah. >> And that's in keeping with the memo. >> So yes would be for school choice. No would be to no school choice. Okay. >> Thank you.
>> Discussion member. Um I think given our enrollment numbers that are declining and um the fact that we need income
I I would say open it up in kindergarten or first grade 10 slots and let's see how it works and if it doesn't work we can always say no next year but you know 10 slots gives us a parah or it
gives us the activities for the elementary schools. So, um I think we need to try and it's the only thing we can do to try to bring income into the city. So, I'm a yes. >> I was actually rethinking this where we
were revoting again. Um, my only reason this year to vote against it is because I believe we've missed some timelines and it would be um a burden on the administration right now to try to get this set up for
September. Um, but I definitely am going to entertain it for next year. Thank you. >> Other questions, discussion? >> Done. >> Nope. I'm getting ready to take a vote. >> Okay, sounds good. I will take a roll call vote.
>> Okay, >> so just to reiterate, a no vote means >> against >> is against school choice because we kind of went down a wrong road last time. >> Yes. >> Okay. So, Vice Chair Daglio,
>> yeah. >> Is that a no? >> No to school choice. >> No to school choice. Okay. >> I just couldn't hear you. >> Yeah. >> Uh Donovan Grassi, >> no. >> Member Bayz, >> yes. >> Member Keegan, >> yes.
>> Uh McCarthy So, >> no. >> Member Wlette, >> no. >> And Mayor Bogard, >> yes. >> So, okay. >> Bes, >> right. >> Um, so next on the agenda, we have the constellations resolution,
uh, proposed by member Bayz. Uh we need a motion and a second to approve. >> So move to second. >> Motions from member Keegan, seconds for member sus. Uh I'll open it up for discussion and invite member Bayz to speak. Um I will say just for the sake
of clarity this is uh largely symbolic by way of uh you know what what's in front of us where um obviously the city council would ultimately make decision. Um but with
that I'll invite member Bayas to speak. >> Thank you Mr. Mayor and um that clarification of course. Uh at the end of the day, the funding is at the will of the city council as it is um written in the resolution. Um a couple of
things. First and foremost, this resolution isn't a vote to approve a pathways or special education um programming. because it is programming and this is to the general public because it is programming. I am under
the understanding um that this isn't something in uh this isn't something in a formal vote for the school committee. Um rather it is just implemented and understood by the administration. Um so this resolution is stating uh consensus
depending on the on how my colleagues vote here tonight. um a consensus that we support such a program contingent upon the uh allocation of funds from the city council. Secondly, I'd like to um
point out that any procurement of a special educa for a special education as confirmed by the attorney general from the IG's office, inspector general, um um has told us that we that this type of
funding um and procurement is exempt from 30B. So, it'd be something that um we could move forward in terms of getting that funding before July 1st, noting that free cash is frozen on July 1st. Um the other last thing that I
wanted to mention before opening it up to the administration, and I know that uh assistant superintendent of student services isn't here to answer questions um today regarding some uh due diligence that needs to be done. Um perhaps those
questions could still be aired and and see what comes out. But is the fact that the community is asking for solutions. The community needs structural reform. And we're in a moment in time where we
seem to have a municipal government and school committee, city council that is willing to invest in education in the best form that they can. that we have a municipal government that understands that this is the type of expenditure
that free cash is best suited for. It's an investment. Uh we're investing in our district. We're investing in our people. We're investing in the future in terms of special education needs, the market demands, um the population of our
students. I think that based on conversations that we've had in the past, this is something that that is supported. Um, but we'll see at the will of both the school committee and the city council, I am behind this. Um, and I I encourage my colleagues to vote with
me on a yes supporting this and asking the city council for these funds. Thank you. >> Other discussion? Yeah, I I do think this is a great idea. I want to be clear about that. I did had some questions last week. Um,
one was, do we know of any other community that has done some I mean, let me back up. I do believe our community would be appreciative of this. I do believe we have a responsibility to our community to make sure
we're getting the best the best. Um, this has a feel to me of walking into a car dealership and saying, "Give me a pri, you know, I want that car." Have we and then agreeing to the price without a little back and forth.
Um, that just makes me a little uncomfortable. Um, I asked last week, is there a similar community that has used this that we could call, we could talk about? I didn't get an answer to that. And I know Miss Bozac is on a well-deserved, she's not here tonight.
Um, so that kind of worries me. Um, you know, we're bringing in 13 um, oh, behavior technicians. I'm told that's the best we could do. I just want to make sure we have the correct supervision for these people
coming in because we know in the past sometimes working with contract workers, it's it's a little bit different the supervision and holding everyone accountable. So, I just worry about that. It's a great idea, but are we doing everything to make sure we're
getting the best deal? And I don't I don't have an answer to that. I don't have the expertise. Um, and that's where I stand. It just makes me a little uneasy. I would feel a little bit better if and I know this is symbolic and I appreciate there's a lot of hope in this
but we need to understand when people leave our district for out of district placements uh I don't it'll be a while before we see any return a while because most people leave for out of district placements because they're not happy with what's going on in the what's
they're just not happy with what's being offered it's never a like a um a sad had goodbye. I think I've been involved in a lot of these situations. So, I want us to be aware of that. It's not a quick fix. I would feel better if we had some
specific accountability that we could say to our colleagues on the city council, here are some specific goals around this plan, like some smart goals. We're asking for a whole lot of money.
I want to make sure that along with this good deal, we're getting the best the best deal. And I I I feel badly I don't have an answer tonight from Miss Bozac about that. Um you know what, you may have a
lot more information. We haven't spoken recently about this. If um I think it's important that the superintendent weighs in because it'll be her head on a platter if things go sideways. And that was a terrible image. Sorry. I hope not too. I'm sorry about that. Um, no, I I I
I hear I hear um from your comments that you're you're wanting to make sure that we're making responsible choices and recommendations that will truly benefit the city. Um, and I think I said last meeting it's a what did I say calculated risk or reasonable risk or something to
that degree. Um, I think I think that would be a fruitful exercise for the committee to to put together like specifically what we would hope to get out of this even if it's not a a measurable mark by this year this this
amount of money but um we have ideas for where this could lead but I think with anything else unless we're clear in articulating that time gets away and then our timeline is pushed out. So, um, even if it's something that's a common understanding, when we bring it to the
council, that might be a smart idea of in this year and this year, um, we would expect to see X, Y, and Z because I do think it will it will take some time in order to, um, to find the gain financially. Um, but I I from what I've
heard of constellations and I feel more comfortable um with them because we do have some of their staff in our schools right now. Um, that there there does seem to be a a marked difference between staff coming from constellations as opposed to other agencies. Um, and I
know the concerns that you're talking about, we haven't seen it with those staff members. Um and then we had uh the I'd call it like a pilot experience this year where the program assistants moved through the professional development uh in various rooms um which I think was
beneficial um from all parties. So I do I do understand um wanting to to be sure that everyone's aware of the expectations. I think that's smart. Um, and we are we are putting a certain level of trust in constellations and
their package that they're suggesting as being optimal. Um, because like you said, um, they're positing that they're the experts in the area and we're in need of the service. Um, so I I think it is in some ways a leap. Um, but it could
it could lead to some really wonderful things as well. So, may I So, what do what would you recommend? I mean, when our colleagues on city council, boy, we're asking for a lot. This is a lot of money. What would this be? And I know we have a
way to go before it gets to them, right? A couple weeks. Am I right, Mayor? >> So, the next meeting would be on. >> We'll be busy celebrating our new teachers here, our our outstanding teachers that day. Um, I just really
wonder what we could put in place to say. I mean, obviously the contract we have to worry about. I'd want something specific like if people don't show up, they don't get paid, which had been an issue, not with constellations, but sometimes with contract workers. Um, we
expect something at the end of this year. We begin the process to look at what it takes to create whether it's a day school, the licensing, the the where we put where we would put it, how you know things like that because with that
kind of money, our citizens, our res, you know, our students, our staff deserve to have we need to be working towards something and I just don't want it to fall off the cliff, especially when we're in such a financial bind. I believe in it. I trust our
administration, but I think if we don't have an endgame, it won't mean anything. And then what? So, thank you. >> Quickly before we go further, it's 8:54. Um, we need a motion and a second to go past 9:00. >> So moved. >> Second.
>> Motions from member Keegan, seconds from the vice chair. All those in favor? >> Opposed? All right, we'll go past nine. Member Bayz, >> thank you. Um, so I just would like it to be known um that our amazing
assistant superintendent Bozac did present to us um a presentation where she outlined phases of um the plan of implementation and goals for first and second year specifically knowing that there are different um factors going
into further than that in terms of redistricting for example which was considered in in that plan. Um, I'd also like it to be known as uh the acting superintendent and um member Dunovven said that constellations has been in in
our schools which with great data by the way um amazing data that even I was blown away and I don't have the packet with me right now but um this isn't something that was just first of all came out of nowhere. This was a
plan that was originally set in motion last year um and has been talked about with other members of the school committee before my time that have been advocating for this. This isn't an idea that even I came up with for example. Um it has been talked about before. It was
a plan that was created last year um with uh in in consultation with the assistant superintendent. I trust um the administration and and their implementation plans and and what they brought forward and no I don't think
members of of this committee really came up and said well we need to do this company or that company or this amount of money. It was it was really a a plan that came from our trusted administration that that spans over over a year in terms of of thinking about it or even more than that probably um with
a plan that came to us in in terms of phases and and how that may look like. Um so so yeah, thank you. >> Thank you. Um I have a few uh things to add. Um so
uh first of all as I've stated before um I am completely in support of this notion of identifying areas for structural reform. Um and so of course I'm in favor of the measure uh that
member Bayas has authored. Um it's symbolic of course but nevertheless uh I'm a fan of the idea. Uh I I want to set some expectations though. uh on in a couple of different areas. Um so, first
of all, as I shared with the city council, as I've been kind of beating this drum uh for a long time now, uh we have several different areas of our budget that are budget busters. Uh they
include uh of course the outofd district uh tuitions that we pay for special ed. Uh health insurance is one of the biggest. Um tipping fees for trash. Like these are the areas that
we're really trying to hone in on and uh find some solutions and identify areas for reform. I will say um that in my role as mayor um there are so many different areas that we need to tackle
in terms of structural reforms. I I need to also be realistic and and cognizant of triaging those as well. Um and so right out of the gate uh as I've uh mentioned um previously in public, the
most critical area right now as we sit here at the end of May 2026 that we need major structural reform is the area of employee health insurance. Um, so, uh, just to keep, uh, expectations clear,
when I go before the city council on the 8th of June, I will be asking them right out of the gate for three drawdowns from free cash so that we can end the fiscal year without any deficit uh, issues. So,
right out of the gate, we have uh, $2.5 million roughly that needs to be paid in terms of snow and ice expenditures. uh that's something that we are allowed to maintain a deficit to an extent. However, uh that's uh an area that we need to
close the books on by June 30th and and we have to deal with that every year. Secondly, I've committed, as we all know, uh $2 million to fund one-time expenditures, namely in the context of
special ed uh costs. Uh so that will be an ask to help with the fiscal year 27 um personnel situation in the schools. And then the other thing that at this point the exact amount that we're going
to need to take out of free cash, we're still in the process of calculating this, but again this is becoming an annual occurrence because we're not ultimately dealing with uh these health insurance issues. We have a deficit in
the health insurance trust running at a 110% loss ratio. As I've said to the council, that means that uh for every dollar we take in in premiums, we're putting out a$110 cents in claims. And so uh this is an area that is going to
require major uh reforms and and we're uh well on our way towards uh identifying u solutions for that. uh but again these are the areas that uh we absolutely must prioritize. Now I will
say though um when it comes to this process of uh deciding on say constellations right um although it it is exempt right this this is an area where uh as member Donovan has shared due diligence is our friend just to
ensure that we're identifying the absolute best deal for our schools and so I think you know the key for us is to uh pursue this reform fullbore but do it in a way where we're ensuring that we're we're tackling it the right way as well. So trying to
balance that. Um I think uh also that uh this is a potential opportunity for us to uh collaborate with uh our soontobe new grant uh procurement function that we are in
the process of trying to contract uh for uh that's going to be on the next agenda as well. uh so there are different uh ways that I think we can tackle this. I am 100% in favor we need to pursue this but at the same time I just want to
manage expectations uh and I don't want to speak for the council uh and assume that they would be uh comfortable with um such a massive draw down all at once out of free cash. Uh but it is something
again as Marabay has referenced this is what we ought to be using these one-time funds for to make these investments so that we can get on the road to sustainability. Uh so I'm committed to that. Uh we we will get this done. Uh I
think it's just a matter of getting it right from a timing standpoint. Uh things like that. So I thought I would share uh some of those insights. Um any other discussion? >> Vote. Yeah, let's take a vote. >> Okay. Vice Chair Daglio.
Oh, he left. He'll be back. Okay. Uh, Denny Graassi. Oh, yes. >> Yes. >> Keegan, >> yes. >> Karthy Royce, >> yes. >> Wlette, >> yes. >> And Borard, >> yes. >> Uh, next we have on the agenda the bus
stop traffic violation monitoring system. Um this is uh proposed by member Bayz. This is a policy order approving the establishment of uh such a system.
Uh this is uh an area that um you know we we we've adopted uh state statute on the city level with the council. But this is uh something that is not I don't think reflected in our school committee uh policy. So with that, we'll take a
motion in a second to approve. >> So moved. >> Second. >> Motions for member Keegan, seconds for member Soy. Uh we'll entertain discussion. Member Bayas. >> Thank you, Mr. Mayor. Um so I was reviewing the language in the state stat uh statutes and um came across the fact
that the governing body that needs to approve such a system is the school committee. Um while the city council did pass an ordinance, great. Um the school committee does have to have a formal vote. Um so this is
just mostly procedural. The language in here as you can see is not nothing um extraordinary. It's just affirming the city council's vote of their ordinance. Um, the one thing that I will say is
that in the creation of the city council ordinance, I it was before my time, so I'm not privy to the details in terms of input from the schools, from the administration. Um furthermore um as you construct this RFP I think that there
are important aspects to it in terms of a pilot program in terms of revenue um uh month monthly revenue receiving uh in contrary to quarterly uh expenditures in terms of the camera leases all these different uh education for the public
driver's education like these are different aspects to the RFP that um I would hope um that you and your team are open to input and suggestion and would allow either a representative of the school committee or the administration if they're so amendable to to joining to
giving that input in terms of the RFP and and award contracts um or conditions of the award. Um but yeah, this is mostly procedural in terms of that it needs to happen for it to go into effect, but also would like to know if
you're amendable to having some input in terms of the RFP. >> Absolutely. So, um, legal has wrapped up drafting the RFP with the procurement folks, which is great. However, uh, certainly willing to incorporate, uh, any feedback from this process as well.
Any other discussion? Member Wulette, >> I'm I'm just a little concerned. Uh, and maybe I should be partially to blame because I should have read the chapter law, the session law, uh, 390 on it, but
we have, um, a city solicitor department, and if it was incumbent upon a vote of the school committee at some point, we should have probably been notified to fasttrack this. Um, obviously I'm in favor of an RFP if that
was deemed necessary. Um, I thought we could bypass that, but again I air on a side of caution. I just thought that in the future when we have a session law that maybe applies to us as a school
committee, as a school department, maybe we could maybe get a copy of that um just for the edification of the school committee. And again, I take partial to blame for it. I should have read uh the session law myself. I'm glad member bias caught it. Uh maybe in my 50s. That's an
issue for me. I got get checked out. But I'm just concerned that the school committee should have had the authority a long time ago to take that formal vote. I don't think there's anybody objecting within the community. So I think just for again future
uh protocol, I think that's something that we should look into. Thank you. >> Sure. Um, so just to clarify, uh, typically in order for a municipality to adopt provisions of Massachusetts general law, that does require the city
council to take that formal vote. Perhaps uh there's a provision uh somewhere in this specific uh statute that also requires uh kind of like a parallel approval by the school committee. Um uh I will say uh speaking
about um the question of whether you know it made sense to pursue the RFP route, I uh actually reached out to Jeff Shapiro who is the inspector general of the Commonwealth uh with a question about this um about whether this is
something that uh we could possibly you know engage in contracting with a vendor without needing to go through the procurement process. He stated that although this is relatively new, the legislature only established this statute uh in the past year or so. Um
given the fact that it's relatively novel uh and also uh he stated to me that it's not uh explicitly exempt under 30B. His recommendation is uh out of an abundance of caution as a best practice
was to go to bid for it. Just to clarify. uh vice chair. >> So, I don't know, maybe it's in my 40s that I'm getting old age and forgetting things, too. But
the city council voted on this over a year ago with the police chief tied to it, if I recall, mayor, and it passed with the idea that the RFP was going to happen or at least the contract negotiations were going to happen with
NRT. Mr. Mr. Goslin, did any of that happen? >> Uh, we we met with one group in the mayor's office. I don't I don't know the company's name, but I know that there was another one that came in and there was a contract that was sent uh to us
and um after reading it, I wasn't myself and uh Dr. Quang were not thrilled with the financial language at which point we sent it up to city hall and I know that the um solicitor's office was also going and Maggie were going through the contract looking specifically at the
financial pieces. I believe at some point they determined that maybe we should look at several companies and hence the IRFQ. >> So the uh yeah that's exactly right. to the issue that um came up was there's this pitch that some of these companies
are making that oh there will be absolutely no cost to the municipality. all it can do is generate revenue for you. And that led to some other questions about okay well what happens if hypothetically there are no
violations right which is unlikely however if you were to follow it to its logical conclusion >> um you know h how does that work where okay we're not uh being charged anything for uh this type of service but um beyond that um there there was I know uh
a provision made in the NRT contract that allowed for kind of a catch-all. >> Correct. Correct. Correct. And and I've I've spoken with NRT specifically about this and they they're looking forward to it. The drivers want it. They want it.
Um they don't like it when people pass a school bus. The technology is way better than what they have now. Um so they they they're all on board should the city decide to go that way. >> So the last question I have though is we're going through a third party. NRT
is the company. Couldn't they just pick the company and we're paying for it? I mean, in theory, they're the the supplier. If they outsource that technology to someone else, why would that fall in the city? >> Technically, the I believe the contract
is with us because they're send sending out our bills, our tickets, collecting our money, paying our that's where the the conversation is, not so much of the hardware is on their on their bus. >> So, it's the collection part. >> Yeah. It's more of the collection piece
and the monitoring of it. They have people who I don't know if you've ever seen a >> I saw Danver's uh video of it. >> Yeah, it's pretty impressive. Yeah, it's pretty impressive. They have people who watch this watch it live or pretty much live to make sure it's actually a
violation before they send it to the police, etc., etc. It's it's pretty um impressive product. It's just uh you know devil's in the details you know >> and and the way that the process was sort of unfolding um it was kind of one
of those situations where uh enthusiastic vendors are like here is a contract sign here boy on the dotted line. Uh no need to ask any other questions. I I don't do that. >> I remember uh a police inventory system that we did that on. Do you remember that one?
>> Right. Yeah. Correct. And this is this is uh part of the way we fix that issue in terms of doing things right. >> Yes. >> Um and that's why having input in that RFP process would be would be very optimal. Um because there are some things there that could protect the
schools in the city. And another question and this is for you Mr. Mayor. Is there a commitment or a mechanism for revenue to come back to the schools? So my uh intent uh ultimately is to establish uh some type of a revolving
fund. I would love for the revenue from this to go into uh some type of funding mechanism to help pay for our transportation needs the the NRT contract uh perhaps uh things like that. Um that's my intent.
>> Perfect. Thank you, Mr. Mayor. >> Member will >> I mean it's difficult to gauge. Can but we can we get any sense of a timeline for landing this plane? Uh can we anticipate for the new school year to
have this implemented or we you know what's the sense? >> Yeah, the the goal at this point I think our timeline is reasonably lining up well where we have the RFP ready to go out. we can incorporate additional
feedback uh from the committee um as part of this for sure. So once uh that is uh finally established with that feedback, it's a matter of posting it, getting it out there, going through the regular process, and then selecting a
vendor uh awarding the contract as we usually do. And then uh given the fact that we're doing this uh in the month of June probably, um I I think the timing uh should work in our favor for the fall.
>> That's the hope. Any other questions? >> Okay, >> let's vote. >> Vice Chair Daglio, >> yes. >> McGrassi, yes. Bayz, >> yes. >> Keegan, >> yes.
>> McCarthy, >> yes. >> Yes. >> Yes. >> Next on the agenda, we have the selection of uh a member to serve on the wellness committee. Um,
I'll I'll open up the floor for nominations for the wellness committee. >> Um, Mr. Mayor, just just for some context, um, so the wellness committee is is comprised of administration, students and parents and whatnot. Um, we
did have uh someone that was taking that initiative, no longer is doing that. I'd just like to give the opportunity for administration to kind of give a little bit of context in terms of what's the plan because we do need to have that policy come back with guidelines and we
need to um see how we do that. But I was just wondering if there was a plan in terms of the that that coming back to us. Um so this was the committee that executes the what we call the wellness
uh program which is the policy um that we that we've been working on. So the policy points to the procedure. The procedure is uh largely uh created impacted by the um wellness committee
for your approval. So, the last time this group convened last year, um it took a it took a a full year uh worth of meetings to um work out the details and to come up with with the final product. Um and that's where we we ran into a
problem um with uh Mr. Friday who presented um and then it got kicked back to the policy subcommittee and we teased out that um the difference between the procedure piece and the policy piece and so we're at the point now where we need
to reassemble the committee um but again seeing as it it took a full year to to work that out and to get enough input um for the various stakeholders we do have a starting point um which I'd like to consider that work uh that was grant
funded and came through uh the regulations from the state. Um so I don't want to discount everything that's been done. I think that's a good launchpad uh for the committee to look at and discuss. Um, we do have um some some grant funding
um that's set to expire um relatively soon that I could use to potentially um stipen educators who are working into the summer or beyond their um their work days uh to take part on this committee. Um but I I would I don't want to say
that I'd have a product before um we meet again in August. I think that's that would be um um irresponsible me to say that but that would be the goal. >> So just to clarify looking for one member to be nominated
>> one member to join. >> Do we have any nominations? >> I can nominate member bayers. >> Thank you. I accept. >> Okay. Uh, so member Bayz has been nominated um and he accepts a nomination. Are
there any other nominations? If not, we'll take a roll call vote on the appointment of member Bayz. I'll call the >> That's right. I have She left it with me. >> Oh, good. Okay. Um, we still have a quorum. We'll take the roll call. >> Yep. Uh, let's see. Vice Chair Daglio.
>> Yes. >> Member Graassi is not here in the room. Member Bayz, >> yes. >> Member Keegan, >> yes. >> Member McCarthy So, yes. Member Wlette is not in the room, and Mayor Borgot, >> yes. >> Passes. >> Next on the agenda, we have the
establishment of ice rink rates for fiscal year 27 and fiscal year uh school year 28 um 27 28. Do we need uh we uh need a motion and a second to approve? >> Some moved. >> Second. >> Motion's from member Keegan. Seconds
from member Sus. Mr. Goslin, any context? >> Did Did you have a question? >> I have a question. I'll listen to you. >> Why don't you go with your question? >> 2627. That's current rate, right?
>> Go or >> school year. >> Current school year. So 2728 is going to be this September. >> Next school year is 2627. >> Okay. So that's what it is. >> Next year. Yeah.
>> September 26th to May 27. >> Got it. All right. So that's school year, not fiscal year. >> Yep. >> Okay. Because we're going to fiscal year 27. So I'm looking at at fiscal 7 27. But you see school year because I see FY26. >> Yeah. I should have changed that to school year as well.
>> That's why. Okay. >> Yep. I apologize. >> But go ahead. I'm all set. Refer it now into my next question. I I will tell you that uh Mthoran youth hockey um I don't know how many of you guys remember but when we bought the Zamboni we had to put $50,000 down um for $130,000
machine and um we didn't we just didn't have that money sitting around. Um Mthun Youth Hockey put up those those funds and in return um the hours they used after that we took $20 off an hour until we paid back the 50,000. So, it just got
paid off. And so, now they're going to see it's going to be a $20 bump in their eyes because that um that offset is going to disappear. So, I tried to keep them at the same level for one year
before they saw us a modest bump. So I see the Valley League and outside peak hours were at 29250 and then 300 the following year, but in summer May 1st through August 31st, I would feel like it's probably more
expensive to keep the ice rink cold. Am I wrong? >> It's more expensive, but it's harder to get people to come. >> Okay. >> So if we put those prices up, we wouldn't have anybody. >> Okay. So I I try to be lower than everybody else but high enough that we
can maintain. >> So question here is do we see do we see any other other ice rinks in the area opened during this time? Like I'm not sure if the Lawrence one's open. >> I don't I know some of them stay open year round. Don't ask me which ones. >> I know Salem, New Hampshire does, but
I'm not sure. >> Pretty sure Hil does too. >> Haveril. Yeah. >> Not Hil High, but the U >> the um >> Ward Hill. >> Ward Hill. Yeah. Yeah. Um, I'm fine with this. I mean, I just The only the only thing is I hate not like
rounded up numbers like 290250. Like, for some reason, that's the uh the business guy in me. >> I I literally said $15 over two years and I split the difference. Yeah. Yeah, I mean we could go 295 and 300 or we
could go 290 and you know >> live with it. >> I'm the same way. So >> I I just And And what was our revenue this year? >> I'll get that for you. I didn't bring that. I'll have it for the next meeting. >> All right. I'm fine with this at 290250, I guess.
>> Any other discussion? What um was last year the first year the ice rink was open during the summer? >> No, it's actually been a couple years. >> Oh, really? >> Yeah. And is it >> We actually dealt with it during CO. >> And is it It's supporting itself during the summer. We're getting enough
activity. >> Yeah, we're actually starting to get more. We opened it right before CO and then we hit COVID and >> it was really difficult then, right? >> But now it's starting to pick up. >> Okay. Thank you. >> Yep. >> Member Keegan. Will these rates be
enough to generate revenue to be able to replace the boards? >> No. >> Okay. Thank you. >> You're welcome. >> All right. If there's no other discussion, we'll vote. All those in favor? >> Opposed? The eyes have it. Uh, next on
the agenda, we have the Apple device resale. We need a motion and a second to approve. >> So moved. Second. >> Motion's from member Soy. Second is from member Keegan. discussion. >> Uh just want to every year we do this and every year I put it in with the
Apple lease and the Chromebook lease that we auction off the devices that are no longer usable. Um and we always have a conversation about it, but I never actually have the school committee vote. Um last year when we got the funds back, um I had a hard time depositing it
because there was no school committee vote to go out for the auction. I might actually bring another memo to your next meeting for last year. Um just so that all the all the eyes are dotted and the tees are crossed. Um but we do it every
year and we get all kinds of people who bid on it and they come out and look at it and usually we make around I don't know $50,000 and we use that last year we use it to offset some of the insurance we use on um Chromebooks etc.
So >> any other discussion? >> None. All those in favor? >> I >> oppos have it. Next on the agenda we have contract awards. First up is John Gilfoy public relations. Uh we need a motion and a second to approve.
>> So move second. >> Motions from the vice chair, seconds from members. Discussion. >> There's no discussion. We'll vote. All those in favor? I I >> opposed. The eyes have it. Uh, next on the agenda, we have Zeal Education. This
is for the superintendent search firm. Uh, we need a motion and a second to approve. >> So moved. >> Second. >> Motion's from member Keegan, seconds for member Soy. Discussion. >> I have one question to Mr. Goslin. Is there any way that we can pay upfront
a large chunk of this now and then the rest >> of the search? >> Yeah. like almost like a retainer. >> I typically don't pay for services before I get them. Just it's kind, you know, I I I don't have a problem paying
a good portion of it so that it hits this year's budget, not next year's budget. Um, but I I wouldn't be comfortable paying the whole thing in hopes that they do the search. >> Okay. >> Any other discussion? If not, we'll vote. All those in favor?
>> I >> the eyes have it. Uh, next on the agenda, we have uh Adam Schindler plumbing and heating for boiler repair at 10 dits in place. We need a motion and a second to approve. >> So moved. >> Second. >> Motions for member Keegan, seconds for
member Sus. Discussion. >> There's no discussion. All those in favor? >> I opposed. The eyes have it. Uh, next on the agenda we have the youth center lease addendum. Get a motion and a second to approve. >> So moved.
>> Motions for member Bayas. Do we have a second? >> Second. >> Seconds for member Keegan. Vice chair. >> I just feel bad the director's been here all night and she stepped out the one time that we had this here. Um, the one
question I had is this is right sizing the current lease, right? because they they already have this space. >> It's my understanding that the wrong number was in the original lease and I know I I believe Dr. Kang had brought it to you guys previously and or brought it
to city council. >> She brought it to the city council. We sent it back and and I don't know why it didn't go >> I believe it was pretty much an oversight on the square footage. >> Okay. Now I know there was a question about using the kitchen or they're already using the kitchen. Am I correct?
Um the as far as I know they're not using the kitchen because right now I have probably 50 cases of stuff that needs to be shredded there. So I I don't think they're using it. I don't know if their intent is to >> they do intend to. I think they're waiting for our shredding. >> So is that also another lease agreement?
The >> that's all part of the >> That's all part of the contract. >> All right. I'm also trying to stall, but I am I just I feel bad that we're voting on this now. But um otherwise I'm I'm all set with this. Thank you. >> Member Keegan.
>> Um so if I'm reading this correctly, the part that's being amended is that the LEI may sublet to partners and nonprofits in the surrounding communities upon approval. >> I I can set I can set it up. >> I thought it was just the square footage. >> I'm confused about that.
>> Yes, that that's the real change. This the square footage. I went back to the the documents from the fall >> um and I found the meeting where that had been discussed and rectified. >> Um and so the the change here is for the
ability to um subleasase. >> Yeah. >> Yeah. >> All right. Good evening. Good. Yeah. Didn't expect that was speaking today. Good evening everyone. Um, I am Kelly Ford. I'm the executive director of the
Methan Youth Community Center. And so, obviously, what's here on the agenda is to subleasase our some of our space to um other nonprofits in the Methuan area and um other partners that we also have. It's just another way to generate revenue to keep our sustainability to
continue the youth center as is. And so I I feel bad cuz I'm like I didn't hear the first part of what you were talking about. But in terms of like the square footage, we just really wanted to identify like correctly like what was our space. That was just it for that. But again, just another way to sustain our um
you know, having staffing, having programming, and keeping it free for the community. That's why we need to be able to subleasase and to have like rental opportunities to be able to help support our mission and our initiatives. Um
any questions? >> Yes. I just had a question in terms of do you have a plan in motion? Like is there is this a goal or is this a plan a goal? Like is there already ideas going on? >> Oh yeah, there's several ideas different um we have already partnered with uh the
Greater Lawrence Fellowship of the Arts and then so they're going to be providing us like cognitive behavioral therapy doing with the arts. she is here in Methuan, but it's also another opportunity for them to be able to use our space um to deliver those program services. So, creative expression,
theater, dance, art, and so looking at different vendors that can come and to still be able to give that to um our youth, but also co-working spaces for other nonprofits that are in the area as well. >> Thank you. And my last question is to the administration. Um, I know I
recently took a tour and there's a lot of interesting stuff of ours in in that space and some stuff that I was interested in like records from 1965 or something, you know, things that could be probably preserved. But um, is there
is there already a plan in motion to make sure that uh, our the stuff that needs to be taken care of or taken out of the building is is being taken out of the building? I know we have a million things to do, but I have to ask. Yeah. So far there's been um items that were in the building have been taken out and
in terms of like the historical records that you're talking about like there's one in there that's that was around when the Titanic sunk. You know, just put them things in perspective. I personally like history so I've been kind of stewarding those but would love to give them back so they can you know be stored where they properly need to be. But um
DPW was really gracious. They cleared out the space. Um I really have to give a big thank you to the women in that department. They they really made that that move. And so super really grateful for that. Um and so we're just kind of like plugging away. We're doing our summer initiative this summer and so
we're just really trying to hope to get this thing kind of moving and um grooving. >> Thank you. >> Any other questions? If not, we'll vote. All those in favor? >> I opposed. >> No. >> All right. We have a no from member
Keegan. >> Roll call. >> Roll call. >> Roll call. Let's do roll call. Chair Daglio. >> Yes. >> Donovan Grassi. Yes. >> Yes. >> Keegan, >> no. >> So, >> yes. >> Blette, >> yes. >> And mayor, >> yes.
>> All right. It it is approved. >> Awesome. Thank you so much. >> Just a point of inquiry, though. Does this have to go to city council now? Because I'm curious. >> We can confirm process with you. I I I I don't want to answer that. Okay.
>> Thank you. >> All right. Thank you all. >> Thank you. >> Good night. >> Good night.