All right. Good evening. The school committee business session of May 12th, 2026 will now come to order. The meeting is being recorded and will be made available for viewing on the Methuan public school website.
Madame Secretary for the evening, would you please call the role? Vice Chair Daglio, member Dunovan Graassi, >> present. >> Present. >> Present. Sorry. >> Thank you. Member Bayz,
>> present. Member Keegan >> present. >> Member McCarthy So present. Member Wlette >> here. >> Mayor Borod. >> Thank you. May I now have a motion and a second to accept the agenda for May 11th, 2026 as presented. >> So moved.
>> Okay. >> Second. >> Okay. Thank you. Motion by member Bayas, second by um Vice Chair Daglio. We will be doing all roll calls for every vote.
>> Mr. Royce. >> Vice Chia Daglio. >> Yes. >> Member Donovan Graassi. >> Yes. >> Member Bayz. >> Yes. >> Member Keegan. >> Yes. >> Member McCarthy So, yes. Member Wlette, >> yes. >> Member Boragard. Okay.
>> Unanimous. Um I'm just a reminder. Um, at the conclusion of the pledge of allegiance, I'm asking everyone to please stay standing for a moment of silence. But right now, um, Madame Superintendent, would you please introduce our students for tonight's
flag salute? >> Sure. I invite, um, Mr. Reev, principal of the Timony Grammar School, associate principal, Miss Mackey to bring James up to lead us in the pledge to the flag.
Good evening. I am proud to present Jimmy Joy to lead the pledge of allegiance at tonight's meeting. James has attended the Timny Grammar School since kindergarten and is currently a student in Mr. Mur's fourth grade class. Mr. MS states that Jimmy is a true peer
model at the Timn. He can always be counted on to help his peers and has a positive attitude. Jimmy is kind and respectful to his teachers and his classmates. In his free time, Jimmy enjoys playing tennis and chasing his golden doodle, Nala, in the backyard.
His favorite subject in school is PE because he loves playing fun games. He has a twin brother, Jacob, and an older sister, Emma. And when he gets older, he is hoping to become a famous soccer player for Miami. It is my pleasure to have J Jimmy represent our school
leading the pledge. You ready? >> I 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. Great job. Before we begin, and thank you for that wonderful pledge of allegiance, um we'd like to ask for a moment of silence in memory of Mthuan firefighter Lieutenant
Jimmy McLaclin or Jimmy Mack to Jimmy was a familiar and welcome face in our schools through fire and safety drills, classroom visits, and meet and greets with students. He helped make learning about fire safety meaningful,
memorable, and fun. He took joy in partnering with our schools, lifting students into the fire trucks for a closer look, answering endless questions about the life of a firefighter, and reading aloud to our younger students. But above all, above
all, Jimmy was a devoted and loving father to Alyssa, his daughter. He was endlessly supportive and present in her life. proudly cheering her on at softball games, traveling wherever the games took her. He was incredibly proud to watch her grow up, succeed in school,
and graduate as a registered nurse. Jimmy will be deeply missed for his kindness, humor, honesty, and willingness to always lend a hand. His impact on our students, our school, and this community will not be forgotten. We extend our deepest condolences to his
daughter Alyssa, his fiance Judy, his father James, his family, and all who loved him. Please join us now in a moment of silence to honor Jimmy Mack's life and memory. Thank you. And now I'll invite the acting
superintendent to introduce our soore award students. >> Thank you. I believe I saw um Mr. Tagert in the audience who will be introducing our SORE award winner for the special education department. Right.
Okay. Um, thank you, Mr. Chairman, Madam Superintendent. Uh, we are pleased to announce um Isabella Collings as this year's SOAR award recipient. Isabella is a daughter of Kelly and Michael Collings, both of whom are here tonight along with her sister Genevieve. Over the course of the past four years,
Isabella has faced and overcome several challenges to not only succeed, but to thrive at Mthwan High School. She's demonstrated growth in her academic skills, her personal skills, and her self-confidence. Isabelle has earned the respect and appreciation of her teachers and her classmates with their hard work,
her questions, and the smile she comes into class wearing every day. History teacher Jonathan Becker describes Isabella as always generous, smiling, eager to complete her work and do it well. Geometry teacher Will McCone recalls, "I could always rely on her to have a smile
on her face and the motivation to learn." English teacher John McKenna uh calls Isabella a joy to have in class, adding, "She is a hardworking, attentive individual who takes assignments seriously." And her sophomore English teacher, Kayn Harris, recalls, "Isabella
works well in groups and makes sure that everyone feels included. She always came into class with a can do attitude and a bright disposition." Isabella exemplifies the motto otweium inwanium outfakium or I shall either
find a way or make one. She has done this in her academic classes in which she has earned all A's and B's and in pursuit of her interest in early childhood education. Isabella took the exploration class as a sophomore, the honors level class as a junior, and she worked an externship this year as a
senior. Her teacher, Britney Souza, writes, "Over this time, Isabella has truly flourished, consistently putting forth her best effort in all aspects of her work. She has shown strong competency in designing and implementing developmentally appropriate lessons for preschool students. During her extership
in the Little Rangers placement, Isabella proved to be highly dependable, maintaining excellent attendance, and demonstrating a strong commitment to her responsibilities. She's a dedicated, hard-working student who has developed the skills and the confidence necessary to succeed in the field of early
childhood education. In addition, Isabella has supported students with significant special needs through Mthuan High School's unified electives in art, health, and physical education. According to health teacher Chris Hudon, "She is amazing in my class," adding, "She has a natural
ability to inspire her unified peers and empower them to reach their own potential. She has an optimistic outlook and infectious enthusiasm that make our unified health classroom a better place every day. She excels at encouraging her unified classmates to participate,
ensuring everyone in the group is heard and valued. Physical education teacher Ryan Middlem writes, "She showed a remarkable level of patience, always taking the time to make sure everyone understood the activity and felt comfortable participating. What stood out most was
her genuine commitment to inclusivity. She made sure every student was actively involved, encouraged, and valued, no matter their ability level. Whether she was offering clear instructions, celebrating small successes, or simply being a supportive presence, she helped
create an environment where everyone felt confident and included. Her positive attitude and empathy not only enhanced the experience for the students she worked with, but she also set a strong example for the rest of the class. Next year, Isabella will attend Northern
Essex Community College. She is looking to earn a degree in early childhood education and pursue a career in the field. Isabella's determination, reliability, and professionalism will continue to make her an exceptional worker. Her passion, affability,
conviviality, and empathy will continue to find a way or make one to uplift those with whom she works. We are proud and honored to recognize a young woman who continues to either find a way or make one with the Jouad Deviv of Isabella Collings as our soar award
winner for 2026. You're welcome. Okay. Thank you. Thank you. Ready? Say cheese. Congratulations. For our next sore award this evening, I'd like to invite um EL department
chair Christine Stoler to introduce our student of recognition. Good evening and thank you for this opportunity. It is my honor to introduce Leonelli Garcia Tolantino as the 2025 2026 soar
recipient for the English learner education department. Leanelli has demonstrated academic persistence and excellence since enrolling at Methuan High School. Leanelli's desire to achieve academic success has been evident throughout her time at MHS. This
year, in addition to the courses required to meet the graduation requirements, Lelayelli is taking AP Spanish as well as an additional English class. Lelayelli also stands out as a leader among her peers and is a tremendous asset to the Methuan High
community. Born in the Dominican Republic, Leanelli moved to the United States in the fall of 2024. While in the Dominican Republic, Leanelli worked hard and was an excelling an excelling student. Leonelli brought this focus and
determination to her studies at Methuan High, which led her to seek additional opportunities to learn and gain English proficiency. She started at an entering level of proficiency, and by the start of her second year here, she was asking to take
an additional English class that typically comes a little later in the language acquisition sequence. Leonelli has met this challenge headon and has shown tremendous growth in her language skills. Leonelli's teachers were delighted, but
not surprised when she was chosen to be the Soore Award recipient. All of her teachers noted her ability to positively impact the classroom environment by helping struggling students and inspiring others to do their best. Mrs. Fun, Lenelli's ELD2 teacher, captured
this sentiment for them all when she said, "It is a privilege to recognize this student as a recipient of the Soore Award." Throughout the term, she has consistently demonstrated strong character, integrity, and quiet leadership without seeking recognition.
She approaches classroom situations with a thoughtful and positive mindset, choosing to interpret challenges in constructive ways, and in doing so, setting a powerful example for her peers. Her presence in the classroom has been a tremendous asset. She leads by
example rather than words, showing others that they always have a choice in how they respond, think, and act. Even when faced with social influences that might have encouraged a different path, she remains steady in her commitment to making respectful, responsible, and
positive decisions. Her consistency in this regard has helped foster a more supportive and focused learning environment. What makes her impact especially meaningful is that she is steady, genuine, and unassuming. She does not seek attention for doing the
right thing. She simply does it. In doing so, she has helped others see what is possible when one chooses optimism, self-control, and purpose. We are proud to celebrate her as our Soore Award recipient. And in addition to her focus on
academics, Leanelli is an active member of both the multicultural and Spanish clubs. Leanelli has been accepted to Northern Essex Community College where she plans to study business. Her long-term goal is to also study dermatology and combine the two degrees
into a successful private practice. So, congratulations on being selected as the Soore Award recipient for the English Learner Education Department. She was prepared to speak. >> Good afternoon everyone. First, I want to say thank you for this sore award. It
truly means a lot of me. Receiving this award makes me feel proud and grateful for all of the opportunities I had I had had since coming to the United States. I'm very thankful that you considered me for this award. Since arriving here, I
have always tried to give my best, especially while learning and speaking a new language. Even though it has not always been easy, I continue working hard every day and trying to improve. I also want to thank God for always
blessing me and guiding me through this journey. And most importantly, I want to thank my mom for opening the doors to this language for me since I was a little girl. Her support and encouragement have helped me become the person I am today. Thank you again for
your support and for believing me. I truly appreciate it. And I think we have the wellness award on the agenda, but they'll be pure maybe next time. >> Next time they have a game this evening. >> Sounds good. At this point, I'll invite our student representative to share any
updates. I believe we have some members from the student council here today. They might be hiding in the back. Um for for now I can share um the mental health parent and student advisory council just on Friday this uh past coming Friday we
attended the NAN project youth summit. Um at the summit we celebrated empowering youth voices and having their voice amplified in education. It was a great event um where a couple students attended from MHS where we represented um our district along with many across
Massachusetts and it was a great moment to learn about the work that's being done in Massachusetts to further improve our our educational system. So thank you guys. >> Thank you for the update. Is anyone here from the student council?
All right. Uh, next on the agenda, we have the presentation of the program assistance of the year. I'll invite the superintendent to move on to that. >> I'm very excited to recognize our program assistants of the year. I
believe this is the first year that we have had this formal recognition for our pro program assistants who are very deserving. So the principles were thrilled to have the opportunity and we will begin with the comprehensive grammar school and principal Miss
Pyroetti who will be recognizing >> Veronica Morales. >> Oh Michelle Hall. >> Veronica will have to wait for her turn. >> Oh yeah. >> I mean I'm loud. I probably could do it.
Good evening everybody, members of the school committee, acting superintendent, audience members, it is, as Dr. Globsky said, a true honor to celebrate our program assistant of the year, Miss Michelle Hall. To that end, in our CGS admin meetings, we often note that the
program assistants are unsung heroes for upholding the structures and roles that support students in need. But Michelle Hall is more than that. She brings her best each day, adapting no matter the situation. She possesses a combination of strategic knowledge and genuine compass compassion that heightens the
energy of the CGS from the moment she enters. If you have ever visited the CGS, you've seen it. Michelle's permanent smile followed by a warm hello. I guarantee you she's doing it now. I knew it. Um, she has been gracing the CGS with that smile since she began as a program
assistant in 2010. In an everchanging landscape that can be demanding and unpredictable, Michelle chooses joy. She doesn't just en endure the constant shifts in our daily schedule. She laughs through the ch changes. In a recent conversation, she joked about how
grateful she was for all the journeys and jaunts she takes during the day with her students as they ensure she gets her steps in. She meets every pivot with a level of flexibility that keeps students, staff, and administrators grounded. Whether it's the bustling
energy of arrival, picture day changes, popcorn day, or the complex logistics of bus duty, her energy never waver. She is the steady, positive hand on which we rely. What truly sets Michelle apart as a leader among her peers is her ability to
listen. Michelle doesn't just react, she listens and anticipates. She observes how students start their morning and uses that data to plan, heading off challenges before they arise. In addition, Michelle is a self-directed planner. She never waits for a situation
to be handed to her. She identifies a hurdle, problem solves, and brings a steady plan to the table. She knows exactly when to involve administration, ensuring that potential issues are addressed early and transparently. Michelle's dedication to our students goes beyond her job description. She is
a master of going the extra mile. She identifies which students need that little bit extra before they even have to ask. When a student is in need or disregulated, Michelle is there. She proides pro provides a cal a calm, reassuring presence and the right tools to help them navigate their emotions
safely. Michelle Hall is the definition of a thoughtful, collaborative, caring professional. She sees what needs to be done and executes it with excellence, grace, and a laugh that reminds the rest of us why we chose this career. She isn't just assisting a program, she's
elevating it. It's a pleasure to honor Michelle's tireless work and unwavering spirit by naming her our CGS program assistant of the year. >> Congratulations. Goodness, your favorite part. >> I know my favorite part. Um, I'm truly
honored for this recognition. Um, I just love what I do. I love the students. I love showing up every day. And I love the staff that I work with. It's truly an honor. Thank you so much.
For our next recognition, I'd like to invite Principal Rebecca Gordon to introduce her program assistant of the year. Good evening everyone. We are excited to announce that Megan Mchugh has been awarded Marsh program assistant of the
year. Miss McHugh has been a program assistant in our pathways pathways resource room working with students across kindergarten through grade four. Miss McHugh knows how to prioritize those in her case load while also making sure the needs of the whole classroom are seen. While a teacher is working
with one of her students, she quickly makes herself useful to ensure the flow of the classroom dynamic continues. During IEP progress report season, Miss Dickinson, her pathways special education teacher, says that she can always count on Miss McHugh to complete each and every data sheet with fidelity.
Any special education teacher knows how crucial this is when it comes to paperwork as well as meetings. If you were to watch Miss McHugh walk into a kindergarten classroom during indoor recess, she would be met with, "Yay, you're back. We missed you. Please don't leave." That would be from the entire
class. Miss McHugh is the first person that Miss Dickinson calls upon whenever she's in a challenging sit situation. For lack of a better phrase, she just gets it, says Miss Dickinson. She's able to read the room without further information to help deescalate a situation in a very timely manner. Miss
McHugh consistently communicates relevant information from the classroom on a daily basis, which allows her teachers to communicate with families effectively. Most importantly, our students view Miss McHugh not only with respect, but also admiration. They always want to make her proud of their
accomplishments. Recently, a first grade student was asked what he wants to be when he grows up. And his response was, "I want to be a teacher just like Miss McHugh. She takes good care of me." Multiple parents during IEP meetings mention how their children don't talk aloud about school at home, but they do
ask if there is a Miss Q, Miss Cube, and by the end of the year, they know it's Miss McHugh that their child works with because she has always brought it at home and how much they love her support and look forward to their time with her and her class. Miss McHugh has and continues to be a beyond positive
addition to not only the Pathways family, but our entire Marsh community. Miss Dickinson says, "It is an honor to work with Miss McHugh every day. She shows up for our kids on a consistent basis, and I would quite literally be lost without her. Miss McHugh has a natural ability to build strong, strong,
trusting relationships with students and staff. Students genuinely enjoy working with her because she creates a supportive, respectful, and welcoming environment where students feel understood, supported, and valued. Her calm demeanor and positive approach help students feel very safe, which in turns
allow them to take academic and social risks. Miss McHugh is kind, patient, and deeply committed to her work. She approaches each day with professionalism, compassion, modeling respect, and positivity for both students and colleagues. Her dedication, flexibility, and genuine care for others
make her an invaluable member of our community. It is a true priv privilege to recognize Miss McHugh for her outstanding contributions. She embodies the very best of what it means to be a program assistant and this honor is welld deserved. Her tireless efforts and positive attitude enrich the lives of
our students every day. Congratulations Miss McHugh. >> Okay, good evening everyone. Um, first I just want to say thank you so much for this award and recognition. Being the first program assistant at the March to receive it is something that I am incredibly honored and grateful for and
honestly I did not expect it. Um, working in this field has changed me in so many ways. It has taught me patience, perseverance, empathy, and how important the small moments really are. There are definitely hard days, days where you leave exhausted, emotionally drained, or wondering if you did enough. But then
there are moments that remind me exactly why you why this work matters. It's seeing a student reach a goal that they have been struggling with for months. It's watching a student successfully regulate during a difficult moment using the skills and interventions we practice with them every day. It's seeing a child who once struggled socially begin to
build friendships and confidence. Those moments may seem small to others, but to us, they are everything. They are the reason we keep showing up. This is also the first job that I've ever been genuinely proud to say that I do and to tell people about. I love being able to talk about what we do and to educate
people on how important this work really is. Knowing that I get to play even a small role in helping students grow, succeed, and believe in themselves is something I never take for granted. Working with these students has shown me that when children are given the right support, patience, and encouragement, they are capable of so much more than
people sometimes expect from them. Although my name may be on this award, I truly see it as a recognition for all program assistants. I work alongside some of the most hardworking, compassionate, and selfless people. Every day, they pour so much of themselves into these students, and I'm lucky to learn from and work beside
them. I especially want to thank Sarah Dickinson, um, who I have worked for for the past four years. Sarah has not only taught me so much about this field, but she has also helped shape me into the program assistant and person that I am today. She leads with patience, knowledge, and
compassion, and she constantly pushes everyone around her to think about how we can better support our students. Whether it's offering guidance, helping me through difficult days, or always advocating for what is best for our kids, she has been such an important mentor to me. So Sarah, thank you for everything you do for your students,
your staff, and the school community. I also want to thank the administration team at the Marsh, Miss Cordon, Miss Bennett, Miss D, Dr. D, um, for always supporting me and giving me the opportunity to grow both professionally and personally throughout my time here. Your support, encouragement, and trust have helped me become more confident in
myself and continue improving in this field. I truly appreciate having an environment where I've been able to learn, grow, and become a better program assistant for my students every day. Thank you again, not just for this award, but for recognizing the work that program assistants and educators do every single day. Please continue to
support Methuan public schools and the people working within them. The future of our community is sitting in our classrooms every day and every bit of support, patience, and belief we pour into these students and our educators truly matters. Thank you. Take a picture. Take a picture now.
Come on. Next, I'd like to call Principal Caret from Mthuan High School program assistant of the year. Good evening. Mthuan High School proudly celebrates program assistant Veronica Morales as our first ever program assistant of the year for Methuan High
School. Veronica has worked in Methuan public schools for 18 years and has consistently demonstrated dedication, compassion, and professionalism in her role. She's an essential part of our special education junctions program where she
supports students in a subsparate setting as they work towards their individualized plans. Veronica plays a vital role in helping students build academic, social, and life skills. She meets she meets each student where they are providing individualized support,
encouragement, and structure to help them succeed. Her patience, empathy, and ability to form meaningful connections with students helps to create a safe and positive learning environment where students feel supported, respected, and understood.
She consistently goes above and beyond her responsibilities by inter anticipating student needs, adapting strategies to support diverse learners, and reinforcing positive behaviors. Veronica is highly skilled at deescalation and helps students navigate
challenges with dignity and care, ensuring that they remain engaged and motivated in their learning. In addition to her direct work with students, Veronica is a valued member of the school community. She collaborates seamlessly with teachers, therapists, and support staff, contributing
thoughtful insights, and maintaining clear, consistent communication. Her reliability and strong work ethic make her someone colleagues can always depend on. Veronica also fosters independence in students by encouraging problem solving,
self- advocacy, and confidence. She celebrates students success both big and small and helps create an environment where growth is recognized and valued. Her positivity and calm presence have a lasting impact not only on students but
on the entire Junctions program. Veronica's commitment to student growth, her unwavering support, and her genuine care for the well-being of every student make her truly deserving of this recognition. She truly encompasses the values of Mthuan High School and Methuan
public schools and was an easy choice to receive this acknowledgement. Congratulations, Veronica. Good evening. I'm not a a lone talker. I don't like to talk that much. But thank you very very
much for this award as a program assistance of the year. I was so surprised when Mr. Ket went to the classroom and I was who's looking for and I'm looking for you. So thank you.
Thank you Mr. Kuret. I'm here for 18 years. First I was uh parallel and then I I used to go to the classroom to help the kid in algebra 1 and two and then a
program assistant that I love so much work with the kid in the classroom. So I work here and I happy to work here. I know a lot of people here. So thank you Mr. Ket. Thank you
everyone. and last but not least, our tenny grammar school program assistant of the year presented by upper school associate principal Paula Simone and supervising principal David Hill is here as well. Ready.
Good evening. It is my great pleasure to present William Tate as the Tenny Grammar School's program assistant of the year. Will exemplifies the very best of what it means to serve a school community. And he does so with humility, dedication, and an unwavering commitment
to our students. At his core, Will is a devoted dad, and his sole pride is his daughter Jamie, a seventh grader at the Tenny. His love and devotion to her is evident to all who know him. And that same care and investment he shows at home extends
naturally into his work with our students each day. While Will's official role is a program assistant in our grades, seven seven and eight footsteps classroom, his impact reaches far beyond a single setting. Simply put, wherever there is a need at
the tenny, you will find Will. If a teacher needs support in the classroom, Will is there without hesitation. If an extra set of hands is needed at recess, Will steps in. Even at after-hour school events like say a seventh grade dance
for example, what begins as what he thought was a quick drop off for his daughter often turns into Will generously giving or being volunttoled by his daughter his time as a chaperon. Will's commitment to our students is
perhaps most visible through his involvement in extracurricular activities, which are much sought after and needed by our tennis students. Through the district-wide play ball sports program, he coaches multiple teams across both fall and spring
seasons, working with students from various grade levels. His leadership and dedication have contributed to bringing the basketball championship trophy to the tenny for the past two years. Yet, his service doesn't stop at our school doors. Will has also somehow gotten
roped into volunteering his time to coach Mthuan youth basketball in the boys division despite not even having a son or a child in the program. This speaks volumes about his character and his genuine desire to support all the
children in our community. That in essence is Will Tate. If it benefits students whether at the Tenny or across Mthuan, he is allin. His generosity of time, his positive presence, and his tireless efforts to
uplift others make a meaningful difference in the lives of so many. We at the Tenny are deeply grateful that Will chose to be a part of our community. Our students are better because of him and the broader Mthuan community is stronger thanks to his
selfless dedication. It is with great enthusiasm that I present a true Tenny Rockstar as our program assistant of the year, Mr. Will Tate. >> Um I'm just incredibly thankful and blessed to be a part of the Tenny
family. Um, thankful for Mr. Hill, Miss Simone for allowing me to show forth the talents and the skills that I can offer to the students. And I'm thankful for the students who are so
welcoming and loving. And I've only been to the Tenny. This is my third year. And I mean even starting at the tenny it's been rocky with personal like deaths and the family things like that but it's the students who
I work with that make it worthwhile and when things don't seem to click right away and thinking if this is the wrong move career move things like that they remind me that I'm where I'm supposed to be when I'm supposed to be. So, I'm just thankful and I'm glad I'll be able to be
a part of the Tenny family. our Timony Grammar School and our early education um center program assistance will be presented at the next meeting. >> Sounds good. Congratulations again.
Next on the agenda, we have public participation. Uh we don't have anybody who signed up but is there anyone in the audience who would like to speak? If not, I will close public participation. Uh if you are unable to
attend the public participation uh portion of any meeting in person, you can email Susan Shanti at SNS ciuan.k12 k12.mma us before 3 p.m. on the day of the
school committee meeting. Uh next on the agenda we have approval of minutes. Uh first we need a motion and a second to approve the minutes of April 16, 2026. >> So moved. >> Second. >> Motions from member Bayz. The second is from member Keegan. Any discussion?
>> Not. We'll vote. All those in favor? >> I. Mr. Mayor. >> Roll call. >> Roll call. >> Oh, hi Nick. Sorry. No worries. >> We'll take a roll call, but I didn't realize you were there. >> Vice Chair Daglio. >> Yes.
>> Member Donovan Grassi is Yes. Member Bayas. >> Yes. >> Member Keegan. >> Yes. >> Member Soy. >> Yes. >> Member Wlette. >> Yes. >> And Mayor Bogard. >> Yes. >> Next, we have the minutes of April 22nd, 2026. We need a motion and a second to approve.
>> So moved. >> Second. >> Motion's for member Bayz. The second is from member Keegan. Discussion. Seeing none, we'll vote. Oh, roll call. >> Roll call. Daglio. >> Vice Chair Daglio.
>> Apologies. Mute got stuck. Yes. >> Donovan. Yes. Member Bayas. >> Yes. >> Keegan. >> Yes. >> Kathy Royce. >> Yes. >> Wlette. >> And Bogart. >> Yes. >> All right. Next on the agenda, we have
staff reports. We'll begin with the acting superintendent's update regarding the budget. >> Thank you. Just a few notes for this evening. First, uh on the agenda later in the the night, you'll see an item to
reconsider the adoption of the FY27 budget as presented at our last meeting. So, while we await um that vote and future updates, we're also closely watching um changes or movement as it
pertains to aid through the state, waiting to see if um anything flushes out and to what degree it'll help provide relief to our budget. We're continuing to work with our team to identify areas for further reduction in
order to be able to meet the contractual deadlines for the notification of reduction in force. So that work continues um that we had begun last week. And then a few other notes. I thought it was worth mentioning that the office of the attorney general has
released a phone free schools grant um for which we will be applying as a district. And this would provide funding to help implement policies. If you recall, we have a relatively recent uh procedure that was added to the high
school and grammar school handbooks and it would provide funding uh for professional development, follow through with the development of and implementation of those policies. Um community engagement efforts and also an allowance for data collection to view
the impact of such procedures. also the parent university which I had advertised I believe at the last workshop which is our opportunity for synchronous asynchronous and in-person
sessions for parents is live up on our website I believe if you go to the Mthuan public schools website there should be a popup advertising the parent university which we hope to grow and expand in years to come. So if families are seeking any additional information
on curriculum or how to better support their students or have a better sense of what their students are doing in the classroom, please go there to seek resources as there's also a feedback form as we're hoping to um personalize the website for exactly what Methu and
parents are seeking. And finally, on Sunday, May 17th, we are honored to host a major event from the Playball Foundation, which was mentioned um with Will Tate as a coach just moments ago.
And so, as a reminder, Playball is our grant opportunity for our upper school students to participate in free intramural athletic opportunities. So, thus far we have offered um flag football, volleyball, whiffle ball,
wrestling, basketball, soccer, and field hockey all at no cost. Um we estimate that over the course of this year alone, we've had 500 student participants. Um what I really enjoy seeing too is the number of parents um and family
supporters that come to watch and cheer on their students as well. So on Sunday, May 17th, the foundation um se has only selected I believe previously Boston and Worcester for this honor and Lawrence as well. They will come. Uh Mike Rabondi
who is a Mthuan graduate, former student of mine and al also a Boston 25 sports reporter will be hosting the event. There'll be giveaways for students through the playball partners um like New Balance and they'll also provide a
pizza party as as a thanks and celebration for partnership. So you are all school committee members invited to attend as are the play ball participants and families. >> Thank you for the update. Any questions, comments from the committee?
If not, we will move on to uh the next item on the agenda, which is discussion uh regarding the student enrollment data report. Any questions or discussion from the committee regarding this report? If not, we'll move on to the discipline
report. Any questions from the committee? Member Bayas. >> Uh, thank you, Mr. Mayor. Through you, just a quick question about the request from I think it it was definitely not last workshop or or business meeting,
but it was a request of the amount of times uh that an incident required students to um I don't know the correct terminology, but kind of locked down or something like that. just just uh wanted to see if if that's >> so I did uh
inquire with the principles about that and it brought about some good conversation because that is data that we have yet to be tracking. So we look forward to doing that. Um and we're also seeking clarity and I think it might be beneficial to provide all of these
categories. But um in terms of lockdown as we know it for school security purposes um people may equate that with the Alice drill. We have had none none outside of our um practice drills. Um but the principles thought perhaps
you may be asking about moments when um we may need to clear a classroom for safety which would be one event. Um and then the do not pass which we largely use if we have a medical purpose or an ambulance coming and we're um protecting
the privacy of a faculty member or student who may be needed to um to having a moment in the hall themselves. So we're happy to um move forward with collecting that data going forward. Um but estimations um would be rough
because we haven't been documenting to date. >> Thank you for that update. I'm looking forward to that data as well. Thank you. >> Member Keegan. >> Um, there is an asterisk after criminal/weapon. What does the asterisk
mean? That was that was there from a previous footnote where I um had delineated the the type of weapons that was asked. Um, but I will say because the asterric is there, it it could also pertain to um
the weapons uh maybe something as simple as a household object, but it's used as what we would consider to be a weapon. So, it wouldn't be a weapon that would necessarily be criminal to have in school. It might be a school appropriate item that's used inappropriately.
>> Any other questions? And just to build on what Miss Keegan said, so do the weapons still include like if someone brought in uh a water pistol? Like sometimes they resemble the real deal, sometimes they don't. So does it
um do the weapons include toys? Things like >> novelty keychains or or toys with what resembles a weapon? >> Any other questions, discussion? If not, uh, we will move on to the
report from the assistant superintendent of student services. >> I just wanted to highlight, um, two upcoming events or meetings. Um, one is this Thursday, May 14th, at 9:45. Um, right now, if weather holds, we're
looking to have it on the uh, football field, but it's our 7th annual Methuan Fun Field Day. This is for upper school students and some high school students to participate in some adapted um events and also receive support and coordination from their peers um at the
high school. Um it's a great event. If you're able to come and join, that's great. If it's inclement weather, we will be moving it inside into the fieldhouse. Um, and then the second piece that I just want to highlight is CPAC will be holding their elections at their next meeting on May 21st at 6 PM
and that meeting is held in the Timony Media Center. >> Thank you for the update. Any questions, comments? Member Keegan. Um could you explain um
if a student is considered um homeless, is it possible for them to be living in a house even though they're classified as homeless? Could could you explain that? So, um, for families that experience homelessness because of disruption for economic reasons or other
reasons, um, if they are doubled up in a home, um, and does not have, um, reasonable accommodations, but they're being supported, they are considered homeless. >> Thank you. You're welcome. >> Any other questions?
If not, we'll move on to the HR report. Any questions, comments from the committee? Members, >> um, this question is for Dr. Gobski. The open positions at the top, the professional positions,
are any of these on the list of positions that are going to be eliminated? >> Sorry, I can speak to a couple of them. So, um, the district-wide psychologist as well as the trying to see if it's there. There's a
second psychologist that was listed at the tenny. Um, those two were on the list of cuts. >> Okay. Thank you. >> You're welcome. >> Any other questions, comments? If not, we will move on to uh the next
item on our agenda, which is the policy subcommittee update from member bias. >> Thank you, Mr. Mayor. Through you, the policy subcommittee um is hard at work uh during our policy review. We continue to work through sections I um and we
will continue our work this Wednesday. um we seem to be on track and um trying to meet our goals and finishing sections I um by the time we can start seeing what our handbook will look like as
well. So um nothing concrete but we just continue to make progress. Thank you. >> Thank you Bayas. Any questions, comments, discussion? If not, we will move on to new business. We have on the agenda the physical
restraint policy. I'll pass it off to Miss Bozac. >> Thank you. Um, in June of 20125, the Board of Elementary and Secondary Education voted to amend their regulations regarding timeout practices.
Um, specifically, they were updating um their definitions of seclusion. They were clarifying the term timeout with updated definitions. Um, and they were also um clarifying requirements for the use of timeout. Um and so these updated
um regulations will become effective on August 17th of this year. Um therefore we needed to review our policy um and through consult with our attorneys. Um they provided a replacement policy as
well as corresponding procedures um which I believe also member Bayz had discussed at a previous meeting about needing to separate our physical restraint um policy to have it be a separate policy with corresponding um procedures. So this is for your first
read. >> So this is something that's also linked on the website. Uh do we have any comments, questions, discussion? Uh let's hear from the student representative. >> Um it looked like on the first point it said talked about consent and that you
have to require consent from the parents. So what does it look like if a parent like does not consent to the restraint for a parent for a student? >> Correct. So without those specific consents from um the parent, a physician as well as the principal um we would not
be able to utilize that. Um so we would need to um look at other means um of supporting the student through um the crisis that they may be in. That could include physical restraint. Um so the the signoffs were around the use of
timeout or seclusion. Um, and seclusion is as a very last resort only in an emergency situation, but we do need to have those consents on file. >> Member Bayas. >> Uh, thank you, Mr. Mayor. Uh, just a reminder to the full committee that this
is uh in sections J for for students. So, the subcommittee has not uh looked at it in full. However, this these are just regulatory changes. So, um, from from my point of view, I can't speak for the full subcommittee, but, uh, I see no
issue with moving forward with the full committee. >> Any other comments, questions, discussion? Member Keegan. Um, I know that I'm a broken record about having students not on buses when they come in in the morning and sitting in
buses for a long period of time, but if you look at this, it is very clear that seat belts on buses are mechanical restraints that are illegal. And so this is why I continue to harp on our special education students getting off the bus
when they arrive. And so I just wanted to take that opportunity to explain that I'm not crazy, that in fact it is illegal for us to be doing that and that it is very important that our students get off the buses when they come here. Thank you.
>> Um Miss Bozac, I know there's been much in the news about um timeout areas in other districts. So could you please describe um I'm I'm assuming now in each school there is an area maybe I'm wrong
to assume but what those rooms may look like or areas may look at where a student may be brought if there is a >> you know significant need to be away from everybody else to calm down. >> So we do have those spaces um in each
building. However, um the one building that is utilized the most and it's part of the programming which will change as a result of these amended regulations um is at the Timony Grammar School. Um and
if you read through the policy and the procedures just as it's defined now, it needs to be clean, well lit, free of any um debris or anything like that to maintain safety for the student. Um, we
do have access in some of those spaces to some sensory items as needed. Um, because we do have some students that choose to go into that separate space as to desensitize um themselves, but they can access some sensory items as needed.
We also, just to clarify too, anytime there is use of that, whether a student is using it by their choice or we're directing the student, we have very strict um reporting documentation that we maintain. >> Other questions?
>> If not, we'll take a roll call. >> Vice Chair Duglio. >> Yes. Member Dunovan. Yes. Member Bayas. >> Yes. >> Member Keegan. >> Yes. >> Member McCarthy. >> Yes. >> Member Wlette.
>> Yes. >> And Mayor Bogart. >> Yes. >> Uh next on the agenda, we have uh the school choice memo. We need a motion and a second to approve. >> So moved. Second >> motion is from member Bayz. Second is
from member Keegan. Discussion >> superintendent. >> So by default, unless the school committee votes against the school choice program, the district would be participating and that was the program
where it would allow um or open our uh enrollment to students that are not residents of Mthuan public schools. So due to the class size projections that we have um shared earlier this month and
our budgetary constraints, I would recommend voting against school choice again this year. >> Discussion. >> I just have a question. I feel like in years past, do we vote yes or no to not have it? I feel like
>> we vote yes to affirm the superintendent's recommendation. Okay. Not to participate in school choices. That's I'm interpreting it. >> Right. >> This memo is very similar to the one from last year. I was careful with the phrasing. So
>> So yes, indicate we're not uh agreeing with the superintendent's recommendation not to participate in school choice. >> Thank you. >> Yeah, good question. Now >> further discussion. Member Bayz. Thank you. Um I appreciate the
recommendation and it's logical. I would just have a question on funding. Let's say that in the future uh seeing long-term structural reforms that we're enacting um as a school committee and as a city in the future this might be a
consideration. I I don't know. But um how does funding work in terms of other districts having to to pay us or do we split the bill? Like and terms of that and special education just to clear the record. Thank you.
>> Gina might be able to speak to special education better than I can. However, I did reach out to a a community around here that does do um school choice and their funding is $5,000 per kid. That's it. So, um, not a ton, but it's
something. Um, I'm not going to tell you who the community is because the president I spoke to said it's really not worth it. But, um, that's that's the funding. It is not them writing us checks. It's all done through the through the state chapter 70 and it's all done behind the scenes. There are
certain assessments to towns. So, it doesn't really affect our operating budget necessarily. However, it would bring into the city approximately $5,000 per student. In terms of special education, if we are looking at long-term planning with some
structural changes for some of our programming, it wouldn't be considered school choice at that point. We would be if um other districts are interested in tuitioning in students to our programs. That's a conversation that happens between um the special education
directors um and then we set the tuition rate for what that would be and then they pay us directly um for that. So, it's not handled the same way. It wouldn't be school choice at that point. >> Thank you, >> member Keegan.
>> Um, but for special education, if a school choiceed student receives special education services while they're school choiced in, behind the scenes, they are charged their home district for the special
education services and that money would come into the city. So for instance, the students that are school choicing out, we are paying Mthuan is the city is paying the school choice fee out as well as the special education costs as well
as the out of district placements. So we're losing money by having kids school choice out. And if we this is one of the only ways that the school committee can bring revenue into the city. like this is it because the the school kid the
school choice kids who come in will raise our October 1st number which will raise our net school spending number and that is the only way we can raise net school spending is by bringing up our number as well as the only way to offset
the city from paying out everything that they're paying out for the kids who are opting to school choice out of Mthuan the only way to balance that off and get the city more county is to accept school choice. We're down a 100 kids in
kindergarten this year. We're projected to be down 100 kids in kindergarten next year. And this is the only thing that as a school committee we can do to bring in revenue. And so I'm going to vote to implement school choice because
it's the only thing we can do. We're we're not in the business of bringing in revenue. This is it. we can raise our our numbers. Thank you. >> Let's hear from the vice chair and then we'll come back for a second round. Vice Chair, >> thank you. I'm sort of on the fence with
this one and I'm I'm actually surprised I'm saying that and in the in the years that I've voted against this um because member Keegan has a point. It is a revenue generator. However, um I don't think it's going to be a revenue
generator for next year. It's not like we we just like send out flyers, right, uh, Madam Superintendent, and and start promoting this overnight. It takes time for this to get implemented. >> And the October the October count would
be good for FY28 funding. >> Yeah. But we're six months away from that. And or if we vote for this now, it's kick off in July, correct? the the admission process for school choice or
would it be right in the current process like they could sign up tomorrow or is it it would be for September first? Correct. >> Well, we would have to provide um an opportunity for students and families to express interest and there would have to
be a lottery step. So, there's a few phases to it. Um, correct. >> To my knowledge, I I can't recall a time where the district has been part of school choice since I've been here at least. Um, so we'd have some details to work out for sure. >> Yeah. I mean, it is it isn't I don't
think it's the right choice today, but I do think this is something this committee could think about in the next year. I know we fished it around this year, especially with the idea about special ed coming into the program. If we're going to I mean, we're going to learn a little bit more
in a little bit with constellations, but if we were to build a a good program in the Marramag Valley, this could be an opportunity for us. Um, so I I am still a a a no to the point of approving it.
So I again, I just want to confirm it's a yes vote is agreeing with the superintendent, but agreeing with the superintendent that this isn't uh the right time this year, but maybe we should start discussing this for next year. as an option.
>> Yeah, I just wanted to uh mention that if the state granted us greater flexibility, uh I perceive the lottery system that was imposed with the vocational schools to be very unpopular. I think it's going to be counterproductive.
there was a way of discerning the student population that were going to these vocational schools. They have a waiting list. They're uh very uh high demand positions. But if we opened up to school choice, we would have absolutely
no power to discern which students would be coming into the school system. That's absolutely a red flag. we would be uh follow under the same program as lottery as the vocational schools which if you ask the parents who have applied for
their kids to go to vocational schools they consider it to be a very unpopular and counterproductive program. So unless the state starts to really grant us uh flexibility I'm going to be a constant uh affirmation to the superintendent's
recommendation. Thank you. We'll hear from member bice and members so >> thank you Mr. Mayor through you. So I just wanted to clarify to the community that I'm going to be voting against the superintendent's recommendation as I
know it's not going to reading the room it doesn't seem it's going to pass. However to me it's a protest vote in an attempt to make our community a little bit more inclusive. And as well, I wanted to ask, now that I that I made myself clear for the
community, if if we do in the future do school choice, does this mean that we could say, well, we seem to have a lot of students in seventh grade, we're going to open up just, I don't know, 50 spot, uh, 10 spots in sixth grade, five
spots in kindergarten. Does that work like that? Can we cap it at 100 uh, spots? Does that work like that? Yes. >> So you would need you would need to designate the cap as to the number of students not to exceed 2% I believe of district enrollment, but you would also
be able to specify um school and grade. I think the complication is that there's um right now we're we've been very transparent about being at capacity in terms of class sizes that introducing more
students to any grade any school would require us to um add back in um the the cost of those salaried positions without seeing that money coming in for next school year. So it wouldn't help us and
to that extent and the students that we're receiving although we're always happy to welcome residents of Methuan the students that we may be receiving from other communities we may be identifying um that they may need some additional staff needs even if they
don't qualify for special education which could put additional strain. So I would really like to focus on the residents of Mthuan and focusing on the goals that we've established for those students at this point. >> Thank you. I think as a future plan, it's something
we can discuss, but um acting superintendent Golovsky just took the words out of my mouth. You're asking us to vote on a budget that we're cutting positions and we're increasing our class size. I think this is not the time to
add more students to our schools. Maybe in the future we can look at it financially if it's if it's going to um be a plus for us then at that time I I anticipate maybe voting for that. But
right now after asking me to increase class size and lay off staff members, I'm in absolute agreement with the superintendent. Thank you. >> Member Don. >> Yeah. Um I Yes, Miss Keegan. We we spoke
at length during our subcommittee. Mr. Goslin did research. Um but the one thing Mr. Goslin I don't have my budget book with me. Do we know how much money we pay for students in Mthuan who choose school choice? Would you know off the top of your head?
>> Off the top of my head now. >> Okay. >> I can get that for you tomorrow though. >> Thank you. Do we know how many about students do go out tomorrow? Okay. It's okay. Um I you know what my worry is? We would welcome students
which I agree you know come to Mthuan if if you want to be here I think that's a great thing and if we can benefit from it but I just in my head I'm seeing us welcoming people from out of the out of our district coming into say a seventh
grade class and then we have a bunch of kids transfer in mid year and then what do we do? Do we create as you mentioned another class or we just ask teachers like oh it's only 32 kids ouch you know so while I do agree with
Miss Keegan I'm also just thinking about the um the hard cold facts about what this could look like in a very challenging year ahead. So that's why I'll be voting no and hoping that down the road we will find some opportunity
to make this work. >> I'm sorry. I just had one more question. If a student if we decide to do school choice for kindergarten students, do we carry them right through till graduation so they would continue on in our school system or every year they have to do a
lottery? >> I'm not sure about that. I'd have to have to look into it. >> Like member Dunovan said, if we have to carry them and and we have a a group of students in a certain grade level that is higher, that's going to also increase
the numbers in those classrooms. Thank you, >> vice chair. Last point here and a quick question here to the superintendent. School choice though, they can't just walk in the school and say, "Hey, I want to go
to the Tim or the CGS." We would be able to pick based off of occupancy. Correct. >> You would you would set those parameters. >> Yeah. So, I don't want to set out a narrative that we're going to overcrowd classrooms if we were to do this because that's not true. It wouldn't be 32 a
class or or more. >> Well, all of our classrooms are at are at similar levels now. There are fewer classes at some schools, but we those classroom sizes are consistent across the district. I think I think the point
that member Donovan had brought up about um students coming in midyear referred to some of our our um mobil students with our mobility rate or um casually known as the churn rate um through Desi.
So we are approximately uh 14% of students coming in and out of the district from year to year. So it's it's sometimes hard to predict especially in some of our programs like our Excel program primarily where we've seen some fluctuation over time um just how many
students will be partially included or um fully included at in those mainstream classrooms and at what point during the year. So, it's a little bit hard to predict. >> Okay. And then I I maybe I should have
asked this question during uh the um uh student numbers report, but are are we projecting still low numbers for kindergarten this year? I heard 100 less. So, is that 100 less
than last year or we on par? >> I'm not netting anything this year. For kindergarten, we um historically use the same figure as the current year since we we are unsure of how many brand new students will be enrolling.
>> So we don't do we have like a are we trending this time last year down though based off of interviews? We have um the numbers for meetings that have hap happened and meetings that are scheduled but those meetings for
enrollment carry out throughout the year and in August. So we have seen um different waves in in the last few years. I don't think that it's been consistent in terms of monthly enrollments. So I'm not sure we'd be
able to draw from that from projections. When will we be able to get a projection outside of September 1st? Is there a date sometime between now and let's say July 1st or August 1st? >> We'd be able we'd be able to provide you with the enrollments to date, but we
still right up until the first day of school have families coming in to enroll. And then even during the first few weeks of school, um we typically get um another wave around January. Uh, and I believe even since I I last gave you
an enrollment report, we've had um some numbers growing as well. >> But there has to be a trend. Madam Superintendent, there has to be a trend one way or the other. Are we like I there has to be like at least a net or a
negative number that could be provided to us. Like are we down 10% this time last year with interviews? Are we 20%. Like if we're down 50 kids, I don't see us getting 50 kids potentially in a wave in January. Like that's that's what I'm
just trying to understand is is there a trend that we can follow instead of following last year's number up to a certain date because that could help us make some decisions for some of these classrooms next year,
especially with kindergarten. So we we don't have the comparison to last year. We can give that to you. I think the point I was trying to make is there's many variables. So I would be hesitant for you to to base a a big decision based on that one data point,
but we could provide you the comparison for this point last year if that would be helpful. >> That would be very helpful. Thank you. I'm all set. And it's a yes vote we're voting on right now to vote on your recommendation. I just want to make sure I heard someone else say no. I'm going
to vote no against this because it wasn't the right decision. It's yes for your recommendation. Correct. >> So >> I think that would depend on the motion. >> Yeah, if the motion is very >> we can revisit the motion language
maybe. Keep in mind uh that the the memo this is a motion uh regarding uh the memo and in the memo it recommends against participating in the school's choice program. So my understanding of if we're just going to be consistent if
we're basing it off of the memo a yes vote would be in favor of school choice. A no vote would be in keeping with the memo recommendation against. Do you think I'm crazy? >> School choice. I'll make that motion.
>> So, >> because we're doing >> We can clarify that. That'd be fine. >> Yeah. I want to make sure that Yeah, >> that's fine. >> Very easy to do. >> All right. So, let's amend. Let's tweak that motion. We're not dealing with just the memo. >> I will make an official motion not to
participate in school choice as required by law every year. Okay. >> Second. >> Second. >> All right. So now uh just to clarify the motion uh we are a little more clear. Uh member Keegan. >> So I just wanted to say one more thing
is that um everyone says we saw this coming. We didn't have any money. We saw it coming. We should have been doing something. We should have been planning. And that I agree. We should have been right. And so while this may not help us
come September, if we don't do it this year, it's not going to help us come next September. And so great, you know what? We're we're failing to not bring revenue into the city. and where
and I don't want to be blamed for not seeing the budget crisis next year and having done nothing this year to fix it next year. So, um that's where I'm at. Thanks. >> Very quickly, and this can be easily
verified, we've had tens of thousands of students leave public education in Massachusetts. Now, I don't know exactly what the trend line is, but it's not positive. So, when there's banter about school choice or
redistricting, I'm taking it year to year. There's been no longitudinal information that asserts that we have any trend other than it's going negative. And we've had tens of thousands of students depart public education in Massachusetts. That could be because of
the taxation system, out migration, uh, immigration policy at the national level. We're still trying to, you know, discover the statistics on it, but I don't feel comfortable right now opening up our schools when we're anticipating
massive uh, cutbacks. It's just not a really good revenue generator. And we are restricted in terms of there's no flexibility from the state. It would be lottery driven and the parents I've talked to that want to send their kids to vocational schools, they're up in
arms about that lottery system. We're losing our standards and I think there's other revenue uh generating mechanisms out there beyond school choice. I don't think it's a appropriate thing. Thank you.
>> All right. Is there any other discussion? I do have a point to make uh here at the end. Um, so I completely understand uh where everybody's coming from. I can see both sides of this argument. I appreciate the superintendent's recommendation. I
understand it given the constraints that we have. Uh, on the flip side, I do appreciate member Keegan's uh point of view here. Uh, I have been in conversation with mayors across the Commonwealth uh just uh in terms of my
own uh personal uh relationships with them. However, also we have monthly meetings and I recently was talking with the mayor of Newburyport. They are a school choice community not simply by way of uh sending students out, but they receive students as well. And uh Mayor
Rearen up in Newburyport was talking about how uh they're utilizing school choice revenue to help balance their school budget and and pay for uh you know salaries and the like and things that we uh need to stay running. And so, you know, for me, again, I understand
the constraints. I understand uh the challenges that we're dealing with, but given the spreadsheet that I've been having to stare at for the past several weeks, uh I I can't say no to something that would ultimately be very likely uh
a revenue driver, even if it's on the margins. I get both sides. Uh but that's where I'm at. Um and uh just wanted to share that publicly uh when I I take the vote. Uh so with that uh we'll take a roll call. >> Uh mayor, just a point of information.
>> Yes, vice chair. >> If this passes, we would have to redo a lot of our policies too, especially a residency policies. So I just want to be aware that there would be work needed to be done here um if this passes. So just
putting that out there. >> Right. We'll take a roll call vote. >> Vice Chair Daglio. >> No. >> Donovan Grassi. No. Member Bayas. >> Yes. >> Wait a minute. Hold on. Keegan. I'm very
confused because I thought no. >> Point of information then. >> Yes. >> A no vote is yes. School choice. >> Correct. >> Okay. Can we can we do that again then? I was sorry. >> Point of inquiry. Can the
>> Can we read the motion? Because we said the motion on purpose if I recall to say that we were not accepting. Motion was not to accept school choice. >> That's correct. >> Okay. >> Okay.
>> So, the motion is not to accept. >> So, my vote is yes, not to accept, just for the record. No. >> No. >> Yes.
>> Yes. And no school choice. >> No. All right. So, uh, just to clarify, uh, Mthun will remain at this point, at least for this year. Um, we're a school choice, uh, sending community, but not a receiving community. So, that's the just
to clarify the record and the motion. Uh, so, uh, next on the agenda, we have the constellations proposal presentation uh, from Miss Bozac. I'll pass it off to her. >> Thank you. So, just bear with me for one minute. So, while acting superintendent Golopsky
um helps me out with the presentation part of it um to get me online, I'll just go over in your packet. you have um a fivepage six-page narrative in there um as well as a supporting um document that
summarizes some work that constellations did with us last year that I do reference um and then it's followed with the presentation that I'll be presenting um tonight. So I just wanted to give you the order of that in your packets. Um just again waiting to
see when I can share Mayor point of information. >> Vice Chair. >> Yeah. I just want to make sure we put this presentation up on the uh minutes when we receive it next time we approve it. It's not currently in the the agenda
as a a clickable link to see the presentation. So, I just want to make sure this this presentation's in the minutes when we approve it. Please, >> just just to clarify, vice chair, I was able to download it as a PDF. Um, it
might be a technical glitch, Sean, your end possibly, but we'll double check. We'll make sure. >> It should be there now if you want to refresh. Maybe it was an old >> access. >> We'll make sure that's corrected. Um so
I would like to um discuss with you a proposal that we've discussed in parts um over the past several meetings um but now presenting to you a formalized plan um or a proposal. So I'd like to talk first about the pathways substantially
separate program. Um I'm not referring to pathways resource room. Um we will be looking at a name change in the future for that. Um, but the Pathways program subsparate is a district-wide program specifically tailored to support students with autism and those with
intensive learning and behavioral needs. The program utilizes applied behavior analysis, you often hear ABA, alongside systematic instruction. This approach ensures that each student receives an individualized curriculum that caters to their unique needs, promoting both
academic and behavioral growth. A key component of this program is its focus on functional communication and behavioral supports. This means that we're not just teaching academics, but we're also equipping students with essential skills for effective communication and self-regulation.
Finally, while the program is specialized, it does emphasize inclusive opportunities when possible, so long as they are purposeful and meaningful. This balanced approach allows students to interact with their peers in broader educational settings, reinforcing their social skills and preparing them for
future integration. The big question of why is change needed? To address the growing needs of our students, we need to examine why changes are necessary in our programming. The number of students who require intensive support is increasing and we're facing challenges with inconsistent staff training and
availability of providers. Additionally, we're observing a rise in out of district placements, which has significant financial implications. In the 2526 school year, tuition costs were approximately $1.7 million for 15
students that were placed out from this program during the 2425 school year. And we expect this to increase to about 2.47 2.47 million for next school year for 17 total students. um that came from this
program. So 15 last year, two this year. This highlights a critical need. Strengthening our indistrict programming capacity will not only better serve our students but also help manage these rising costs. By doing so, we can ensure that our students receive the quality education they deserve right here within
our community. So tonight, we want to look at why or how we would like to build our internal capacity to better support our students. Over the past two school years, we've partnered with Constellations to enhance our district's capabilities as much as possible where critically needed,
meaning primarily where we've lacked in staffing. First, I'd like to talk about the services provided through this partnership. We focused on staff training and consultation, ensuring that our educators are well equipped to handle the diverse needs of our students. We've implemented ABA
classroom support in some of our classrooms, which has been crucial in creating a supportive learning environment. Additionally, we've engaged in coaching and fidelity monitoring. This means we're not just implementing strategies, but we're also ensuring they're followed correctly and effectively. This approach is
evidence-based and datadriven, which ensures that every decision we make is grounded in research and tailored to individual students needs. Finally, there is a focus on creating sustainable systems and promoting staff independence. By empowering our staff, we're fostering an environment where
they can continue to thrive and support our students long after that initial training. So, as we move forward, I'd like to just share some of the outcomes of this program and how it's already made a difference. Last year, Constellations assisted us
with two kindergarten classrooms um at Branch Street. The classroom served 18 students who reached remarkable milestones along the way. Specifically, they mastered 94 target targets and showca which showcased the dedication
and hard work for both our students and staff. On average, the monthly outcomes demonstrated a 41% increase in skill development. This reflects the effectiveness of the strategies and interventions in enhancing students abilities. Furthermore, there was a 20%
reduction in challenging behaviors that was observed which was crucial for fostering a positive learning atmosphere and I can say that those 18 students remain with us in district this year. >> Sure. >> I'm sorry to interrupt but just in case anyone's watching and for us as well
could you explain what a target is? So for each student they um there are goals or targets that are um identified based on ongoing skill assessments. So they are provided a target. So it might
be um a specific activity that they need to master um and so through the work with the ABA instructor that you'll hear about as well as the work of our teachers and program assistants they mastered those targets and move on to the next. So for some students it could
be some activities of daily living. Um so taking off their jacket when they enter the room those different things. >> You're welcome. So the collaborative classroom model is a dynamic approach that integrates an
ABA instructor into the classroom environment 5 days a week. This ensures that our students receive consistent highquality support throughout their school week. In addition, a behavior technician is embedded to implement customized interventions and model for district staff. There's a weekly
consultation with a board-certified behavior analyst, also known as a BCBA. This consultation is crucial as it provides ongoing coaching and skill development for both the instructors and the district staff. Over time, the goal is that the responsibilities are
gradually shifted to the district staff. That transition is thoughtfully designed to build our internal capacity and promote long-term sustainability. The key focus areas in this model are training, consistency, and sustainability. By emphasizing those three elements, we ensure that the
district staff become adept at maintaining high standards of education and support. Ultimately, the goal is to cultivate internal district expertise so that the program can thrive independently. This collaborative approach not only benefits the students but also empowers the staff, fostering a
more cohesive and effective educational environment. In the future, our focus shifts to the exciting phase of expanding and strengthening our programming. First, we aim to transition our model classrooms to Methuan staff. This is a crucial step
in fostering a sense of ownership and expertise within our district, ensuring the sustainability of our programs. We would implement concurrently the build and train phases. This dual approach allows us to construct robust systems while simultaneously enhancing our staff
skills and knowledge. Finally, our goal would be to increase our staff competency and instructional consistency. And by doing so, we ensure that all our students receive highquality education tailored to their needs. So in order to increase our capacity and
improve outcomes within our classrooms, we first have to deepen that ABA instructional fluency. This is about enhancing our ability to deliver applied behavior analysis effectively, ensuring that our methods are both precise and impactful. Then we look to improve our
individualized programming and data collection. So by tailoring our approach to each student's unique needs and meticulously tracking their progress, we can better support their development. Another critical goal is to reduce challenging behaviors. With a focus on proactive strategies and positive
reinforcement, we aim to create a more conducive learning environment for all students. Finally, to support these efforts, we will create a formal professional development pathway. This will help our staff continually grow, ensuring they have the skills and knowledge they need to maintain high
standards. So by developing the fidelity and coaching systems and standardizing the classroom systems across all um and the materials, we set the stage for consistent and sustainable success across our classrooms in this program.
So as we look as at those systems and resources essential for our program success, let's look at some key components that would help us enhance our effectiveness and efficiency. First, we would be looking at classroom monitoring tools, which would allow us to consistently assess and improve
classroom dynamics and student engagement. These tools are crucial for identifying areas that require adjustments and ensure a positive learning environment. Next, data collection systems are vital for tracking student progress and tailoring the individualized programming. Accurate
data collection helps us make informed decisions and improve educational outcomes for each student. There would be programming templates that provide a structural framework making it easier for staff to deliver consistent and high-quality instruction across all classrooms. The professional development
scope and sequence would be designed to ensure continuous learning and growth among our staff. The structured approach helps us maintain a high level of expertise in our educational practices. Fidelity monitoring tools play an essential role in ensuring that our programs are implemented as intended,
maintaining the integrity and effectiveness of the strategies. There would be regular bimonthly program progress reports to keep us accountable and informed about our developments and any necessary adjustments. This transparency ensures that everyone involved is aligned with our goals.
Finally, there's leadership, collaboration, and oversight that are fundamental to the success of our initiatives, providing guidance and support as we strive to meet the objectives, the expected outcomes of our initiatives, and how they impact different groups. We would look at
focusing at students, staff, and the district. For our students, we're aiming for substantial educational and behavioral growth. By increasing opportunities within the district, we're making education more accessible and inclusive. Additionally, these changes are set to boost family satisfaction,
fostering a supportive community environment. For our dedicated staff, we're enhancing their expertise in ABA. With increased clinical support and access to comprehensive resource banks and templates, they're empowered to deliver even higher quality education
and support to our students. At the district level, we're focusing on reducing out of district placements. This not only improves student outcomes by keeping them within familiar environments, but also strengthens staff retention and increases family confidence in our district's capabilities. These strategic outcomes
are designed to build a robust, self- sustaining and um educational system. So for year one implementation, we would look to conduct an August staff training which is essential for setting a strong foundation. We would look to implement
if funded the CLA collaborative classroom model in 13 classrooms in K4 in our pathway substantially separate um program. A crucial part of this year would be out of district profile reviews and observations helping us better
understand each student's needs and tailor our approach effectively. Additionally, we would conduct a mid-year evaluation of fading supports to ensure students are progressing as expected without over reliance on assistance. Engaging with our families as a top priority. We would introduce
family engagement opportunities to help build stronger partnerships and support networks. Finally, there would be quarterly updates to the school committee to keep you informed of our progress and focus on transition planning for potential students returning in district, ensuring a smooth
integration. These are all integral to the long-term growth that we would look to um to shift to. Um so we would be looking at ongoing staff training and support, sustained collaboration with families, and strategic planning. So the continued
staff training and support would ensure that educators are equipped with the latest skills and knowledge. And this commitment not only enhances our teaching quality but also fosters staff retention and satisfaction. We would continue to maintain and deepen our collaboration with families. By
involving parents, teachers, support staff, and administrators in strategic planning groups. We can ensure that every voice is heard and that our initiatives meet the diverse needs of our community. Finally, we would need to explore future expansion opportunities. This includes high school programming,
extended day options, and forming tuition based partnerships with other districts. These steps will help us help us expand our reach and provide more comprehensive services to our students. Financial investment is crucial for the success of our educational programs.
Let's consider the implementation across those 13 classrooms. This model doesn't just stop at space rearrangement. So year to year, I come to you when our incoming kindergarteners and say, "I need another classroom. I need another classroom." But we're not putting into
place all of these other components that this collaborative model would bring in so that we can not just look at space rearrangement, but looking at those comprehensive systems to ensure that smooth integration and operation within our district. Now the estimated cost for
this which we have talked about in passing um is 2,555,280. This figure while significant is a strategic investment compared to the projected rising costs of out of district tuitions that were referenced earlier in this presentation.
If you look at those 18 students that I referenced earlier that remain in this district, if it wasn't for the work that we did in collaboration with Constellations, on average those 18 students total would cost us $2.3 million in tuitions alone, not including
transportation. This investment is not merely a short-term solution, but a long-term strategy to build sustainable district capacity. By investing in our infrastructure and resources now, we're positioning ourselves to better accommodate our students within their
home district, offering them consistent high-quality education. This proactive approach aims to mitigate future expenses and enhance the educational experience for both students and staff by keeping resources in district.
So this proposal is to expand our pathways program through the collaborative classroom model with constellations. This model has already shown promise in enhancing educational outcomes through its innovative approach. By expanding it, we can further harness its benefits. Second, we
must invest in long-term district capacity. This investment is not just financial but strategic. Ensuring that our district can grow sustainabil sustainably and meet future demands without sacrificing quality. Finally, increasing opportunities for students to remain in their home district is
crucial. This not only provides continuity and community for our students, but strengthens the outcomes for students, staff, and families alike. Thank you. >> Thank you, Miss Bozac. will uh engage in some discussion about this um just for
the sake of setting the table for uh this discussion. Um, you know, we we've referenced in recent meetings this idea of structural reforms, the idea of how we continuously kick the can down the road and the time is here for that to
stop and this could potentially be an outstanding opportunity for us to make an investment in having a more sustainable uh situation moving forward in terms of out of district tuitions. Um, I know it comes up from time to time
that the situation we're in uh was unexpected. It's a surprise, unanticipated. In fact, it's not. Uh, if you look at what we're going through in Mthuan, uh, you read stories about what's happening in Peody, in Westfield,
in municipalities, literally across the Commonwealth. And if you were to take those news stories in many cases, I saw one about Peabody recently. If you were to simply change the word pee to Mthuan, it would be the same exact story. And so this is where we need to I think engage
in this type of conversation about uh structural reforms moving forward. I do want to point out though for the sake of our discussion that the only possible funding source for this at this time would be a draw down of free cash uh
upon a vote of the council if they were to see fit uh to make such an investment. Uh and so I just want to be eyes wide open uh in terms of the funding source. uh in fact the only funding source that is even on the table
as a possible uh opportunity for us. So uh we'll hear from member Bayz and then member Donovan. >> Thank you Mr. Mayor through you. First and foremost I'd like to extend my gratitude to assistant superintendent Bozac for creating this proposal for
investing in her work in this way for all those uh colleagues that helped you along the way in creating this proposal as well. Um, we are very grateful to be able to count on creative measures and ways to move forward. So, first and foremost, thank you, Assistant
Superintendent Bozac, for the work that you have done with this proposal and this investment. I could just see from the data that we have in our packet that the classrooms that we already have made substantial progress. So
although that although this might be a proposal that has come to the forefront of the conversation due to financial reasons, we can also see that academically, support-wise, morally this program has given our students the opportunity to have a quality education
and we can see the progress in the data in the packet that you have shown us today. So that's one. However, that that financial piece is is quite important and we can't ignore that financial piece. So, I would just like to ask for the record if this constellations
program is the most financially viable in terms of if there are any other programs that we could do and if this is the most viable and second, if it's what the market um in terms of that tuition in the future and that expanded um
long-term plan, if it's the uh what the market needs, the the the the demand of of the market in in this day and age. Thank you. So I can speak to um you know I did take a look um and reviewed our out of
district students. I review it ongoing but I really specifically dove into um disability type. Um so I can tell you that we have 73 students in out of district placement with the um
disability of autism. Now do they all require this level of programming or this type of programming? No. some require even more intensive programming. Um but when I look even further um so number one that's our highest population in out of district placements. Um so to
say is this the program that we should be looking at in district right now the the number to me speaks volumes. Um second, the demand that you're speaking about um there is an ongoing demand for
um extended day opportunities um for for families um to continue that work that is done with students during the school day um to build on their social skills to provide them other um social opportunities. Um and that is not excuse
me not out in the market as as it was preandemic. um a lot of those centers or those opportunities closed. Um so it would be wonderful if in the future when we're expanding this program, if we're able to invest this um that that would definitely be something we would look to
build on um to provide that opportunity for families um to have that continued programming um longer into their day. >> Do other institutions currently have weight lists in terms of in terms of students that are trying to get this
type of programming? So yes, so there are a number of private separate day schools that currently have weight lists. Um I will not say the name, but there's one in particular that has probably over a year and a half weight list. So when we send referrals, that's the first response that I get. Um also
with those separate day schools, um there is only one separate day school that I know of that also offers the extended day opportunity. Um the rest of them no longer have it or have never had it. Um, so that is something that I know at a recent special ed director's
meeting a lot of us spoke about kind of trying to build those opportunities um because it's needed right now um especially when homebased services might not be as practical as they were in the past um because of the demands that families have to meet. Um, so to find a
place or to build a place for extended day opportunities would be crucial. Um, and definitely something that would meet the needs of our families in our community, but could also be a revenue source when we partner with other districts. >> Thank you. And finally, one last question. Um, because I know the
committee has some as well. Um, in terms of actually I lost my train of thought. I'll come back come back to me. Thank you, >> member Donovan. Thank you. I appreciate the work that has gone into this and the
doggginess because I know last year I believe it was Miss Keegan who was pushing for the on the board level anyway pushing for this um and we had to make some hard cuts. So it's not a new concept but I and but I also think it's
really important that we do our due diligence and ask as many questions. So, forgive me. And some of this information maybe we'll have to wait a while to get, but it's a lot of money. We will be competing with the city, I'm sure, for a
lot of free cash. I'm sure. Um, of course, our our job is to push for what's best for our students, but I also know it is our job to get all the information we can so we make an informed decision because in the end, if
this somehow does not work out, we're all going to feel awful. So, let just a few questions for the first round. Um, and I'm sure I'll pop up with some more. I don't know anything about this company. Is there any way to provide us
with some more information? Like where are they based? What's their history? How long have they been around? And I think the most important question I can ask tonight is have they done this in other communities? And while their data from the this year
is really pretty remarkable, I would like to know if there is evidence from their work in other communities. Um and maybe would be great if we could talk to those um those cities or towns that has utilized constellations.
Um so those are the first two. Do we this I'll ask but is it conceivable for you to come up with an answer to this? When would we be able to see bringing
back students knowing That's a team you know the team decide the parents have the ultimate ultimate choice but at what point would in this process would we be able to bring back our students? Obviously it's the younger
kids. >> So those are ongoing discussions annually at students meetings. So, but we without investing in this program and building it with fidelity to have the conversation to say that we have that to
bring a student back right now would not be appropriate. So, if we invest in this and build this, those conversations with families and again it has to be the the appropriate profile um could start happening I would say mid to late year
next year. But that that goes back to that part where I said we need to partner with families. there needs to be family engagement, family open ho parent open houses, things like that to show them the data, show them the program. Um, and really work to, um, have those
conversations to bring students back. So, I could see us working on that starting mid to late next school year. Um, but those are ongoing conversations. Okay. Why the decision to focus on the younger students because of the success
with the program this year or is that where most of our students are in the grades? >> So most of our students are in the K4 grades. Um most of our students that are referred to out of district are coming from our K4 grades. They're not coming
from the upper school grades. >> Okay. Have we ever done anything like this before? Not in my history. >> Okay. I know we I we used to have a language-based program in the district that we shut down
>> and sent kids out a long time ago. I remember that very well. Um and that makes me I I often wondered what happened and why. I just kind of remember that um and the reasoning behind that. So
I would request that information. that would be really helpful to me. I want to be able to sleep knowing we made the right choice. We spent a huge amount of or asked to spend a whole amount of money. Um because it's a lot of money and we want
this program to be successful. One last question. How will the parents I know you it seems mainly about communication but have the parents how will they play in this especially as you start to roll this out and in this I
just don't see a I see reference to them but they're our most important partners especially when we decide if students will be going out of district or we know often that's the request. So how do you see them as a stakeholder in these
initial weeks, months and year? >> So they're definite stakeholders and there's definite um there would be family nights to share with them the proc you know not the process but the program um and what that makeup is. Um,
I would look to partner with families in the classrooms that are already working with constellations for them to share the positives that they have had with their children as well as with their partnerships with the um, staff. Um, as well as having them become part of that
think tank group as we look to expand the programming. Um, we can't do that without the feedback and input of the families. So, I see them being part of those groups as well. I'm sorry, take up your time. So, u
constellations will bring in these experts >> to work with our staff. >> Their work would strictly be with students within the ASD. >> So, because I saw our BCBA comes in and I know we always struggle to find BCBAS.
So, their work would strictly be with those students in that program. we could not pull them out or would they? >> So currently right now they do consult with us in other areas across the district. Um so that all plays into
our current work with them. What they have done this year is as some of the staff have mastered um and we're able to fade back some support, they might say, "Hey, do you need assistance in this area?" and I'm able to pull them because we've
already built in the the cost. They've consulted in other programs for us where we've not had a BCBA. >> Okay. And this program will be at the marsh and branch. >> Just at the marsh. >> Just at the mar I'm thinking of
>> last year we only had two kindergarten classrooms at the marsh. >> Oh, and they're right. Okay. Thank you. >> You're welcome. >> Thank you, ma'am. >> All good questions and we absolutely have to do our due diligence. Member Keegan. >> Um I just have two questions because we've spoken so much about this. Um how
many people does constellations give us for this startup and how many of those positions are we going to have to absorb into our operating budget next year? Does that make sense?
>> I believe I believe I understand that question. So they would provide us 13 ABA instructors and 13 behavior technicians and I believe it's two BCBAs next year to absorb in our budget in the
2627 school year. Um no the 2728 school year. Right. So that this this $2.5 million pays for 267 and then come 2728,
are we going to have to absorb 26 positions? No. >> Into our budget? >> No. So the goal is for that ABA instructor and behavior technician support to fade because our staff has built the capacity
and the skill set to carry out the systems and structures that we've created by their modeling next year. So, we would not be absorbing the the mo the continued model in the future is not to continue to have an ABA instructor and a behavior technician in
each classroom. >> Okay? So, this isn't like, oh, hey, look, they're going to give us this and then all of a sudden the following school year, we're like, whoa, what do we do? We have to add all these positions. No, we're looking to build the infrastructure, the consistency throughout the program by utilizing the
ABA instructor and the behavior technician to build that those skill sets because I think something of you have heard over the years is not just our professional staff but our support staff, we have limited opportunities with them for professional development
and training. So, by having these additional um skilled people in those rooms, they're getting embedded professional development throughout the day so that they're building the skill sets and we fade back the support after it's modeled. >> Great. Thank you. You're welcome.
>> Member Sice. >> So, no K through four students that would fit into that program will be outplaced next year. So, right, >> like if there's kindergarten students this year that you're on the fence about
outplacing them into the into a program, would this prevent that from happening? >> That's the goal is to prevent that from happening. >> Okay. Um, I just want to say that your enthusiasm alone for this program is so encouraging. Um,
I just can't even feel that this program would not be a success. I know how much it means to you. Um, it's going to mean a lot to the families whose students can stay in Mthuan, can stay with their peers, their neighborhood friends, um,
their teammates on their sports teams. Um, I have no doubt that this will succeed and be a success for Mthan public schools. Thank you for all your time and all your effort. I know you did it all last year and I appreciate you doing it again this year and I look
forward to seeing the success. >> Vice Chair, >> thank you. I'll be quick. I just want to echo what Ma said, member So, um you know, um Gina, just your your excitement. I could tell that in your in your mindset here with this and thorough
development of it. wins my vote automatically. So, um I appreciate the work that the team has put into this. I know you guys have been talking about it for quite some time and I'm glad to be a part of this um avenue that we we could
bring back to. So, uh great work. Thank you. I'm all set. >> We'll hear from member Wlette and then we'll come back for a second round. Dun, >> I think when we were talking about the the special education community, our focus is always on uh mainstreaming when
we can and inclusion. So, it's counter intuitive when we have to do out of district placements beyond our control. Now, ultimately the parents will make the final decision, but a parent I think would normally say I would like to have
the child included with the peers. So inclusionary versus exclusionary and I think we need to work in that direction. Um obviously anything that we can bolster with the training uh for our professionals I'm fully supportive of.
And then maybe down the line when they've done regulatory reforms I think that was included in the house budget. I think we also have we need to have a conversation with the legislative delegation that if we're modeling this type of program and we're working and I
agree with the secretary, we need to do a data crunch and have as much evidence provided as possible and I'm sure they'll provide that with experience and evidence and data collection. But our legislative delegation has to be aware
that it's very counterproductive to be uh allocating millions of dollars for out of district placements where we could be accommodating the parents. I'm sure the students would enjoy the experience better and they would be amongst their peers as much as possible
and that was the mission was to with the special education population is to be as inclusionary as possible as opposed to exclusionary. So, I appreciate what you're doing and I will be there with the mayor and fully support because this the reason why we have a cash reserve is
we can tackle something like this. It needs to be done. Thinking outside the box. Thank you. >> Remember Donovan. >> Okay, two more quick questions. So, could this company all I remember Zeal
said something like they look came in and looked and made suggestions. So while there's training and building capacity for our staff, would this company say you know what you really need? You need a pull out program
or something else. So is that conceive or do they just focus on that or are they looking at the bigger picture where they could make recommendations? Maybe we would have to add somebody. Maybe we would >> have to think about what's going on at the other schools.
>> Yes. So they they have that already um structured in it's a systems consultation. So that's what um I had mentioned it I think at a previous meeting that they are currently doing components of that. So they've been going to each of the other grammar schools looking at our pathways resource
room what that model looks like and is it consistent across the district. Um and then they're going to provide me recommendations and feedback from that as well. >> Okay. A couple of years ago, you had to collapse a program at the marsh and send
kids back to their right home schools. >> Yeah. Yes or no? Go ahead. >> Yeah. So, I'm just wondering and I think they were older kids. It was a while a while ago and there were I believe older students. >> So, it was Pathways Resource Room.
>> Pathway. Okay. The resource room. Okay. >> Yep. And so, um, we were looking at the profiles of students and that their needs could be served in their home schools, um, with their home peers, their community peers. Um, so we transitioned students back to each of
their programs because we had built that program in each building. Um, whereas before when it was first started that program, it was only in one building. >> Okay. Okay. Um, and there's one thing that I've been people have asked me and I don't have an
answer for it and I know it's being discussed. If this program is offered, at some point, can the district say to families who have outplaced children who could benefit from this or qualify or
meet the expect needs that there is no longer an option to do outplacement. The conversation would be a team, right, >> an IEP team. the district could make a proposal for the student to come to come
into district programming. The parents though could exercise what they call their stay put rights. Um and then we could go into mediation um hearing a lengthy process. Um or we continue to work with the family to try to partner with them to see the program and come
back. >> Okay. because I think there have been a lot of people have talking about this and some of the conversations I've been drawn into is that >> understanding whether it's accurate or not that that we could say we offer this
okay so thank and even after a number of years when this program is in place what you said still stands >> correct >> okay so thank you for clarifying that >> you're welcome >> okay for member bias and member will >> uh thank you Mr. Mayor through you. So I remembered my question from earlier and
it was echoed by member Keegan. It was just that um we receive monthly uh HR reports and you know those staffing reports see vacancies and vacancies. So I didn't want to put the narrative out there that we wouldn't have the staff to put that up there. So I just wanted to
give you the opportunity to to answer what member Keegan just answered that they would provide the staff and we they would just be doing the training. My um my second question was a about was about the um member the secretary's initial
questions about constellations. I think it got it got lost a little bit and and in in the great questions that she was asking is getting to know constellations. Does constellations do this type of work in other districts and or uh and or um uh yeah let's start with
that with with >> they have done this work in other districts um which is how we learned about them um so I can get that more information for you all about that work um so when they were when we connected with them it was through resources of
other districts um that they have utilized. >> Thank you. And my last point um is just about procedure because I am first grateful but second 100% an advocate for this um going through the council
advocating any way that I can Mr. Mayor. So I would just like to know what would be going forward would we need to uh I don't know schedule um a special meeting and and and approve this as a school committee and ask for the funding through a resolution. Do we schedule do
we have uh assistant superintendent Bozac present to the council during one of their workshops? What would be the best way to move forward in an intergovernmental way to to make this process as easy to understand for our counselors? Um
efficient for our our team that already doing so much work and can can get this going in in the correct manner. So looking for recommendation and guidance on that as well. So in terms of process members, uh in order to initiate a free cash transfer,
that would have to be initiated by the administration. And so that's something that I would need to bring to the council by way of a resolution. Uh but that's something that I would certainly uh be more than happy to do in partnership with the entire committee so that we can maintain a united front uh
if that is the will of the committee. Um but that's how that would work. Now the one thing to keep in mind is that this would have to happen over the course of the next roughly month and a half uh simply because uh free cash is frozen at
the uh very end of the fiscal year and we typically don't have a certification this is done annually by this commonwealth uh we don't have the certification of free cash typically until January February of the following year. So if it is something that uh we
would want to move forward with uh we would have to initiate the draw down by the end of the fiscal year as long as it happens anytime between now and June 30th uh we would be in good shape in order to secure that funding. And so we would take that to the city council at
some point in the next uh several weeks. Uh it's something that we could also schedule a special meeting for uh simply because it is a big amount. It's a big topic and I think we would need to bring some folks potentially up to speed and educate the public as well. Uh and uh
anyway, yeah, that's what I'm thinking in terms of process. >> Thank you, Mr. Mayor. And like member Wlette said, 100% behind this with whatever you need. >> Member Donovan. >> Um I think in all our enthusiasm there,
um we have not had a discussion or heard from our superintendent. Um, I know I had a brief one with her, but obviously in the end,
you know, you you uh represent the district and at some point, if not tonight, I certainly would want to hear your insight because I think to make this decision without input from you would be not prudent.
So, if not tonight, maybe at our next meeting when we have more information, but I just think we need to put that out there. >> Sure. I can say a few words now. >> Um, so I thought u Miss Bozac's presentation was very clear. Thank you
for that. Um, I am in support of looking for long-term solutions. I think that um because we have had constellations in our school to some degree this year, it was a nice trial period to to see um if
what was promised um was to our expectations. And I'm happy to hear that the staff were willing to go outside of the program as needed to consult in other areas, too. What I want to be really clear about, and I think many of
you asked those questions and got to those points this evening, was I I wouldn't want the the public to be surprised that years to come, there will likely still be some, although fewer um students out of district in tuitions
that we're responsible for for a number of reasons. you got to those points about um students families needing to be in agreement to return, but also some of the profiles of our students who out are out of district placed do not match what
this program is seeking to cover. And so I think Miss Bozac is being strategic in choosing this profile, noting the trends of students coming up K4 who will be our most likely match, but it won't be an entire elimination of those tuitions.
And so I I just wanted that to be crystal clear. Um and it is it is a little bit of a um I'll say a a logical risk to take to know that over time we're very likely to see those returns.
But of course like anything there's no guarantee. Um I think the point was also made I think I think it was maybe you member Bayas who who said that it's almost a moral obligation to know that um our students who are currently within
the program at the marsh will have a better experience budgetary budgetary reasons aside knowing that our staff has been trained appropriately. So, I'm encouraged by that and as a byproduct of this um partnership,
they'll likely be a cost savings to the district. Um what you know, and I'm looking for further information to share with school committee. Miss Bozac and I have talked about that as well, is um are there varying degrees of the program
that we think would still be beneficial to our students? Um and in our informal conversation, uh Miss Bozac had spoken to the point of in order for our families of students who are out of district to feel comfortable coming back, we would really
need to do a cracker jackack job of making sure that we are fully prepared. So, it's not necessarily something that we want to cut corners on. Um but that was something that we're looking at exploring as well. Member Sice,
>> tell me again how much you saved this year by not sending those students out that worked with constellations. >> So the 18 students that we kept in district $2.3 million >> 2.3 and then this program would be 2.5.
>> Okay. Um, I just touching on member Dunovan, I just want to um say that when people are asking me about bringing families back into the district to save money through this program, my response to them is
right now we're going to save money by not sending students out of district. Um, in the future, of course, we want to bring students back, but right now there is a huge cost savings on keeping students in our district and not
outplacing them. So, that's what that's been my response to people saying, we're not thinking about bringing people back right now. We're going to get this up and running. It's going to be a super program. we're going to keep our students in house and then at some point
we'll talk to families and and deci they can decide what they want to do. But I feel like that's been my response and I think later down the road we'll worry about having students come back into the district and you may have parents that contact you and say, you know, we think
this is a great idea. We want our student to come back. So that's just what my response has been to the public with that question. Thank you, members. Right. Something that might be helpful maybe um especially in the context of sharing this with the
council uh potentially you know given the fact that there was based on the the math looking at that number of students uh 18 students uh that was the savings I think it'd be interesting to uh try to and I and I of course as the active
superintendent indicated there's no guarantee about specific decisions made in the context text of IEPs and the like. But nevertheless, if we're looking at $2.3 million in savings simply by providing this type of service through
this organization to 18 students, imagine what we could potentially be looking at if we're providing the service in 13 classrooms, right? Uh could be uh significant. So I think this is the type of thing that we want to be thinking about uh when we try to build
the case for this initial very big upfront investment but something that uh in all likelihood uh we could see significant dividends reaped as well. Member will >> I just want to emphasize too and uh we've had conversations with Ian over
the years in terms of we just recently started to receive reimbursement partial for transportation of special education. that's not a guaranteer from the state. So all of a sudden if we have an economic downturn we might that might
evaporate. So the fact that if we can uh relocate students from out of district back to Mthuan with the approval of the parents um that's something that could easily explode within a year that
transportation cost and also I think uh in years past I might have asked for report um some of these students are traveling long distance to facilities. Is that correct? That's correct. >> Can we get a sense of that? Uh because I
think personally if you have a student um profoundly disabled having to travel long distance I think what member buyers is saying I don't know if that's morally justified if we can offer a service locally >> but obviously it involves the the parent
but I think in years past I requested some of it's long distance >> and it's a long journey for these students and I think >> it would be better for these students to be here locally to offer for that. But also long-term too, there's no guarantee of the transportation reimbursement. I
think it's only what 44%. >> Um that that fluctuates. >> Yeah, they recently moved it up to they try they try to aim for 75. >> Yeah, they try. You know, you never know. >> I think last year was 69. Yeah. So close enough. So I think that is a big factor too that has to be presented to the
council is obviously that's a very great uncertainty with transportation costs and that's something that's exploding at at us obviously to having the local inclusionary versus exclusionary but also the factor of the travel distance.
>> So that could be encapsulated along with the data collection. So to your point, member will wlet the closest and when I look at the profile of students that we're that we're looking at, the closest um programming for them is in Andover.
We have there's two programs in Andover. After that, you're looking at Bedford, Beverly, um so Northshore um and then it goes greater from there. So the the travel time alone for some of these students is excessive um and very
traumatic for them. um and traumatic for families. Um so that is definitely a factor that parents look at is that commute. Um and so if we are able to build that program here and offer them within the community, that's that's a a
big um piece of mind for families. The only thing I would add too is that making sure even if the um CPAC, they want to uh volunteer some individuals and have like a subcommittee that would
work with you just to get updates and surveying the parents and doing an information night similar to what they're doing for the literacy night. I think reaching out uh in some of these uh individuals I noticed um there's
there's English barriers um so we want to make sure there's uh translators and uh we can even talking points reach out to this community because that might be a factor too um even with the mean I attended u someone volunteered to
translate for a family and they might be willing to participate but they might not understand the ramifications that it might benefit them long term. But I appreciate everything. Thank you. >> Member Keegan. Um, one other point I
just want to make is that last year we sent 13 students out um in K4 and these students are students that are with us in the district until they're 22. And so we're going to be paying out of district
tuitions and transportation for more than 10 years, right? And so even if we can't bring any of the students back, um the fact that we can prevent them from going out means that we're saving a huge
amount of money not just in one year, but over the course of many, many years. Um, and so I think targeting the younger kids to prevent those students from going out is vital for our long-term health for the district. Um, you know,
and I I do want to reiterate what member Dunovan said because the there is some narrative out there that um if we have a program, we can tell a family we have the program and in three years we're no longer going to pay for your tuition out
of district. that is patently false. We cannot do that. Um and that that rumor needs to get dispelled. So, we really can't be focusing on who we're bringing back. It would be fabulous if we brought anybody back, but the long-term health
of preventing students from going out is really where we have to focus. Thank you. >> Thank you, Member Keegan. Any other discussion? We don't have anything to vote on tonight. This is only on the agenda for discussion, but All right, >> Mr. Chair, I just have one more question actually. >> Sure.
>> Yeah. So, um, Miss Bozac, uh, quick question here about do we do we get any reimbursements from Mass Health or anything like that from Medicaid or any of those insurance programs? The city receives Medicaid reimbursement
through um information that we submit for the work um of of our in district staff, but we also submit for our out of district students as well. >> Does that money come back to us? >> I'm going to look to Mr. Goslin.
>> No, it goes to the general fund in theory to um pretty much reimburse the city for the funds that they're already putting towards the educational program. So by law it goes back to the general fund. >> Okay.
Because I know there's also other types of state and local insurance pools we could potentially tap into with these type of programs here at at Mthuan. Have we looked at what benefits we would get if we were to bring some of
that in house or would it still fall into the general fund? Mr. I'm only familiar with the Medicaid that we currently do. Um so I don't know if you have any information on other programs. I can look into where those
funds would go. I do know I've had conversations with the um commissioner of finance for the department of ed specifically around um those reimbursements and where they belong. Um he made it very clear that they belong to the city and not the
schools. So I did not argue And we don't have parents use private insurance for any of this stuff either, right? >> No, because we're required by the law to provide them the services if we've determined that they are required through the IEP process.
>> Yeah, but it could be used voluntarily, >> not for tuitions. >> Not for tuitions, for services, though. That's what we're talking about here. Services, >> right? But for educational services, no. From medical services, yes.
>> Okay. I I I just saw something with Randolph recently, so we might want to look into that. Randolph just had something come out recently. And um yeah, I think it was Randolph maybe Chumsford was another one about special
ed reimbursements accounting towards you a plan. But I could point you in that direction. But it so uh so Ian that goes back to the general fund then whatever we get from Medicaid and and that and that doesn't come back to us. Correct. I
just want >> it comes to us the first time in the form of the budget. >> It's all the same bucket vice chair as you know. >> Okay. I'm all set. >> Any other questions discussion? All
right, we'll move on to finance and operations. On the agenda, uh we have the expenditure report. Any questions, comments from the committee regarding the expenditure report? >> Member Keegan. >> Um
has the money for the custodian contract come out of this yet? >> No. >> No. Okay. Thank you. They are receiving their well they should be receiving their retro and all their adjustments as of May 14th. Um those payrolls were just
submitted to me today. So I hope to have them posted by the 14th. Your next monthly statement will show that adjustment. >> And what line item will that be in >> would come under other salaries. >> Okay. Thanks. You're >> welcome.
Any other questions? If not, we'll move on to the revolving funds report. Member willlette, >> I'm starting to get a little upset about this and I I don't want to specifically tail it to anyone, but the parking
account is like $55,000. I know we expended $11,000. U but I think it's a crying shame that we've had this accumulate over the years. I really need to have a long-term
strategy of depleting that account down to maybe $5,000. Now, whether the vice chair and I have offered solutions about security measures because of an egress uh from the parking lot into the school. I've
also mentioned about uh foliage if uh lighting anything that could without going into detail whether it's for cleaning up the area or security purposes without going into detail. I need to have something soon or I'm going
to put a motion to reduce the fee down to $10 because it's a an account that's exploded over the years. It was originally $100. There was no sliding scale fee. So regardless of someone's income, they had to pay $100. Hayo is
only $10. So it's not a major issue, but it also is an account that's about $55,000 and we should start utilizing it. So hopefully uh the mayor in conjunction with the chief uh working with Ian and
the administration, I need to see some uh light at the end of the tunnel or I'll put that as the next uh meeting. Thank you. Mr. Goslin, any thought about providing some examples of expenditures out? >> Yeah, usually in the spring we do have
um a tree service come out, cut back all the trees or on the lights, any dead branches. That's usually the time that things start to well usually take a beating over the winter. Um I was able to use about $10,000 to offset some of the plowing costs for the um and uh
typically at the beginning of the year. I think we might have skipped it this year. We uh repave uh not repave, repaint the lines and renumber the the parking lot, which could also be used this could also be used for um I we did get a quote maybe about a year ago for
the security cameras and lighting that you had spoke of. Um and that was about $120,000 and I was kind of hoping to find the other 60 somewhere. So I've been a little bit um stringent on spending it down in case we needed it for that. Um,
but if uh the committee wants it gone, I can uh definitely find ways to Yeah, >> members. >> I just have one question about the facility rentals. >> The ice rink's doing really well, but that started with 35,000 and now it's
down to 6,000. So, do you have any idea why that if that 35,000 wasn't in there, we would have probably been in a deficit with that? And I'm just curious as to what the high cost was. >> We are waiting on some um some people to pay. Um we are paying a custodian out of
that line. I know we had this conversation at one of our past meetings about using that account. I'm like let's we're about we'll break even by the end of the year. Um but we got to be we just have to be careful. Um I will also say
that facility rent out of that line we uh purchased two scoreboards. One for uh the gym at the CGS and one for the marsh. Those are installed over April vacation. Um the
boosters as well as Mthoon youth basketball have um offered to donate money back to the school department to offset some of that cost. So, just the cost will actually reduce once they they send us the check of their donation and I'm hoping at the
next meeting I can bring that donation to you guys for a vote. >> Perfect. Thank you, >> member Keegan. >> Um, I just want to highlight the preschool tuition line. Could you explain exactly what preschool tuition
is and why we have it? So preschool tuition is for our peer models um that participate in the integrated classrooms and um we have it to provide the social opportunities um for our students with special needs um
to give them those social interactions with um typically developing peers. um our peer model um vacancy or spaces have not been filled fully every year um for past few years um as a lot of families are
looking for full day programming um which we don't currently have um so there's there's that the um monies from that though fund um go towards a teacher salary as well as a program assistant salary. >> Thank you. So, what you're saying is
that um a student that's not on an IEP that's being used as a peer model in our preschool program is paying a tuition to attend Mthuan public schools. >> Correct. >> And that that money pays for a teacher and a >> program assistant. >> Program assistant. >> All right. Thank you. >> You're welcome.
>> I do also want to point out that we got another uh deposit for circuit breaker u to the point tone of about $2.5 million. Um, so that we got it just at the at the beginning of um, sorry, right at the end of April. So you'll see it
now. >> Member Dan, >> you know, looking at the numbers for the before and after school program. Uh, superintendent, I'm just maybe after school ends, I would be very
interested to see what the enrollment looks like or over a couple of years, especially with our student population declining, trying to get people to be in our um peer model, be a peer model. I would be very curious to see what those
what enrollment is like in those programs because I know we've benefited from some of their uh work financially. So maybe down the road maybe once we get through the budget that would be really helpful. Other questions?
If not, uh next on the agenda, grants report. Uh we have none uh none uh tonight to discuss. Uh, next, uh, we have the student activity reports. Any questions from the committee? Member Donovan. >> I'm very chatty tonight. I'm looking at
the class of 2026 balances. I know we have a busy year. They're they're all over the place. I know we have a really busy year. And this Ian, Mr. Gosling, this really isn't directed at you, but um, the superintendent may be just a reassurance
at the next meeting. I know the end of the year gets really expensive for our eighth grade students and our staff works really hard to raise money. I just want to make sure that the events that are planned, we just want to make sure all the kids are able to go. And I know
the staff works hard to make that happen, but the disparity among the schools is pretty interesting even in the student deficit account. Um, and I wish we could find a way to support all the schools so everyone
feels comfortable attending these end of the year events. I will say that we've been really cognizant of that. Um, and so all the grammar schools end of the year activities for grade 8 students um are identical. Um, we've added in some new
opportunities this year excited about. Um, one of which is uh they'll all be taking in a spinners game down in LOL. Um, so we're looking forward to everyone engaging. Um, and I think everyone's keenly aware that opportunity should be
provided for all. >> We um I know typically it's a little early, but we if we could get a list of where the what will the celebrations be, that would be really awesome. Thank you. >> Sure. Any other questions for the committee?
If not, we'll move on to the food services report. Any questions? Members Royce, >> I first want to thank member Wlette because I know the past few years he pushed for the food survey, food preference survey and I have to say
since that has come to fruition and has been completed. Mr. Friday and Miss Noun have done a fantastic job at looking at that survey and adding features and menu items that
the students have requested. Um the cafeteria at the high school looks absolutely gorgeous. They did a fantastic job with that. Um, but I just want to thank them all for for their hard work in um really
bringing our food service program up to where the students are excited to go and have lunch every day. Thank you. >> Couldn't agree more. Anywhere anyone else? Uh if not, we'll move on to um just a mention of the warrants uh
that have been approved. Um April 10th, April 17th, April 24th, and May the 1st. Uh on the agenda, next we have uh contract awards. We have none tonight. Uh ditto for acceptance of new fiscal year 26 grant awards. Uh after that on
the agenda uh we have a request for authority to transfer funds to close out fiscal year 26. There's a memo attached. Uh do we have a motion and a second to approve uh the transfer to close out the fiscal year? >> So moved. >> Second. >> Motion is from member Soy. Second is
from member Keegan. Uh discussion. Uh Mr. Garcin, I don't know if you want to. Yeah, just any I just want to um any transfer that is done across sections I would absolutely send to you as well as to the cafo um when it is put in munice
she has to approve it anyways um but anything that's done I will um absolutely try to keep it to a minimum all you'll see is probably one or two between now and the end of June and then that first week second week of June I'm
sorry first week second week of July high. Um, that's when I I kind of button up everything and make sure, you know, everything's zeroed out and everything's in the right place. So, you probably won't see too much. I might have to move a little bit. Um, for, like I talked
about utilities, um, we're about $250,000 over where I wanted to be. Um, maybe a little bit more. U, but I'm not at the point right now where I need to move it. I just want the authorization to be able to do it when I hit that point. Um, and I'll make sure that you're all well
aware of it. >> Absolutely. And I'll just say I love the budget freeze. Uh, we did that on the city side effective April 1st for Q4 as well. So, uh, a good move at the end of the year. Discussion, questions. Uh, member Bayas.
>> Thank you. Just looking for some guidance. It's my first time around. How often does does this type of uh transfer of authority happen? >> Typically once a year. Right about May or June. I asked for it so that I can
close the books out late June, early July. >> Thank you very much. >> You're welcome. >> Mr. Chairman, just as a point of information, we have multiple uh systems of checks and balances. We have Ian, we have Maggie and the CAFO, we have the
mayor scrutinizing everything and then we have followup reports directly to the school committee for meeting as well. So there's multiple layers of checks and balances, but it's a very valid question. Thank you. It has happened many times in the past. >> Other questions?
If not, we'll take a roll call. >> Okay. >> Remember Daglio? >> Yes. >> Yes. for Donovan Grassi. >> Bayz, >> yes. >> Keegan, >> yes. >> McCarthy So, >> yes. >> Wlette, >> yes. >> And Bogard,
>> yes. Uh, next on the agenda, we have notifications of appointments and other personnel matters. None tonight. Uh, after that on the agenda, we have other business from the committee. Um, there's a request uh from member Keegan uh regarding protocols surrounding union
contracts. I I can't really get into those weeds, but I know you have a point perhaps to make. >> Um, so it came to my awareness that um the unions were asked to take a pay
freeze. Um, and union contracts are under the purview of the school committee. And um I just want to make it clear that there was never a vote to open union contracts or negotiations. Um and that I didn't know
anything about it. So I I just want to make it clear that that request didn't come from the school committee um as a body. And um if the mayor would like to elaborate, that's fine. If not, that's fine. And I just want to make sure that
it's it's clear to the public that the school committee did not authorize that request. >> Sure. So I I can't get into this deeply simply because a lot of these talks are ongoing and will be ongoing. uh but one
of the interesting nuances that uh I don't know if this is really obvious unless we're talking about uh this particular topic but while the school committee is the negotiating body uh with for instance the Mthuan Education
Association anything on the school side uh one of the challenges is that on the city side we have to negotiate things like health insurance and the like and We do that with representatives of some of these unions. And so it can get a
little weird uh in some cases where we're trying to achieve um you know various agreements in the context of for example health insurance that doesn't involve the school committee but it does involve certain uh members of these
unions that are uh involved with the schools. And so uh it's a delicate balancing act. But to reiterate what you said, there's been nothing in the context of the committee. Um this also I think speaks to uh the issue about the
survey for instance like that the committee had nothing to do with that. Uh that was for instance completely within the context of uh discussing uh ideas and getting feedback regarding health insurance. So, I think this speaks to some of the awkward systems
that we have set up in the city of Methuan that have been in place for a very long time. And at moments like these, we uh see some of the frictions that come into play when it comes to some of these systems. So, I'll I'll leave it there.
>> Thank you. Uh, next on the agenda, we have uh from I believe member Keegan a request to reconsider uh last week's vote regarding the adoption of the fiscal year 27 budget. Um, we need a motion and a second to allow the
reconsideration. >> So moved. >> Second. >> Motion's for member Bayz. The second is from member Donovan. >> Um, sorry, mayor. Do I have to make the motion actually? Well, so >> or can they? If if they can, great. I just want to make sure we do it right.
>> Well, that's the thing. So, like when it comes to a motion to reconsider, the entire body is able to vote on that. So, if if you're the one indicating uh that you're putting it forward, >> I think that there's uh >> that that's allowable. Yeah. >> Okay.
>> Uh but member Keegan, if you'd like uh >> feel free to dive in if you want to. I just wanted to make sure that like um because I was on the winning side that I had to make the motion. I just wanted to make sure we're doing it right. >> Yep. Absolutely. >> That's all.
>> Um so, uh this is for discussion regarding the motion to reconsider. Members, >> I just have a question for the acting superintendent. Out of the 37 positions, can you please tell me how many are
retirees and how many were vacant positions that weren't filled and how many layoff slips are actually going out? >> I just just to be one thing about process. This is just regarding the motion to reconsider. If there's other things to maybe discuss when we're going
through the budget um motions that may be a >> Oh, okay. I'm sorry. >> No, no, it's fine. Yeah, I just wanted to just play it safe. So, regarding the >> most point of just a point of information for member So,
>> member SO this is just a formality of getting back to like say a redo of last Thursday. So, having this vote is just to be able to reconsider the votes that we took individually per number.
>> I understand. Thank you. Uh so regarding the motion to reconsider um the uh the vote, I I of course will support my colleagues in their request uh to do so. My vote uh obviously also
remains uh unchanged uh from last meeting given the reasons I stated previously, but I will vote in favor of the reconsideration. So we'll take a roll call. >> Okay, >> Daglio. Yes. >> Donovan Grassi is a yes. Bias.
>> Yes. >> Keegan. Yes. McCarthy Soy. >> Yes. >> Wlette. >> Present. >> And Bogard. >> Yes. All right. So, the motion to reconsider has been allowed. Uh, so we're in essence hopping in a time
machine going back to last week. Uh, regarding the adoption of the fiscal year 27 school budget. Uh, we need a motion and a second to adopt. Uh again, these are the numbers that were outlined in the Tribune uh a while back. Operating net school spending, no
chargebacks, 106,590, $457. >> So moved. >> Second. >> Motion's from member Bayz. The second is from member uh Keegan. Member Syce. >> Thank you. Again, I apologize. Um acting
superintendent, out of the 37 positions, can you tell me how many are retirements? How many of vacant positions that are currently not filled and how many layoff slips will be going out? The answers are trickier than they seem
like they should be because if sometimes if we're reducing a particular position, someone may shift to the position of a retiree. So, it's not onetoone. I've been working with Colleen um
earlier today looking at the retirees we have retiring in the fall or partially through the year and how could be we be creative with having them cover a different role for us while eliminating
that position instead of a different position with a person in it. So today, I just pulled up my spreadsheet. Um I could I could be able to tell you the number of positions without a person
in it. Um whether that's due to a vacancy or retiree that would be in one bundle at the moment if that's okay. >> Okay. Yes. Thank you. >> Okay. 35 would be without a person. So two and then the positions
and then the remainder would have a person. So, two layoff slips will go out. >> No, I I can't say that. No. So, for instance, the vacant program assistance that we're looking at here, we have I
have 10 listed that would be reduced from vacancies. So, those would be no people. >> Okay. >> But the the number that I originally gave you were all people. point of information as well. Just clarifying, there's
37 general education positions, but there's also, let's say, like 30 other positions as well. Is I if I don't have the large print on me right now, but if it looks to me like it's a total of 68 positions.
um which breaks my heart to say that but >> right >> I just want is that 35 in reference to just the educators or the total >> the number of of people that would need to have a notice? Now I'm I'm hesitant to say hard numbers because depending on
how this falls with the vote and what we get back from the state there will be others who will receive notices too. um does we need to meet those deadlines that are that we're obligated to do contractually.
So every day we just got um you know a resignation letter today from someone who's moving. So that helps assist in and change the numbers. Um so we're we're in flux right now. So, that's going to be the work once it's voted to
make sure our binders are accurate to go to city council to reflect whatever number is voted and then also to start moving on the number that was provided by the mayor originally because that's what we have to operate under in terms
of our notices for this interim time before we hear back from the state. So, we're going to be combing through um puzzling to the best of our ability to um save our staff to the degree possible
while also working through the lists in consultation with our union presidents to make sure that we're accurate in who we do intend to have those notices. So I think we mentioned last time too we're also looking at lenture
um and as we move into professional status then we need to look at what types of lensure um might not be something they're currently working under. So it's it's it can get a little uh complicated.
So, the number of classrooms that you gave us in the budget with those student numbers, >> that's reflecting any anyone that's going to be in that pocket of people that are going to get a notice or are
those is that going to change? >> No. So, they >> I apologize. I'm just trying to figure out. Oh, because it's it's not as linear um as I think it appears to be because we for instance maybe had already um projected that we'd have staff members
moving to different grades with those bubble classes. We had already projected that we would reduce and shuffle to fill needs. So what we tried to make it simple in our first iteration was where we we kept it within a school. So, if we
knew we were reducing a teacher in a grade level, not due to budget, but because of enrollment, and we knew that we needed to add one somewhere else, we called that a wash because the person's not changing schools, they might be shuffling grades. Once we got past that
point when we had to reduce due to the budget, that's where it became more complicated. So if you see a reduction in a grade, it might be because it was warranted originally because of enrollment, but we knew that they would
fill somewhere else. So the next layer of cuts are where we have to go beyond. >> So what I'm looking at I'm sorry, may >> just uh I'm going to ask for a quick motion in a second to extend past nine o'clock. >> So moved. Second. >> Motions from member Keegan, seconds from
member So. Uh let's take a quick roll call on going past nine. Yeah. >> Yes. >> Yes. >> Yes. >> Yes. My apologies. Members Royce.
So, just quickly looking at my spreadsheet, roles that have individuals currently in them, and again, it could change one or two um depending on events that that that will come up over the course of the week. I see 31
general education teachers. I There's also counselors. >> There's also um some specialist teachers. um support support personnel. But then in
terms of the roles where we don't have people currently in them, there are um let's see at least seven general education teachers. That would be because of the shuffling that we did with our retirees or
resignations. Um, we have the school psychologists who don't have people in them. Um, I have some marked as not impacting a person because I know that person's going to move somewhere else.
So, it's a little bit of a maze. So, I just want to make sure that the classrooms that are listed for each school in the budget and the amount of students in those classrooms is what we're going to start with in September. You're not going to have to go into any
more like that's it. Um, no. We may have to you may have to lay off more teachers. >> Well, because I'm I'm thinking we're talking about the 118 figure,
>> right? that we we aren't able to we're we're thinking that if we are able to access free cash for some of those one-time expenditures which we had articulated earlier with the will of of the city
council and when we're able to get from the state what we hope or potentially anticipate based on what we've been hearing and seeing that that that would be close to a holding place for us where
we might not need to go deeper. Okay. >> And that's all projections and hopes at this point. >> No, I understand that. But I just want to make sure that that what's in the 118 budget >> is after reflecting the 37 and all of that. Like that's that's
>> that's what that reflects, right? And if if either of those hopes don't pan out, then it will change. Okay. >> But to to that extent, that's where we are. >> All right. I'm sorry. Thank you, >> Mayor Keegan. >> So, to that end,
the layoffs that go out on June 15th are going to reflect the mayor's number of 14ish, not the 118 that we're voting on tonight. So, there will be $4.5 million worth of
cuts greater than what we're approving. that's going to have to happen if the money from the state doesn't show up before June 15th, which it did not last year. >> So, the layoff notices have to go out for that $4.5 million that we haven't
even seen yet. Okay? And then if the money comes from the state, then we can rehire those people. But $4 and a half million dollars is a lot of teachers. It's more than what we're looking at
right now. Um, and so, you know, when I when I asked to re um reconsider this vote, the reality of it is is that our job as school committee members is to allocate
the money that we've been given. It is not to say how much we need and expect the city is going to give it to us because the city quite frankly doesn't have it. So,
so this vote is to allocate money and we're allocating more money than what we are being given at the moment with an educated guess that we're going to get more money from the state. So that's why
I'm reconsidering this vote because I need to allocate the money. So that's where I'm at and and that's why we're going through this motion, you know, a few days after we just did this. Thank you. >> Thank you, Member Keegan. And just to
reiterate, I have to vote no on this. It's above the number that I had given initially. Um it's not something that I want to do. I'm not doing it because I like doing this. I'm doing it because I am bound by an obligation to present a
balanced budget to the city council. Uh so uh is there any other discussion? Member Donovan >> and forgive me I didn't bring my book. So Mr. Goslin, are you using money from the cherry sheet when we talk about the state
figures, the governor's initial? >> Yeah, I'm using chapter 70 numbers that I received from the state. >> Okay. Right. So, we'll take a roll call vote on this is the 106,590,457 not counting chargebacks for operating
that school spending. >> Chair Daglio, >> yes. >> Donovan Grassi, yes. Bayz, >> yes. >> McCarthy Soy, >> yes. >> Wlette, >> no. Mayor Borgard,
>> no. >> I'm a Yes. >> So, it's uh >> Oh, did I skip? I didn't mean to, Miss Keegan. I apologize. >> No worries. I just want to make sure you get your counts right. >> What happened? >> Yeah. >> Five. Yes. >> Right. Right. >> Uh, next we have total net school
spending. Uh, non-net school spending, excuse me. This is the transportation contract. In essence, it's motion in a second needed to adopt $1,855,430. >> So moved. Second >> motion's from member Keegan, the second from member Soy. Discussion.
>> Again, this is the transportation contract. U Mr. >> Mayor member Bayas. >> Yeah, one thing. Sorry. Um, so we have a policy subcommittee on Wednesday and uh something that's on the agenda is uh a discussion on the monitoring uh traffic
violation systems. Um just to have a a discussion on that, but I know you're working on the RFP. Just wanted to let the community know about that. >> Thank you. Member Bayas, we'll take a roll call. >> Okay. Daglio, >> yes.
>> Donovan, yes. Bias, >> yes. >> Keegan, >> yes. >> Karthy Soy, >> yes. >> Member Wlette, >> present. >> And member um Mayor Bogart, >> yes.
>> Six. Yes. one present. Next, we need a motion and a second to adopt uh the number for the total operating budget for fiscal year 2718,445,887. >> So moved. >> Second. >> Second. >> Motion's from member Bayz. The second is from member Keegan. Discussion regarding
the total. >> Roll call. >> Daglio. >> Yes. >> Donovan, yes. Bayz, >> yes. Keegan, >> yes. >> McCarthy So, >> yes. >> Wlette, >> no.
>> And Bogart, >> no. Okay. >> Uh, next we have the estimate for city chargebacks estimated at 23,697,481. Uh, mainly for health insurance and the like. Uh, we need a motion and a second to adopt this number. >> So, moved.
>> Second. >> Motion's from member Keegan, seconds from member Donovan. Uh discussion member Keegan >> um we had discussed that um the CAFO was going to update the chargeback agreement. Yeah. >> Has that happened and does this reflect
the new um thing or the old one from Juga? >> So Maya this is not reflective of any no new changes. uh those would uh have had to have been I think definitively determined in our subcommittee and then
decided uh broadly speaking. Uh so we're still working with uh the prior arrangement that has been in place for the past several years. >> Okay. Thank you. >> You ready? >> Okay. Chair Daglio.
>> Yes. Donovan Grassi, yes. Bayz, >> yes. >> Keegan, >> yes. >> So, >> yes. >> Wlette, >> no. >> And Bogart, >> yes. Uh, next, we need a motion in a second
to adopt the total school operating budget. This includes both non uh, excuse me, net uh, and non-net plus chargebacks. >> So, moved. The total just to state it for the record is 142,143,368. Motion is from member Keegan. >> Second.
>> Seconds from member Bayz. Uh discussion. >> Roll call. >> Vice Chair Daglio. >> Yes. >> Donovan Grassi. Yes. >> Bias. >> Yes. >> McCarthy. >> Yes. >> Keegan.
>> Yes. >> Wlette. >> No. and Barard. >> No. >> All right, that does it for uh the agenda for tonight. Uh do we >> I have one question. I'm sorry. >> Um
>> so knowing that um the layoffs are going to have to go out based on the 113 number. Um will those class sizes, layoffs, etc. come to us so that we know what's happening? Um because right now
we only know what's going to happen up to 118. So is there any way to inform the committee of what's actually happening? >> Yes. Um we have our next workshop is actually one of the dates that we need to be at the city um to discuss the
budget. So we'll have to reschedu that. But I think that we would need to make the next meeting business workshop so you're aware of what those are because we also have the June 1st deadline too for the other units as well.
>> Thank you. >> So we'll have to we'll have to um collaborate on that next new date. >> Sounds good. >> Thanks. >> Uh so with that I'll entertain a motion to adjurnn. >> So moved. >> Second. >> Motion's from member Keegan, second from member Bayz. Uh, we'll take a roll call
on a German >> Daglio. >> Grassi, yes. Bayz, >> yes. >> Keegan, >> yes. >> McCarthy Soy, >> yes. >> Wlette, >> yes. >> And Borard, >> yes. Time is 9:07 and our meeting is adjourned.
>> Good night everyone.