--------- and the ones for the state. What I can do is just kind of council. >> Okay. Uh we will officially um call to order the committee of the whole meeting for the school committee. It is September 9th. The time is 5. Those who
can please rise and so the flag. >> 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 justice for all.
>> Um the mayor will join us shortly. In the meantime I will chair our meeting. Can we please have a roll call? >> Mrs. Bronston Rizzo >> here. >> Mr. Kajiano >> here. >> Mr. Kingston >> here. >> Miss Milbury Ellis >> here. >> Mrs. Monttoo >> here.
>> Mr. Sella >> present. >> Mayor Keefe >> absent for the moment. Okay. With roll call, we'll move into the minutes. Any questions on the minutes from last month? We also had minutes from the safety and security subcommittee submitted. So, thank you for that, Mr.
Tiana. Okay, seeing and hearing none, uh we are moving into the warrants. Uh we had no financial reports, but any questions on warrants or food service financials? I have uh I think one note, Matt. Um I just noticed it right before the meeting. I should have called to your
attention, but I believe on the very bottom of the food services financials, it should say 300K. You found it, too. >> Yes, we're missing a K. >> Okay. >> So, the uh once a year we give you a food service program financial report.
>> Uh try to do it in August. Sometimes it bleeds into September with the transition between food service management companies. Uh we're giving this to you in September. Uh the most important note from this was that you do
see that there was a deficit in the program for the last school year. That was not unexpected because we were living into the new collective bargaining both with the full-time but also the part-time staff. And part of that reality was having some
retroactive pay hit within the school year subsequent to that being settled. So we know that there would be something of a deficit realized this year that encompassed both the previous and current fiscal year. And you can see
that we were uh amply prepared for it. Uh our fund balance um you can see the number that we put into the report. So we've been uh trying to have that there for a year such as this. So this year
we'll be uh charging fringe benefits, health benefits for full-time cafeteria staff to the food services program and also some indirect costs for uh utilities, other things like that that can be charged to the program which as
you remember helped us with our budget for this year. So, we'll be chipping into this fund balance over the next two years, both through the charging of indirect costs and then as equipment fails or a specific cafeteria or line clearly needs
an upgrade, we can go into this fund to do that. So, in FY203 and 24, we replaced a lot of equipment at the Garfield Middle School cafeteria. And so we'll also use some of these funds over the next two school years to
tackle that. And then thankfully there'll be no costs for the high school food services program from the budget because that'll be a part of the building campaign there. So, we wanted to give you this so you could see the operations from last year and also have
a sense of the fund balance that we've been able to amass and how we'll now be mobilizing that both to replace some needed equipment and also supplement the appropriated budget over the next two years. >> Um, >> yes.
>> Is so that brings me to my question. Is that the um I was looking in the grants the um ventilator >> systems for Garfield? No, the Gar unit ventilator is a separate capital project. >> What is that? I just >> That's a heating and cooling system >> for the for the elementary school or for
the whole school. >> The whole building. >> Okay. >> And so each room has what's called a unit ventilator which uh is either heating or cooling depending on on the season. And um we had worked uh through some grant funding to get that replaced. We actually did it like two years ago,
but it took a year to get organized and drawn out and all of that. So we just completed the work over this past summer. So is this is this when we see grant is this all grant money >> that we were able that's like over $700,000. >> Yeah. >> Yes. >> Wow. That's amazing. >> Yeah. We did that. Uh which was it? >> IVAC.
>> IVAB, right? Which came in with the ESRE money. >> Oh. >> When um COVID happened and that money became available from the federal government. A lot of it was to upgrade heating and cooling systems to make sure there were adequate air flow turnovers and >> uh all of those pieces. So, we're able
to redo that whole skating system. >> Oh, that's great. You threw that, Brad. Thank you. >> One question on this on the food contract that reimbursement was 100,000. Is that like a yearly thing? >> Uh, that's the contract guarantee. So, what they're saying is uh their bid and
this was a turnover because it two of the vendors were highly advantageous. So, the contract was won with the best guaranteed return. So basically what the new vendor is saying is, hey, we're going to operate your program this year, and given the $3.2 million of payroll
that you cited in the bid documents, given that that's where you land for payroll, we guarantee you that we will return $100,000 to the program through operations. >> That's for a school year. >> That's for this coming school year. And
then we'll if we're happy with their services in the you know first six months of the contract then we'll move to renew the contract for a second year and we'll negotiate what that figure >> the return is. >> Right. >> So what what they're saying is they're
new but there will be no excuses as they're learning the program that no matter what happens they'll return at least that minimum amount to the program. Could be more if they drive up participation, but that was the guarantee that came with this new contract.
>> Any other questions >> on the um state and federal reimbursements? Any rumblings from Washington cutting back on the program? >> Not in the food services world, not like some of the entitlement program conversations.
>> Thank you. So, just one other financial note, the city did close the fiscal year over this weekend. So, now I'm able to dig in and start looking at the numbers for the fiscal year that we're stepping into. So, I'll be doing that and uh we'll
probably pull together a ways and means meeting to have a first update on this year considering all the intense budget work that we had done and I'll also be able to lock down the exact figures around carry forward and work on that
appropriation. So, we'll most likely be able to appropriate that carry forward figure at the October meeting and we'll probably have a ways and means conversation in the interim in there. >> Okay. Let me know when you're ready and I'll turn to a meeting. Go ahead.
>> Thank you, Matt. Thank you, Mark. Will >> you stay for two minutes for the enrollment update? Sure. I think this is relevant. >> So, let's move right into that, folks. We don't have any communication. So, enrollment update. Um, Dr. Hill, I don't know if you want to give us overview or folks have questions. >> Sure. And we did find an error in the spreadsheet. Did everybody everybody has
a new updated copy? >> Um, and so I'll just to take you through a little bit of this. on the top of the first page, you see the prek number. Our total enrollment right now is at 138. Um, and then after that, you see the
enrollment by grade level in each of our special programs. >> I'm sorry, I'm not following you. I just want to make sure I >> right number on the phone >> 138. Got Thank you so much. Sorry. Um and then um after that you see by grade level the students who are enrolled in
our special needs programs at each school and that total there is the 159. >> Okay. >> So just to orient you to the spreadsheet after that you see kindergarten. The total is 457. Um and you can see what the average
class size is across schools. >> Um happily Paul Reier very small. Mhm. >> Um it's one of the places where they have uh much more manageable class sizes, but even across the board, they're all under 20, which is phenomenal. >> Yes. >> Um so we're really pleased with that. Uh
going to the next page, you'll see grade two, we have 503 students districtwide. >> And you can see those class size averages. >> Grade three, 491 students. Again, very very manageable class sizes.
Yeah. >> Um, grade four, we hit a bit of a bump at the Paul Reier as we have been. Uh, there are a total of 504 students across the district in grade four. And Paul Reier is the one spot where we're over 25, which is more than we would want it
to be. However, it's much better than the 30s that we had been seeing, >> right, >> at Paul River. >> Grades four and five at Paul River always will have been quite large. >> Yeah. And then as you see the grades will roll up. So after next year, so
next year the grade four kids will be in grade five and we'll see the smaller numbers um carry through. But what we are seeing not just at the Paul Reier but across and a trend is a decrease in enrollment overall. And that's why I wanted back to state for a minute
because it's a a bad omen for our um budget for next school year. Mhm. >> Um if you go all the way to the back page, um you'll see for the first time in over a decade, our full our total enrollment has dipped below 7,000. We're
at 6,98 right now. That's as of today. >> Um we are high school has dropped just a little bit, but we're still at 1961 and 130 kids are at City Lab. So, we still have over 2,000 at the high school
level, which is about where we had been trending somewhere between 2,00 and 2100. Um, but it's just something to bring to the attention of the school committee because it means we're going to see significant budget issues next year. >> Could you let us know that on October 1st what the enrollment is?
>> Maybe send us an email. >> It the so the October 1st enrollment numbers don't actually come out until about mid November. We have to submit the data to them on October 1st, but then the state crunches them. And yes, we will continue to do updates on the um
enrollment numbers throughout the year in preparation for budget season and the end. >> This is not just everywhere, >> right? In addition to the defunding, this is another >> issue that we're going to be confronting is the lack of enrollment lower. >> Yeah.
>> Oh, I mean, we kind of saw this, right? We did. I mean that's the reason why we had all those discussions over the summer. >> My question is is it because we're just leveling off of the city on school age or students are we seeing students leave our district? >> I think that we're seeing students leave
the district not just in Rivier but um in the surrounding communities as well. I think it has a lot to do with the current um tenor around immigration. >> Um so we're seeing a lot of families uh leave and relocate themselves
like in other like are you trying like charter schools, private schools or just outside of the city and the state? >> I think outside of the city and the state I think there's there's a lot of that happening because the other the our surrounding communities are also seeing decreased enrollment. Um so it's not
like they're moving from here to Chelsea or Winthre or this is >> any place. So >> Mr. Mayor, I did want to highlight because we did have the conversation this morning in the cabinet in your cabinet meeting about enrollment and so we ran the numbers again today and we
have dipped under 7,000 for the first time uh in over a decade which because I had said to you no I don't think we're under 7,000. I just wanted to highlight that for you. >> No, thank you for clarifying. I because I I remember I thought you said we were very close to that recently. So yeah,
that's what that was stuck in my head. >> Yes. Any other questions on enrollment? No. >> Okay. So then with that, I'll pass it back to the mayor. We're moving on to personnel items, new hires, retirements or resignations and termination. >> Thank you, M. Moso.
>> Thanks, Matt. >> So, um I guess we're on to retirements, donations, new. >> Um you see the list before you uh and it's uh pretty extensive. A lot of this is work that we had been doing over the summer but didn't have um drawn up in
time for the August meeting. Um so many almost most of these people I would say have been with us since the start of the school year. Um but that posted the last meeting of the school committee. So they're coming on your September list because uh new hires or resignations,
retirements and transfers. And Dr. from Okaba. I believe we're at three open positions districtwide. >> Mhm. >> So, in very >> I mean, good news, bad news. Yeah, that's >> much better shape than we were in at this time last year. >> Do you know uh specific positions or
>> I believe there are one special education and two ESL. >> Can I backtrack just for a second? I just wanted to We still have paras in the I'm sorry, I didn't get a chance to say it. We still have paras on the fourth and fifth that already there to
help the teachers with the logic. >> Yes. Okay. No, I just >> We didn't eliminate any par professional position >> just for the just for the parents know, you know, what are you doing about it? >> There's not much we can do. We don't have any more classrooms, but at least we're helping the teacher as much as we can. >> Y >> do you guys have a um I lost the word.
If I wanted to post those three job on our website >> on the website, I could just pull them off there. Okay. >> Yep. And most of what you will see are like longer term sub of jobs. Um we do have a lot of listings, but they're longer term sub jobs for maternity.
They're not full-time teacher. >> Okay. >> Great. >> Yeah, this is good. I'm glad to see a lot of these names on here. >> Thank you. >> And um donations, acceptance grants. So, I'm pleased to announce that we have a
number of uh grants that were announced in the last couple of weeks that we can share with you for your approval. Um the first three are from the Mass Cultural Council Creative Experiences Grant, 5,000 each for the Beach Month, the Paul Redair, and the AC Whan. Um and all
three of those grants are used to bring change is simple, which is the hands-on science program that we have at our elementary schools. Um, and we worked with uh Changes Simple to apply for that grant and those were awarded recently. So, we're excited for that. It's great
opportunity for our elementary students. Um, the high school uh co-occurring response team grant 185,000. That's a grant that we've had. I think this is either our third or fourth year that we've had that grant. And that um funds
the a a big chunk of it funds the two social workers that we have uh on staff from North Suffach Mental Health who help students who are experiencing different kinds of crisis. Um it also pays for the I decide program which is
um a sessation program that students who are caught vaping um one of the ways that they can avoid more stringent discipline is by participating in the I decide program. Um and then it does pay um for some peer mentoring for students
who are experiencing um social anxiety or or different kinds of stress. And finally, it um pays for we have two to three family engagement nights where we talk to families about these things like vaping and social media stress, all that
stuff. And that uh is all funded through the grant. So we really do stretch the $185,000 pretty far. Um, but it's a great resource for the students at the high school. Um, the next grant is called the
genocide education grant and Christina Porter applied for this one. It's just under $40,000. It was awarded to Rivia High School for grade 9 and 11. Um, and that pays for our membership with Primary Source, which is an education uh
company that gives Primary Source reference materials for students to use as they're doing historical research. And it also pays for professional development for teachers in the history department. Um, so they can write lesson plans and have comprehensive lesson
plans that include uh genocide education in those curricula. Are the are these neutral sources? >> What neutral like in the sense that they're not? >> They're apolitical. They're all historical historical references only.
>> Okay. Yeah. >> Thank you. >> Thank you. >> Um the Paul Rivier School um has applied for a grant through Subaru, $2,360, which is going to help um them implement
their play pit. Play pit. ballp sounds good. Learning playful >> learning pit playful learning learning pit or playful learning sounds. >> I can't I have to >> make more space up yet. But um they're excited about that. It'll help them buy
some more supplies. Basically, they have one grant that's paying for teachers at certain grade levels to get the supplies and materials that they need to implement the playful learning. Um and these funds will be used to um procure the same materials for other classrooms that were not included in the original
grant. Uh and then finally um the Garfield Elementary School. Apparently this is a Burlington store opening on November 1st in Reier >> and as part of their grand opening they have engaged with Adopt a Classroom
which is a nonprofit organization um who reached out to work with the Garfield Elementary School. Um and that $5,000 will go for teachers to buy uh supplies and materials for their classroom. Dr. Napia will oversee that and uh and work
with the teachers on identifying exactly what they want to use that funding for. >> It's great. >> So they buy it at Burlington or is >> I don't believe so. I believe they get a um they it's the grant is actually through the adopt a classroom which has partners with other organizations that
do classroom supplies and materials, but it's actually Burlington that is giving the $5,000 to adopt a classroom to help us. So >> yeah, they're moving from Northgate to from window high school >> and they're doing a tremendous amount of work in the building.
>> It's the old job lots or something big. >> So they're moving. So welcome to the neighborhood pays 5,000. It's a nice touch. >> Diane, can we please send a letter of thank you? >> Yes. >> And every one of them, please.
>> Yep. >> Yes. It's great. And then we have the after that we have uh school field trips to Colby College >> and the one I um emailed the school committee about this. We just got notification of it this week and we don't even have the details yet to put
in the formal paperwork for the field trip approval. Um uh Tiffany Curry and Megan, our two college coordinators are working with KBY to get the exact details. Um, but we know that there's going to be an
overnight for the kids who get accepted into this program, which we could have as many as five kids accepted. Um, Tiffany or Megan will go with them for the overnight field trip and they'll go up to Colby. If their application process is successful through this
program, their commitment scholar program, they'll find out in late winter or early spring um, if they've gotten a full four-year scholarship to Colby. And last year we actually had three awarded. Three kids were a awarded the full five year four-year scholarship. Um, one of
them accepted, two of them decided to go elsewhere. Uh, which is, you know, they had some great offers. So, good for them. >> Um, but we have a student there right now who's, you know, full free ride, tuition, board, everything. And so, we want to continue to engage with Colby in that way, but we don't have the paperwork necessary for the school
committee. >> So, for that, Mr. Mayor, if the there's consensus with the committee, I recommend we move this to unfinished business so we can suspend the policy >> to then approve this. >> Absolutely. >> Okay. >> Move it to
>> And uh I thought we had a number two discussion of middle school technology. [Music] >> So this was um put on by Mr. Kingston and myself. out a few parents at the middle school level asking if Chromebooks were going to go home. Um,
and some parents thought they were already receiving them. Some were wondering when. So, we thought it'd be best to put on the agenda to just bring clarity to anyone watching so that we're in and the whole committee so everyone knew that that was coming to us.
Um, so I guess I'll start by saying, um, if I go back to the be beginning conversation at this meeting, we're really facing some significant budget challenges. And one of the issues that we've seen over the last several years, um, particularly at the middle school level is that when we were sending
Chromebooks home with kids, um, the number of them that were gone missing um, was becoming unmanageable. and um we were ending up not having enough in school for the daily use of the kids. If a student's Chromebook uh
goes missing for whatever reason and they come to school without it, then the teachers try to plan have a planned lesson um that's engaging them in the technology, then they can't do that with the whole class because however many kids didn't have their Chromebook with them or uh it was no longer available to
them. We've tried extensively to work with families on this. We were constantly encountering families who didn't have the finances to replace a taken, stolen, lost, broken Chromebook.
Um, and so starting two years ago, um, our principles were moving to more of a keep the Chromebooks in school. And I remember last year there was question at the Susan B. Anthony because they were keeping the Chromebooks in school and how were some teachers accessing the
carts? Um, and you know, Joanne, um, principal Wlette was working through the mechanics of that and making sure that everybody had access when they need them. Um, and this year we moved that on to the Garfield School. So, at this point, starting this year, all three of
our middle schools are not giving out Chromebooks for kids to take home. um they're keeping them in the building so that the teachers have them as a resource when they need them for instruction during the day and they can be assured that they have the number that they need in order to engage every
student in their class in whatever activity they're engaging them in online. >> What about at the high school level? Are they sending Chromebooks home? >> The high school level, I believe, do you know, Danielle? I believe the kids still get them to take home. >> Yeah, we get them to take home. I >> think so, too. >> Um so the high school we send them home,
but at the middle school we don't. What if a child doesn't have a computer at home and the assignment requires the use of a computer? Do we like point them to the library or >> Absolutely. And we have a late bus from each middle school uh Monday through Thursday that if a student needs to stay
at school to use the resources there to do their homework, they're more than welcome to do that. >> Okay. Um, because I've gotten more than one parent to ask about this, would it be possible to maybe send a message of parents square if you haven't already, so all parents know Chromebooks aren't going home?
>> Can I ask um is it parents at the Garfield that reached out to you? Do you know? >> Um, and I had one RMA >> and RMA. Interesting. Okay. >> I'll Yeah, I'll ask all three of the middle school principles to send notices to families. My concern is do we have do
we I understand not taking them home. I get it and I know that only one school kind in my opinion one school seemed to be letting them go home and the others didn't and that stopped and that's fine. That's no that's fine. It's equity everybody you know sorry no one's taking it home and I get it because of cost and other things. >> So I think revising the policy to let
someone bring their own equipment in if they wanted to. I think that would be be helpful to some parents. Um, the other thing, um, I've had some parents reach out from all three schools telling me that they're on enough in the building, period. >> I don't know why they think that. I spoke to all three principles today to confirm >> that the teachers are sharing them and
some days the kids get them and some days they don't. Depends >> on what the teacher is doing. >> Yeah. >> On the assignment. Yeah. Like if there's a lecture, there's no need for a Chromebook, right? >> So they don't go out that day. >> That we didn't even have enough to do one-on-one even. >> We absolutely do. We need them for
MCATs. We have to have an awesome and we do. >> So if a parent says to me, "My son couldn't son or daughter couldn't use a Chromebook today cuz the cart was being used by the class across the hall." >> But why was the son looking for the Chromebook?
>> I don't know. I I didn't do a deep dive. Someone complains and says, "Um, you know, um, how come we don't have enough technology in the school?" And the what I got back was it was our fault because we cut the 40% in supplies. My thought on the 40% on supplies in the budget was
like paper, pencils, furniture. You are correct that >> that's what I said to the parents and they said, "Well, we're getting the message is that you guys cut from >> the parent." >> No, both. >> But where is the parent hearing that? >> I don't know. Well, no. They said, "We know you cut supplies because we, you
know, we watched this the last year." Right. Right. >> I said in my vote, in my mind, >> in I didn't ask, so I'll take a blame for that. I didn't think Chromebooks were supplies. one supplies in my head is paper, pencils, >> um correct you know furniture possibly or things of that nature, not a
Chromebook. >> Yeah. And I'll also say so the the supply budgets that we cut were the individual school supply budgets and you're right they were like maybe $25,000 that we cut 40% of. Right. And it was for exactly what you're saying. >> The Chromebooks come through our IT
budget. >> Right. No, I kind of explained that as best I could, but it was it >> and one thing we did decide to do this year, uh, you might recall, is prioritize the replacement of broken cameras >> through our IT budget. And so, we put a couple hundred dollars in that
direction, which meant there's not a couple hundred for more Chromebooks, >> extra extra, >> but there are enough Chromebooks. Yeah. In every every building. Now, might it be the case that some days the English teacher and the history teacher both
want the Chromebooks at the same time? Absolutely. But there are enough >> point that's what I don't get. If if it's one, let's say just you I know framecast has got to be one to one. I get it. So if there's 500 kids at the Garfield and we have 500 Chromebooks, why would teachers be >> not pitted against each other, but oh,
you have them today, I have them tomorrow if we have enough for everybody. That's the part I'm not getting. >> Correct. And they're not. What they have to do is coordinate and say like in that scenario, who's the other teacher who has a Chromebook cart in their room that I can use those Chromebooks instead of these Chromebooks? You know what I mean?
>> No. >> Like sometimes >> I should have a cart and he I mean I I should have a cart and someone else should have a cart, right? Or no. >> Well, then well remember that the teachers teach four periods and there's six periods a day, right? So we need we would need enough you would need 150% of
the number of kids in Chromebooks to give them to every teacher. So instead they're housed in certain rooms but the teachers are know that they have to share them. They're not my Chromebooks. >> Yeah. >> They're just stored in the we have the carts that they can lock them up in.
Part of it is a security thing and the cart has to be plugged in in order to charge all of the Chromebooks. But so if it's my prep period, you can take my Chromebook cart to your room. They're all on wheels, >> right? >> They're all movable. >> What the conversation that I got from
the parent was basically um he gets a Chromebook today but not tomorrow because the other class is using it. So and that then that foiled back to >> one classroom carton. >> Can I bring up something? >> Sure. That's
>> anyone mind? >> Sure. Go ahead. I I I think in this case we need to be telling those parents they need to be talking to the administration of their own schools
and not us. Um I mean it's good we're going to have to hear it no matter what. But I think we should refer them back to their own administration to get the answers seeing that most of us don't even have the correct answers.
>> Yeah. So I I mean I encourage everyone to refer parents asking questions like that to go to their child's teacher or administration. Thank you >> Patrick. Mr. Sel the superintendent um
with the missing Chromebooks etc etc. Aren't there insurance policies on these? The parents requested to put a deposit. I mean, it just can't be caught blanched. There's some responsibility. >> At the high school, they do collect fees for broken pros.
>> Okay. Why not the middle school now? >> They did. They have been in the past when they were giving them out. >> But if the parent says they can't afford it and they don't pay for cigarettes, but they can't afford the $50 deposit. >> Mr. Sell, we shouldn't assume how parents are spending their money. I
don't think that's appropriate to assume they're spending it on cigarettes and now >> but you know everyone conveniently can't afford something but they can afford something. So priorities educational we're providing them if they're not being utilized properly then we have to
improve something. >> Yeah. >> I think it's just it's it's the um in like you can't enforce you can't force somebody to pay just like you can't force somebody to pay a bill. Do you know what I mean? And if we if we go back to earlier in the conversation we were talking about maybe revisiting this
policy >> and allowing students to have their own device in school. >> It's already on the subcommittee. Yeah, >> that that would be helpful. >> It's already too. >> No, agreed. I'll just say I I don't disagree. And if there's a if there's
guidelines on the device because we Correct. Yeah. Be mindful to stay out. But >> well, teachers have to know what they >> I think it just also it kind of relates to the same it it becomes a my kids both went to a good high school. They both paid the insurance policy. They both I
can tell you my son at least my daughter probably not must have broken two or three Chromebooks or lost two or three Chromebooks and we paid. But I also know that some families either can't or just choose not to and then it pins a lot of this poor kid is in front of their teacher and it it becomes a huge
distraction. So, um it it's it's a it's it's really it is that rock in a hard place where we try not to be. Um so I I I just going back to the middle school. It doesn't sound like it's a problem at the high school. Just going back to the middle school, we can just get specifics on what school how many are at each
school. Uh would be good and helpful to give us the information. again, they should be going right to the administration or the the school principal. >> And I know it's similar in each school. I can tell you that I talked to Principal King today and I talked to Principal Wlette yesterday. Um they each
have 18 carts with 30 Chromebooks in each one of them. >> So that's 540. >> 540. So 540. >> Yep. which is if you look at our enrollment numbers >> student
>> it's it's right about there >> um I know that um in the Susan Banthony they have decided to store them in the classrooms of English and math teachers which isn't to say that the history teacher or the science teacher can't use them they just have to talk to their colleagues
>> you know what I mean and and make those arrangements and if and I know that um Mrs. Wlette keeps a number of them that are not actually deployed to a classroom so that the first place the teacher can go to is to her and say, "Can I take one of the um we call them cows, computers
on wheels? Can I take one of the cows today?" Um and with a little bit of organization and arrangement and lesson planning, it can all work out. >> So for No, you go ahead. >> And if I just give one more example along the same lines, Mr. King said what
they did is they took six and assigned them to each grade level. So the sixth grade has 180 available to them. The seventh grade has 180 and the eighth grade has 180. And those teams work amongst themselves to figure it out, you
know, and I'm I'm okay with that. I don't think that I have to tell principles how to organize >> these things. These are things they should do at the building level. They're structured a little bit differently. The teams are structured a little bit differently. And there I I feel like these adults are more than capable of
organizing themselves. >> Yeah. Good. >> I was just gonna summarize the ending so I can wait. >> Yeah. And >> yeah, if I could if when we have the Ways and Means Committee with Mr. Cruz, maybe we should if if there's found money. Hopefully maybe that's something we should think about getting some more
just in case because if it's that close come springtime, if you've got broken ones during the year, >> Yeah. >> you might be scrambling when MCAST comes. >> Yeah. And the other thing, Danielle just passed a note to me like we're in seventh grade. Um, we can encourage them
to use our ETP funds to order um more computers that would uh be able to connect more kids to give a little bit more flex there like you're talking about Mr. Kingston. >> It's I don't want to but that that you
know money doesn't solve a problem. So reach for your mind not your wallet all the time. It's if if there if there's enough currently and they're either not being deployed properly or there's a misnomer and this is actually not really an issue is issue then we should probably get to more of the specifics. So if parents or people are concerned
let's get down to the the concern the base level what school what classroom what day. So then we can have an a teaching moment. Is it >> these two classrooms not working well together? They're not preparing in advance. They shoot from the hip. I'm not saying that, but is that the issue?
Or is it a technology in a in a in a in a product issue? Or are they a bunch of them down? They weren't charged the night before. It could be as simple as that. Hey, they didn't plug in two carts. These were dead for the entire day. Hence the the issue. All the money in the world isn't going to fix that, >> right? >> All the money in the world isn't going to fix teachers not working together.
Not saying they don't. I'm sure they do. >> Right. But it might be an easy fix. >> It's it's one of those where let's let's get more specifics before we make >> start spending money. >> Yeah. And I can tell you the principal said that to me, we're good. Yeah. And we have libraries in every school that has extra computers if we needed them
come MC test labs. >> So for me it was just the clarification for anyone watching. Everyone from 6 to 12 has a onetoone Chromebook opportunity in the schools high school and city lab. Send them home. And then we'll send a clarification to all middle school
parents via parents clear for those who don't know or think they're still waiting for a Chromebook that we are not sending them home this um this school year. at the middle school level. >> Congratulations. Thank you. Thank you, Dr. >> Thank you. Thank you.
Okay. And then the last uh is on this. Oh, the uh this was already talked about the school department. No, >> we moved that. >> Okay, great. Anyway, >> um just late business um was relative to I don't
know if anyone saw I know this that Tom Scra is going to come tonight and talk a little bit about the McKinley uh project which is really great. Um so that's going to provide a little bit of update and only because I'm not going to talk about the general committee tonight but the um I don't think we're going to have
a meeting before October 4th. We're doing a fall fest at uh Beachmont Square uh in at the the yard at Suffach Downs. Uh but kudos uh Kelly Williams and her team and the music team are going to help provide the um they're going to
perform, but they're also going to be run the run the show from the music standpoint. We're going to have live bands and acts and they're going to be the sound engineers for the day. I believe it's the the rock ensemble and the pop ensemble are both gonna
participate. >> So, they're going to both perform and we we gave an opportunity for the teachers and our students how they shake it up to take us a sum of money, not a lot, and take the money we would have paid an outside vendor to do the the um sound
for the day. It's good experience, good community involvement, also an opportunity, put a few few dollars into the into the into the tail, however shake it out. I'm sure that they work more a lot more than that, but >> maybe they'll bring city ble in to do some of the um staging. Who knows?
>> Thank you. That's a great idea. >> Yeah, it's going to be great. So, we're looking forward to October 4th. Should be a really fun day. Six hours of entertainment and fun. >> Fest. Okay. >> Um we could end now or if folks want to move the beach playground conversation to here, we could. >> Let's get it done.
>> That's fine. Yep. >> Okay. Uh I again this item was from Mr. Kingston and myself. So the early childhood playground currently at the beach is a patch of grass that's enclosed by a fence. And so at first I
thought we would move this to the >> plant subcommittee. We have plant >> but then I realized all that would happen there would be this conversation and then it would be referred to ways and means anyways to see if there can be a conversation about money. So, I figured we can all talk now and then
refer it to Ways and Means. And so, I'm thinking either if FE if the recommendation from Ways and Means is if there is some money for something, we could talk about it in October because that's a carry forward opportunity. If not, we'll have to wait until the next budget season because we all know how we're doing. So, that's why I put it on
the agenda now in case there is a possibility it would have to be discussed in October or next school year. >> So, two questions. one, are we looking at all the schools and their little playgrounds? Because it seems that these issues come up one at a time and um if
we're going to do for one, I feel like we should be doing for all and two, are these things that we could do internally like with using our own people to to clean them up, you know, to the best that we can in order to um >> yeah, >> to save some money.
>> The way I've seen is that we move as there's need. I know the Lincoln school happened last year. Um, and I think we updated the one that one of those. >> But it seems it only gets brought to our attention if somebody brings it to our attention. So I don't want to miss a school because it hasn't been brought to
our attention, you know. So that's why >> the city does the playgrounds like for the I'll say bigger kids. I don't know how to put it, >> but we have three early childhood classrooms. So there's one at Lincoln, there's I mean not one, there's a set at Lincoln, there's a set at Beachmont, and there's a set at Coffee. The Lincoln
playground's getting done very soon. >> The Garfield playground, to the best of my knowledge, is fine. >> Yeah. And we did some work on that when we did the Garfield roof a few years ago. >> Unfortunately, um it came to my attention over the summer that Beachmon
is basically, as Miss as Miss Montto said, uh a fenced in fenced in. Well, the grass is nice. a fenced in uh grass and the only thing and the only thing in there is a broken sandbox um that
doesn't even hold sand anymore and then there's a wooden table. So I um what my so I asked my roster to put it on it. What I did was I went and saw El Baker who does a great job. Um she said um to do something um I don't want to quote
her but she said she threw out a figure. Originally I had said 20 and she said it probably be close to the 40. She said, "John, if you really want something, you know, uh, 40 would be the number." Um, so my hope is when Ways and Means meets with Mr. um, Cruz to see how we're doing
for money that we could, you know, see what's left and then do it. My we I really feel we have to do something because we preach equity in the district and Lincoln has something, Garfield has something. And when I say there's nothing at Beachmore, drive by Bennington Street and you'll see it. There's there's literally a blade of grass. There's grass.
>> Did we take care of Lincoln? Well, one of one of the challenges, we didn't do it in-house. No, we have a partner, and this is one of the things that Tom is going to update on tonight. We're doing part of the work in house. We're going to remove the Carl and his team are going to work with Mike Parent to remove the tree that's uh too close to the
building and infringing on the roof there. So, that part we're going to do ourselves, which brought the cost down a little bit, but it was still um 56,000 I think it came in at. >> Stayed on the 16th. But um the Lincoln was a more complicated project than what
the Beachmont would be because it's on the hill and it's got the fence that comes together in a funny angle which is what brought this whole thing to a head in the first place. >> Uh the Beachmont is a much simpler site because it's a small flat regular rectangle. The challenge that I want to
bring to the school committee is that your chapter $70 are to fund K through 12 or K through 12 plus education for students between the ages of 6 and 21. Early childhood is different than that. And I, you know, it's just something to
keep in mind. like this money that we're spending on the um Lincoln playground, the money we're going to spend on the Beachmont playground um are not net school spending eligible, >> right? which is typically fine, but when we're
in a tight budget and we're talking about cutting, cutting, cutting, cutting, cutting, that's where you have to be a little bit careful about how you're spending uh chapter $70 on >> non net school spending eligible um categories. So, I I would bring that up.
I do think it's worth exploring for exactly the reasons um Mr. Kingston said. I would love for us to see if we can get another grant through Kaboom or >> I was going to ask is there maybe we can look into grants who does that first? >> So we it's anchor I've spoken to her. Yeah, I had the conversation with if I
can also add uh I I mean obviously it doesn't sound like a a heavy heavy lift and I think that it is worthy. You're you're right. You do have uh young young children there. It'd be good to give them a little bit more than what's there um if we can do it within the means. Uh but just to kind of answer the question
on the rotation of how parks are done, we do try to keep a little bit of a schedule. We mindful of the schedule, but it also wear and tear can dictate that schedule and one can jump. And I'll just choose the the W the West complex is the most highly used park in all of our city, bar none.
>> Um so that one even if you redo it every five or 10 years, it's going to look um like it it needs to be done even more often than a like the back of Paul Rea Park. uh has less wear and tear. It was done in some I think 2019. Um
>> keep everyone away. >> That's true. But it's just the use is not high. There's not it's not a heavy walking area. There's not a lot of, you know, so um it's not as visible clearly, right? So when you drive by the West Street complex, you see it's front and center and kids will stop and play even
if they're probably not from uh the the neighborhood. >> But there is a there is a general cadence of updating those larger playgrounds. Um, so it's it's it's a balance, but I think that it's it's definitely worthy of the discussion of putting a small investment into the Beachmont School era wondering, Mr.
Mayor, if there's not grant if there's not some, you know, community funding from um HYM across the street if that's not something that they might want to look at helping us with. >> There's all sorts of ideas that that we can take a look at. you know, there's, you know, you know, there's there's all
sorts of mitigation that we could try to, you know, you know, at some point negotiate. Those do take time. >> So, this one sounds like it it definitely needs to, you know, I mean, I'm I'm just a bit of a realist. It's September. Nothing's going to get done before the winter, but if we could try
to line line up uh and have the stars line to do something in the spring, >> that would be that would be worthwhile. And um you know if it's I think that the number number was somewhere like $40,000 of you know as I spoke to do something decent that would be nice. I think it'd be worth it.
>> But Patrick you get massport put those planes come over very low the you know >> I mean I'm with you I I think u underserved when it comes to mitigation for well actually I should say unserved >> unserved >> when it comes to mitigation massport. And it was a topic of conversation this
morning. It doesn't mean anything's going to happen, but it's another fight that we're willing to take on. And yeah, >> those are the types of things that we have to continue pushing for uh to help not spend educational dollars, but try and do good for our community.
>> I want to ask you was I know we got a call from Ellie Baker for 40,000, but what are we getting for 40,000? What are we asking for in this place? >> She's looking it over. I was more I was she said, "Give me a firmer number and then I can do some more work." um she did send some some stuff forward um some
play pieces and stuff. Um she was saying if we did non-climbing things um you don't need mulch, you don't have to have ground cover whereas say say like a um a little like a little like a slide, you need you need cover. It falls off a slide, gets hurt, you need some cover.
So she said stay away from slides if you you know because of the amount of money. I mean you think 40,000 is a lot. Unfortunately it isn't today. It's just we had that conversation her and I it's just not a lot. So, she said if you stayed on non-climbing things, I don't you don't have to mulch and put any surface down. So, if you had like a playhouse that kids could roll up to,
that stays level. Um sensory boards, there's already one down there that she said you could add to those. There's things you can add that don't require the um outlay for money for the ground because that's when things got to get expensive. That is what she explained to me. So, >> I think we should have a ways and means
where El Baker comes to the >> to that subcommittee. >> Yeah. Um when Matt Also, I'm sorry, but can I also ask if that department early childhood be the ones that um tell us what they may need and may want to see
for those children instead of it going through, let's say, Mr. Kingston and Al Baker. >> Um, >> yes, >> it would be nice to know from the educators themselves what they need. >> Good point. I can have that conversation
with them and try to get a more detailed >> request list. >> You mean it doesn't matter what what Aisha wants. >> She might want a certain climbing device. >> I learned I like the slides. >> No slides. It requires more work. I like
water. I like the water features now. >> Okay. I think this is good. So, we brought it to the whole committee. Dr. Kelly will now ask her team what they would like to see and we can bring that information to the ways and means so then we can probably discuss what
options actually can be. Another thing I remembered about possible funding. I know airlines like JetBlue and Delta have donated things to the beach school specifically through Repanino. So that's something we can also inquire and see if this time it's a little bit more than books um that they can help out with.
>> Yeah. Thanks for putting that on the agenda, guys. >> Okay. Thank you all. >> Thank you. >> Then >> thank you. A motion to adjurnn. >> Second, judge. Part: 2
Good evening. Call to order the rea school committee meeting uh of September 9th, 2025. We'll all rise and salute the flag 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. Dr. Cab, you call the role. Mrs. Bronston Rizzo here. She said Mr. Kajiano here. Mr. Kingston here. Miss Milberry Ellis present.
Mrs. Montteroso present. Mr. Sella present. Mayor Keefe here. Here we have a first order of business. Is any recognition? We do not have any. So, we have the consent calendar. Motion to approve.
Second. Can I have a roll call, please? Mrs. Bronston Rizzo? Yes. Mr. Kiano? Yes. Mr. Kingston? Yes. Miss Milberry Ellis? Yes. Miss Montteroso? Yes. Mr. Sella? Yes. Mayor Keefe?
Yes. student representative report. I don't believe we have a student representative in attendance today. Uh, do we? We don't have um the student present. Uh, but we she did submit a report. So, what I can do is just um take us through
that quickly. My Zoom. All right. Hold on. Give me just a second here. And while you're assembling that, I believe the our student representative is playing soccer. So hopefully competing on the field doing well. We
wish her luck. That's great. So I will uh just run through this uh report very briefly. Um and the first thing that they were sharing was again the general law that uh includes students as part of the
school committee and having meetings with the school committee uh and students is required. Um they shared about the sunrise event that they had uh back the first week of school and I don't know if you can all see the picture uh but it was pretty amazing.
There was a large group of students who came to Rivier Beach um for their sunrise event at 5:15 a.m. on August 29th. So, it was right after we came back to school. Good for them. Uh great job. And they said they had a great time for all. It was the first time they've
held this event, but hopefully it'll continue into the future. Um they wanted to celebrate the groundbreaking of the new Rivier High School, which we all joined them in. Um and they had a couple of photos from that. Um and they said students are very excited, very happy
knowing that this um big beautiful project is underway and we are too. Um for clubs and activities, they said all of the clubs at RHS are up and have begun to run. I know they've been doing some recruiting. Last week they gathered
the opinions of students and they're excited to join the variety of afterchool clubs that RHS has to offer. Um, and they talked about uh their first ever, I think it's the first, maybe I'm wrong about that, a homecoming dance that is going to be on Thursday,
September 18th at the Beachmont VFW. And the theme is under the sea. So, everybody's definitely very excited for that. Um, and I believe that's it. Okay. Thank you. Your interpretation of
the student report, Dr. Kell. I hope I did it justice. You did. All right. Okay. Uh at this point, we have public speak. Miss Montterosa, do we have anyone that uh wishes to uh publicly speak on any of the items on the agenda tonight?
No one in person. Zoom. No one on Zoom. Okay. Motion to close public comment. Public speak. Do you have a second? Second. All in favor? Mayor, we need to go back to the consent calendar for a vote.
We already voted Miss Bronz and Brazil. You said yes. Well, thank you for the reminder. Thank you. Okay, closing public speak. All in favor? I Okay, Miss Dr. Kelly, the superintendent
report. Thank you. Uh Mr. Mayor. Um, the first order of business under the superintendent report is the introduction of our new food services team. And I'm very excited to see the entire group showed up for us tonight.
Um, I'm going to begin by introducing Chris Callahan who is the regional director for all of New England. Um, and he's going to introduce the Rivia specific team. Um, including Martha Franklin, who is our director. Um, Kim, I'm not going to try your last name because I'll get it wrong. That's
Kruonus Atkins. Cruonus Atkins who is our executive chef and Justin Laaporei who is a Reier native and is on as our assistant director uh Reier Highrad. But I'll bring Chris up to say a little bit more about everybody.
Great. Thank you. Uh thank you for having us tonight. And actually if I can say one more thing, Chris, before you start, I want to thank you for being our man on the street as we went through this transition throughout the summer. I know that Matt Cruz and I uh reached out to you quite a bit uh trying to make sure
we had everything lined up and ready to go for the start of the school year before you had the team in place and so we very much appreciate that. Oh, I appreciate your support too. Uh I've been in uh again uh Chris Callahan, I've been I covered New England for Chartwells and but I've been in school
dining services for 30 years and uh it's nice to understand the community first of all. It's great great to be back. Uh I was here 13 years ago uh helping with the program back then and a lot has changed but a lot has stayed the same. So uh and I appreciate that and the
community. It's a funny story when I was actually uh touring the schools at the beginning uh probably half the staff is still here and half of them remembered me. I got so many hugs when I returned. So, they were very excited uh to have us back and that
made it so much easier to uh at least knowing the community uh knowing a lot of the staff members who do a great job uh and just uh uh starting the transition off to a great start. So, uh I appreciate that. Um I've been I spent last two or three months here and again
as I I I will still be here uh very often first couple of months uh and then kind of slowly back off a little bit. I do cover other districts, but we've got a great team that we recruited. Um, and you' mentioned their names. Martha, Martha Franklin, he's here. She actually
brings a lot of experience from higher ed, high volume feeding. Uh, so colleges and so that brings it. It's nice because some of our uh um again when we when our students leave schools, they go to college and they they get a different
it's very similar to high school feeding, but stations and whatnot. So, it's great to have Martha here with her background. Um, and I always I tell the team here, we get the students, we get our customers first. We start the customers at the elementary level and we have the privilege of starting their uh
relationship with food services uh at an early level. So, anything we can do in terms of education and and continue to develop the program for for rever is is a great opportunity, great uh privilege for us as well. Um, second we have Kimberly Craoneus Atkins who brings a
lot of culinary experience. She's a culinary director for North Bridge for a while. She was actually a school food school food school food school food school food school food school food school food school food school food school food service director in New Hampshire uh for a while as well covering a smaller district so she got some good school experience. Uh, and she brings a nice culinary flare uh to the team. Uh, and then we have Justin
Laapour who you mentioned who's actually a graduate reviewer. Um, you know, I didn't I didn't I saw his resume and it was kind of unique when I saw the resume and I kind of passed over pretty quickly first of all cuz he had so much different experience like wow I'm going to take a look at that and bring it but
then I got a reference from a couple of people rever who knew Justin. So I took a second look brought him in and I really liked what I saw after we tal spoke. He's got a good background in he ran a a restaurant for his uh for his aunt and uncle uh La Familia
in North Boston and uh and uh also he's got a good experience with cyber cyber uh um experience for computers also in social media. So uh it it really kind of helps us bring student engagement together full circle. So, we'll use um
Justin's experience and really kind of bring in student engagement, community engagement uh for food services. So, uh but again, we're very happy to be here and we'll come back to visit as much as you like to update you on the program. Um and uh we're off to a great start. Uh
the students are excited. Uh uh pizza sales are out through the roof. Uh first couple of weeks, uh when we started here, they said they were serving 20 a day. Now, they're up to 50 at the high school. So, uh, so it's it's nice to see the students engaged and we'll want to
keep that going, uh, to keep on developing the program based on what the students want, too. So, any is there any questions for me or the team? We're here for any of the members have any questions? Did you bring any pizza to sample? No,
we did bring some some healthy food that we can find. Okay, we'll take the health from there is cookies there too. So, thank you. Thank you. You're welcome. We look forward We look forward to the participation in the collaboration. Great. Thank you. Good luck. Thank you. I'll I'll just mention one more thing
and this is probably more for uh Justin and Martha, but the students have already come to see me to see if I could arrange a meeting where they could talk to you about menus and what's upcoming. I told them I would relay that and that we could work through Mr. Bowen to make that happen up here at the high school. Absolutely. Looking forward to it. Yeah.
Actually, um I don't know if you've been in the cafeteria at all, but we are trying to rebrand uh basically the snack corner and trying to get some student engagement and letting them name it and kind of giving them a prize for for whatever name whatever name gets picked
gets picked. Yeah. Thank you. Thank you for the update. We have we have the McKinley school project. Uh and I know Tom Skarovski is here to give an update. Before that, I I did want to mention that our student
representative is here. We went through your report, but more importantly, how was the game? We put up a good fight, but we lost two to one. Oh, okay. You'll get them next time. You came in second. It's okay. Can't win them all. That's right. I went very briefly
through your report. We did put it up on the board and um I read everything that you had on there. So hopefully that's sufficient. Yeah, it's good. Okay. Um so the next item on the superintendent's report is um actually there's three items B, C, and D on your
agenda. Uh B is the McKinley project, the early childhood update, which I I promised we would get for you. Um then there's the Lincoln Playground update. And the third is the map C update regarding um the lottery and the um determination of neighborhoods around
our middle schools to go to a middle school um neighborhood model a neighborhood middle school model um down the road as opposed to the lottery. And uh as the mayor had just mentioned that we've invited the city planner Tom Swarovski who's going to take us through
a presentation that encompasses all three of those ideas. So, I'll invite Tom up and I will share his presentation. Thank you. Thank you for coming. Thank you. We'll see you next month. Good evening everybody. Um I'm excited
to talk with you today about three projects that couldn't be less related except that I happen to be uh managing them within my department. But they're all really exciting projects and looking forward to talking about them with you. So, um, oh, I'm seeing the slides up
there. Great. All right. So, the first one I want to talk about most importantly is the McKinley School redesign. Uh, a project we've been working on for the last year, year and a half or so. Um, so it's really uh multiple projects in one. Um the McKinley School in the
existing um 1904 building uh will be housing the early childhood education center. Um, and in the basement, the retirement and parking offices. And then in the new wing, uh, the 1924 wing, uh, which you see to your right. Um, that
will be the Metro North regional emergency communications center. Um, also known as MRECH, which is essentially the 911 call center for River, Chelsea, and Winthrop. Um, we recently added Chelsea to that group. Um, so it's essentially a historic rehab
on both ends. And then in the middle there'll be new construction and a sort of common corridor. And I don't know why that's there to be honest. You can keep going. Um just to give you a few elevations of what it'll look like. Uh the intended um goal of
this aside from bringing some key municipal programs uh on site here is also just enlivening this beautiful historic building and bringing back its grandeur. Um, so this is what you'll see on uh the one side. Um, this is the Emmer side.
Um, has a little bit more of a modern flare to it, particularly in the uh central corridor, but you're probably less interested in that, so I'll keep on going. Um, and then in the back, we've got the parking, and that's where the access will be for the um retirement board on the right, and the parking
department on the left. If you ever u park in one of our meters and stay a little bit too long, that's where you'll be going. And here's what it looks like in the front. Um, you can see we'll be redesigning the space, uh, creating some
beautiful public spaces in the front. Um, I think one of the things we identified throughout the planning process, working with all three user groups in the community, is we really have a der of good green space in the area that, you know, feels like a welcoming place where people can gather.
Um, so there'll be a place right in the middle where, you know, parents drop off their uh their little ones in the morning and kind of gather and and connect. And they'll I'll show you in just a minute the the playgrounds on the left. Um, and then kind of a common area
on the right hand side where um the the early childhood center um teachers can take their kids and uh you know do fun stuff outside. um ground cover planting plan just to show you we're planting a lot of things, trees, shrubs, um landscaping. We're
going to make it look really nice and I think be a a great gem and amenity for the neighborhood. And here is the entry to the preschool itself. Um, you can see in in the front of the building, we have uh crafted in partnership with Melissa Melissa Lis and
uh the team at the Early Childhood Center um a really age appropriate opportunity for kids to to really play and interact and get a lot of that um outdoor time that is sorely needed during the school day. And then the main entry plaza, which will also include an
ADA accessible ramp up to the front door. Um, probably difficult to see, but hopefully you can get a closer look on your monitors. Um, essentially this will be eight classroom spaces and in the entryway, um, there'll be, you know, a
welcoming center as well as administrative offices. Um and then again the first and the second floor will be eight classrooms and um restrooms and all the necessary facilities. Um are we looking at the basement plan there? It's actually like impossible for me to see what I'm
looking at from from this monitor. Yeah, it says lower level. Okay, so the lower level is where there'll be uh custodial staff will have their offices and kind of storage space and things like that. And you can see the first floor and some renderings of kind of the interior uh and what we aim
to make that look like again being a very welcoming space and age appropriate. And then the second floor is much of the same adding those additional classroom spaces. And the third floor is uh really exciting space both for the school and the community. Um it will be an indoor
play center because we are in New England and we can't always play outside. Um it is an adaptable space that can serve the needs of the children during the daytime. Um and also has a workspace for the um for the educators
and um a kitchenet and ultimately in the evenings could be a place where we hold community events which is also something we have a difficult time finding quality space for community events. So it can be an adaptable space that works for the schools during the day but for the community in the evening.
And here you can see in kind of a full site plan review. Um we've got the the parking on the Foster Street side and then on the Eman Street entrance as well. We'll also be heavily utilizing the on street parking. Um you all have driven through that area. You understand
how tight it is to find parking. Um, we did an analysis working with the three different user groups and kind of exhausted exhaustively worked with them on figuring out what the parking needs that we all collectively had were and we feel like this site plan adequately
addresses that. Uh although we will be looking with the on street parking at calling out specific spaces designated for pickup and drop off hours particularly in the morning um and also educator and staff parking. And this is the full um overview of the
the building program. I won't belver the point because I talked about it quite a bit, but I will note the Metro North Center. Um we will be bringing Chelsea into the fold uh when we open this facility up. Currently, MRE serves both Rivere and Winthrup. Um but this um
consolidation creates some really nice efficiencies between the three communities, helps us make sure we have sort of common communications amongst our 911 folks and ultimately also is a huge cost savings for the city. And there you see it again at the
elevation. And that's really I'll just stop here and take any questions you might have about the full project. Can I add one thing, Tom? Yes. Uh just in this center corridor right at the middle of the building which is in between um the early childhood center on the left and the
MRECH building on the right is where all of the elevators and the shared spaces. So the whole building will be fully accessible. Um you know which isn't the case right now. So that's why you see kind of this clunky in between in the middle between the two buildings. That's
where all of the elevators and things like that will be. There'll still be separate entrances. Correct. Um, but it allows us to have the economy of the closeness of uh the elevators, have the elevator bays and the electrical and all the things necessary in order to run that. Yep. Everything's connected there. But
yeah, three uses that necessarily need to be separate for security and other purposes. Um, so it's a good innovation there. Mr. Kingston. Tom, thank you for the work on this project. My biggest concern is parking.
Um, and when I originally heard about the project, I didn't know about the park and clerk and the retirement, which I understand the city's paying rent. It's a great idea and it's be a great savings for the city, you know, long term, but I'm concerned about the number of spaces just like employee spaces. Um,
and what, you know, where people going to like people that have to visit those offices where where they're going to, right? So, and also in the front, like I'm thinking if there's eight classrooms, that's eight teachers. There'll be some other people there, support staff and whatever. So like 12 spaces and if you
go down Eman Street tonight or even today, let's go down Eman Street like today at 12:00, right? There's a ton of cars in there now and school's empty. So um we talked with each of the three user groups and put together the list of what
our parking needs are. I think the the one time where we will need additional parking in which we would use the the central a lot is uh or or rather the city hall lot the municipal lot would be when there's large training events
taking place at the uh the Emir facility. So although the 911 call center is quite large um at any given time you actually have a small number of employees that are are operating out of the building. Um, and then the retirement center and uh the retirement board and the parking department as they
sit today don't have any parking and they're in the exact same location. So, we feel like that can work under those existing conditions. Although, we will be adding those spaces on the Foster Street side in the rear. Um, I think our trickiest problem to solve for is pickup and drop off and I
think that's something we'll be working on as we construct the site. Um, and it's going to be a mix of signage and enforcement. And, you know, we looked at whether we could do parallel or rather um, sort of nose-in parking and maybe create a more convenient condition for
parents. I I have three young kids. Two of them are in uh, early childhood care and I know how difficult it is to pull in and, you know, get them out of the car seat and get them to school. But, um, it created some safety hazards for people coming off of Newman Street and it ultimately actually didn't add any
parking. So, this I we think accommodates our needs. Um, we actually added some additional parking than what's there today. Um, and you know, we think in those cases of overflow, we can always use the city hall lot. Okay. Um,
you can come back to a good um I forgot the question. I apologize. Can I have another turn? Sure. Take take time. I know Miss Rizzo, uh, Miss Reszo, did you have your hand raised? Yeah. Yes, I did. Thank you, Tom, for sewing
um this building. Um I worked at McKinley for 24 years and I hate seeing change and I miss it, but the building's gorgeous. As far as parking,
you we had over 50 people for on staff that talked there, so I'm sure it could be worked out somehow. Um I'm just so excited about the um early childhood program along with the city program. So
thank you for this presentation and thank you Mizo. And just so um Tom I don't know if this slide shows there's parking in the rear of the building the foster street side for staff for the 911 staff for uh uh school staff and there will be some some visitor spots. I think
there's in the tune of 30 or so possibly all in altogether I think there's over 40 but that might take into account some of the on street correct okay I thought that I'm sorry Mr. Kingston, just based on the pictures, Tom, are you take and I don't I'm just curious cuz I
that doesn't it doesn't look right to me. Are we taking Are you taking part of Eman Street back? It it looks like that space in front of the school just isn't there. I mean, I I've walked by there and my I've been in that school a thousand times and I don't remember that much space out front. I guess
the there's more than you think. Um but also the renderings have a way of making things seem more expansive than they might be. I mean, you know what the we're not taking any of Yemen Street back. We actually considered that but are working within the rightway. Okay. Must be just the way the pictures
are. Thank you, Mr. Kiano. No, thank you for the presentation. But on this the right side of the building where we used to call them the courts, is that going to be all parking for the school? It will be shared between the school and uh Emrach.
Okay. Thank you. If you uh Paul Amato, if you can put up the slide that I have shown right now. Um, here are the handful of spots in the back of the building that Tom was talking about that would service the two city departments that are going to be back there, retirement and um,
parking. Parking. Uh, and as you mentioned, those departments have no parking right now. So, this would hopefully be an asset to them. Um, and in addition to all of the parking here in the courts, as Mr. Cadiano called them, um, there are all
of these spots that will be out front. And what we had talked a little bit about was um making this part here I I I hope you can see where I'm moving my mouse. Uh would be zoned off for drop off and pickup. Um but if you look at
all the spots that are now in the courts and then the other ones that are out in front, there should be ample parking um for the you know probably 12 or 13 staff members we would have and the maybe um six, seven or eight that would be in the
um Emrach building at any particular given time. That was going to be my question about the zoned off area knowing that that street how narrow it is and I could just see a nightmare trying to get Yeah. And then outside of school hours,
if there was a training here or something like that, then this parking would be open to neighbors or to um you know, folks who might be coming here for an MRAC training in the evening. Anyone else have any questions? Oh, thank you,
Tom. Good job. So I in between two really complicated projects put a fun simple one in between to break up conversations. So uh the Lincoln Street Tot is next. So uh I think this started roughly a
year ago. We were given um the task to do some preliminary research to see what we could do with $65,000. Uh originally the ask was to include a port in place rubber surfacing which you might see in a lot of city parks. Um that probably would have eaten up that
entire budget and then some. So instead we just looked at what we could do um with the existing funding that we have. So the scope of the project includes removing the existing mulch, the existing play structures, installing new play structures that are age appropriate
for 2 to five, installing new mulch, uh repairing the double gate closest to the parking lot, and replacing uh some of the wood timbers there. Um what isn't in scope is there's there's a tree uh nearest to the roof that needs to be removed for safety, but that'll actually
be done inhouse by the River Public Schools team. So, some of the new structures you'll see in just a second. Uh, sixoot benches, drum and sensory panels, um, curved balance beam. My kids love running on those. And actually, the the
Challenger design is something similar that I've seen in tots. Um, a beam pole climb, a lookout sensory panel, store window for, you know, imaginary play as if you're in a store. Um, two slides and a rock wall. And again, it's all
designed for kids under 5 years old uh with with an appropriate uh fall height of 5T. Um and then a moon rock, which you'll see it's a small tunnel sculpture that the kids can kind of climb on. All right,
there you have it. And in terms of timeline, uh, we're going to, it took a long time to get us here, but now that we have a scope together, we, uh, solicited written quotes, we selected a vendor, uh, we got, uh, are working on a purchase order right now and aim to
complete this work in November, um, starting construction sometime around mid October. Any questions, sir? Thank you. Sorry, did I say completion this November? Yes,
Mr. Snow. We went up on a site location with Carson and he was concerned about the roofs. He was concerned about the angle of small wall and everything else. So, this will all be taken into the new
plans or no surprises later. Yeah. Yeah. No, it's been all been done in coordination with Carl and his team and and Carl and his team will actually be removing the root um the tree and and the roots and all that. Uh that concern we originally had thought it was going
to be just a simple, you know, this this this that he walked up. He really went through a list of uh right. Carl has a way of doing that when when he finds a project, he can poke all the holes in and figure that out. So, yeah, we've been coordinating with him to make
sure this is done right. Thank you. Thank you. Thank you. All right. Now for the the finish grand finale. Um so the third project um you know about a month month and a half ago, Dr. Kelly and the mayor and I started
talking about what we could do to rethink um in light of you know the the revised transportation plan for the city. um some differing enrollments um both for the middle school and I would add um the two
elementary schools in question, the Beachmont School and the Paul Rivere where similar questions are um had about sort of allocation of of students amongst um the various schools. So, you know, our goal here in partnership with MAPC is to basically model out a series
of scenarios where we're looking at um some criteria and and basically using geoprocessing basically map-based data um to collect about um these various criteria. So, on the academic side, we want to make sure that we are
placing kids in schools that have the capacity to serve them, right? um student teacher ratios that are appropriate that are approaching but not at the capacity of the schools. Um we have the appropriate percentage of ELLL
students. So we're not placing all of the students where English is not their first language into one school and concentrating um everything in in in one school but more sort of distributing evenly um those needs and similarly percentage of students with special
needs or percentage of students on an IEP. Similarly making sure we're kind of spreading out um the needs throughout the school district so we can effectively meet the needs of our kids in each of our schools. Um, and then from the standpoint of an equity criteria, we want to make sure we are
balancing out the percentage of students on uh that are eligible for free and reduced lunch. Um, and you know, from a race and ethnicity standpoint, keeping the demographics of the city on par with our schools and not seeing a huge variation one way or another. Um, aside
from, you know, just being the right thing to do, um, it can also create some vulnerabilities on the city side for civil rights litigation, whether from the state or the federal government if we are sort of concentrating certain student groups in in certain schools.
And, you know, we we've all heard the tales of how that's been done wrong in in other communities. actually think most recently, I want to say Philadelphia did an effort like this and and wasn't mindful of it and actually did receive a series of lawsuits because
of how they were concentrating poverty and and different groups of students in particular schools. So, we want to make sure we're keeping an eye out towards equity when we're doing this work. Um, and then also neighborhood criteria. So, the percentage of students that are within a mile of the school. Um, one
thing to make sure that, you know, we can uh have an effective baseline to to see if we can get as many kids as possible where they can walk and bike and most importantly not have to have their parents drive them to school. Um, and the percentage of students with a pedestrian-friendly route. So, as you
all know, um it's one thing to live within a mile of a school in River. It's another to be able to walk to that school because there's a lot of, you know, heavy stress routes, whether you're crossing over Squire Road or uh Route 16 to get to your school. It, you know, we we see the kids crossing over
at Bell Circle, right? And and that's, yeah, they can do it. It's approximate, but um it it's not not necessarily as safe as we'd like it to be. And we're actually making improvements on Bell Circle. On one slight tangent, you might see that pedestrian signal that we're installing at the end of Harris Street.
One of many things we're hoping to do in that area to make safer connections between points east and west in the city. But I digress. Um, but the the the main point of this neighborhood criteria is just to make sure that students are living um near the schools that they they will be at and they actually have a
way to walk or bike or roll to those places. And then finally, we're going to be looking at growth uh projections where we can. Um I actually brought this to MAPC and and they felt like it was out of their um abilities to on a they do population projections across the
region and within individual cities, but looking on more of a micro scale within neighborhoods, they felt like that's a methodologically a very difficult thing to do. Um I want to try to figure out a method to balance that in some way. Like we obviously know for example in the
beach beach neighborhood we're about to build 3,000 units of housing Suffach Downs. I think we can fairly assume that there's going to be some students coming from that development over time. Um so we need to think of a way to build those broader growth projections into our
modeling. It won't be perfect, probably more art than science, but we'll we'll do what we can. Um, and then our goal is to essentially develop some criteria for for these various things and from a data standpoint what we'd like to see and then present three different scenarios
to the school committee um for you all to decide on. Um, so in terms of timing, I think that's the next slide. Um, we're looking to commence the data analysis this September. um complete the modeling in December and then present
some scenarios to the school committee um December or January of 2026. So um at that happy to take any questions you might have. Thank you. Um Aisha Miss Milbury Ellis and then Mr. Kingston. Um we had talked
about this briefly, but I'm just wondering two of the schools are um SBA well the have elementary schools in them that are already neighborhood schools. Isn't that something that we could look at if we have schools that are already
essentially neighborhood schools even though they serve the dual purposes? Absolutely. I mean I I think that's the I I I won't speak to how things are allocated today, but that's certainly the intent. um if those neighborhood schools already exist from an elementary
school level, we'd we'd certainly like to transition into that from a middle school level. I think conceptually we can all agree that makes sense. And I guess making sure that all those check marks um that you had previously presented, you know, are still met with respect to the equitable um variables,
you know. Yes. Okay, Mr. Kingston. Tom, I really want to say thank you. I know this is extra work for you other than, you know, kind of on the school side. My big question is when will that pedestrian walkway be open because I think it's awesome. So, good question. Um,
we we aren't quite sure yet. Um, the biggest uh holdup is actually related to utility work. So, a lot of folks have called and complained to us about all the work that the city is doing uh on on on that parkway, but actually a lot of it is is national grid. So there's
national grid gas and electric work taking place and both of which are creating some unique hindrances to our ability to get that project done. Ideally we're getting it done before the end of this year. Um but if we're not actually able to power on the the signals it would be this spring when the
the construction moratorum lifts. Thank you cuz that's great. I think it's because I get nervous kids crossing bell circle and hopefully we'll prevent that because they'll have another place to cross. Yeah. So that's great. Thank you. That's awesome. And on top of that, Tom and his team are
working on additional pedestrian uh crossings throughout the community that um weren't mentioned tonight. Uh potentially the Mount A intersection that goes towards the high school, Mountain A, and uh Broadway and a few others that we were able to secure some
funding and uh properly plan. So, those may not happen this school year, but those are those are in the works to make sure that we have safe pathways to schools for our students and for our public. We got a $400,000 grant from the feds that we thought was getting taken away from us. We learned this week that we
actually get to keep it that we'll be analyzing some possibilities including a pedestrian bridge. Um, a lot of other communities similarly styled have something like that. uh it's expensive, but actually the most complicated thing is a rightaway um standpoint. And you
actually have between the existing high school campus, the new high school campus, and the Amazon site in between, you have three property owners for a very large chunk of land, which is actually pretty unique. Um so there could be an opportunity to look at there. I'm not making a promise that we'll we'll have a bridge, but it's
something we're exploring. and if not um any other safe crossing methods above ground, below ground at grade um we'll be pursuing with that study. And then we've been getting funding from the Mass Gaming Commission a few hundred,000 a year to explore what we're calling the
Bike to the Sea, which is really building a a connection from the Northern Strand Trail to the beach. Um and it's called Bike to the Sea because that's the organization that helps seed the idea. But even if you ask them, they tell you it's not just about biking, it's about walking, it's about rolling,
it's about safely getting to the beach uh in a family-friendly way, which again, I don't think we can go from points west to east um safely like that today. Thank you. Thank you very much. Thank you. Appreciate your time. Thank you,
Tom. Thanks very much. Um the last item on the superintendence report is just an update on our NES uh accreditation. Uh as you know we went through our denial visit last year um and there was one finding that I wanted to highlight for
the committee um where we did not meet the standard and that was in our uh written curriculum where uh really what they were citing is that we don't have a standard um one way that we are listing our
curriculum which would make it accessible and easier for students and families to take a look at um so let me just Why is this telling me that I can't share in our handbook? No, no, the curriculum on the website. I'll just on the website. Y
um so I'm just going to quickly share first. This is the piece of the dennial report that I'm referencing. This is on page 20 of the report uh which will be published um with the minutes from this meeting. And it's you can see here
element 2.2A to a the school does not yet have a written curriculum in a consistent format for all courses in all departments across the school. And then it goes on to say some of them have it, some of them don't. It's not consistent. So, we did not meet the standard.
And um the the visiting committee talked more in depth about this later in the report on pages like 33, 34, and 35 if you want to look at the details there. But what I wanted to do tonight was just show you what they're talking about in
our curriculum online and then show you um where our curriculum directors have already started to do this work and where we're going with it. So I'm going to stop sharing this document and if I can figure out how I'm going to
go to the website. All right. Um, okay. Let me go here for a minute. Dr. Kelly, was this entire report drafted by the commission? Yes.
Yeah. The school does the self-study first and submits that to the commission and the commission does use that as a basis for their report. So they'll look at what did the school say about themselves and then what did we see when we came to visit the school and talk to parents and talk to students and talk to
faculty and they use all of that evidence together to come up with their findings. Um so let me just see here if I go back to share hopefully this will work. Um so I am just sharing the
homepage on our website um on the rivierk12.org org website. And if you go under departments, you'll see that there's a drop- down for curriculum. And within that, when you go onto that page, you see that each department has
their own uh curriculum documents listed. And so, I'm going to start by highlighting the ELA because this is the one that the visiting committee actually praised. And if I go into um grade 10 ELA,
this is what the curriculum map looks like. And it talks about all of the different competencies from reading, writing, speaking, speaking and listening, and language. And it identifies all of the different standards which are based on the Department of Education curriculum.
All of our curriculum documents are based on the DESIE standards as they should be. Um, but this goes into more detail and it identifies the essential questions that every single one of the grade 10 English teachers should be focusing on with their students. It
gives some resources, which standards are being assessed when, um, some of the rubrics are embedded here. And it uh encompasses everything from assessments to anchor texts uh to essential questions. And it it's still a work in progress. there's still things to be
added, but this format was what the visiting committee said. If you had something like this for every course and every class, that would really help kids, teachers, and parents understand what the curriculum is, and this is the direction you should go in. Um, so just
for contrast, I'm going to go back to um our main web page, which I just closed. I do this all the time. Um, and now I'm going to show you what the math curriculum documents look like. Again, I'm going to go into departments
and curriculum. And if I hit math, and I'll go to grade 9 again, which we'll call it algebra 1. And the documents are here. And there is a usage page and a year-long plan and the standards and all of that, but it's very different than what the English
department looks like. And what the NEAS team said to us is, you're making it hard for parents to be able to read this and understand exactly what it is that kids are learning. And so we want you to get this all in one format and u make it all look similar so that parents know
what they're looking at when they're looking at it. Um, and so I'm going to stop sharing again for a minute just to that was to give you an idea of what the problem is. And now I want to show you um, oh goodness, did I not open it
where we are? Um, so Dr. Moaba did meet with all of the curriculum directors over the last couple of weeks. Um, and they took an inventory of where they are. Um why is this not showing
in each department? So let me see if this will work. Uh and so each department went in and um took a look at in terms of getting all on one page where they are with their curriculum. And so if I go into stem for
a minute, if this will let me. It's not. Let me stop sharing for a minute. See if I can Right. All right. This will give you what I've opened here is our special education um document. And what you can see here is
um for their English language arts, they have completed moving into the new format the high school is using for uh ELA grade 9 and ELA grade 10. And they made a note that said if we're going to if we're going to have a new format, we
just have to drop it into that new format. So the curriculum is ready. They do have to drop it into the new format because Dr. Moaba did work with um Mr. Bowen and his team to identify a specified formula that they're going to use and then once that's completed, it will be uploaded. You'll notice here
that in ELA, our special education team has work to do at grades 11 and 12. They started last year working on grades 9 and 10, and this year they'll work on 11 and 12. And our goal is by the end of this school year, we will have the
requisite standardized um curriculum outline for every single course at Reier High School, including electives. And that's what uh Dr. Moaba and the curriculum directors are going to work on for the school year. And we'll be updating the school committee in the spring. And hopefully what we'll
see is a whole lot more completeds than what you see right here. Um, and so I just wanted to highlight that so that uh both the committee and the public know that we are res taking very seriously the feedback that we got from NES and uh we're working to address the items that
they told us we should be working on. Miss Mroso, um just a quick question. Is this report also going to be posted on the website? Yes. Okay. Yep. Thank you, Mr. Kingston. Dr. Kelly on page I'm a little confused
on page 26 if you look at like 1.1A it says does not meet in two categories but then if you go to page 18 it says meets the standard I find I just find it confusing so I'm happy that we did but I just don't know why those two
yeah so there's a few categories like that right let me explain how it works um so engaging in the nesque process is ongoing and um there are different pieces that happen at different times.
So the collaborative conference that first column the school's rating uh is what happened 5 years ago and so 5 years ago the school rated themselves does not meet standard on uh 1.1A 1.2A 2.2A 2A. You see?
Yes. And then after that comes the collaborative conferences visitor rating. That's the first time they came in again. That was 5 years ago. Uh and they that's how they rated us the same way the school did except for on 4.1A.
They no sorry those are the same meets the standard. I'm sorry. Then when we have the denial visit the school rerates themselves. So we do it the five-year we do the midcycle to say what are the things we need to work on and then they spend those years working on it. The
school rerates themselves and then the visiting team rerates us as well. So where's the is the rerating on another page? No if it says meets the standard. If you go to like if you go to 1.1A on page 18 it says meet the standard that meets the standard.
Okay. But it's confusing to look at this graph but yeah maybe I mean I'm it is until you orient yourself to the whole report. put the five years up there, then it makes a lot more sense. That's right. And and I think the key thing there to for the reader at home who might be looking at this on another night, the collaborative conference is
what happens in the midcycle of the destinial visit and then the destinial visit is what happens at the end. So now we start a new 10-year cycle, but we still have to give them a report by the end of this year showing them that we have taken steps toward whatever they
said we should be working on. And so that's why the work that Dr. Moab and the curriculum directors are going to be doing is so important. We already have shown some progress, but there's certainly a long way to go. Yeah. I mean, if our only fix is to, you know, um reorganize our ac uh
curriculum, then not so bad. Yeah. And there's other areas in here, too, where they've said, you know, think about that. Look at that. But it's not to the point that they're saying we don't we we haven't met that expectation. Any other questions?
Okay. Thank you, Dr. Kelly. Can I mention one more thing that I didn't put on my report just very briefly? Uh, and I'm really just foreshadowing for uh next month's meeting. Um, one of the things that came through in the legislature in the last
year is a new policy that requires us to have a program for middle school students where they can understand what their options are for high school. Um, so we're working with the middle school principles. I think we're meeting with them tomorrow or Thursday, I forget which, but um, we're going to put
together a presentation for our middle schoolers that will include um, the different options that they have in Revier, what City Lab is all about, what uh, Coast Collaborative is, what they can expect at the high school, including our early college and dual enrollment
programs, uh, and also what they could get if they decided to go to the Northeast Voke. And I was in touch with um Dave Deberry today. We were talking about um uh making arrangements for the kids who are interested to go up and tour the VO. Um I mean they're building
a new building that's going to open next year. So they're going to see a construction site, but um we're I just wanted to make sure the committee was aware that we are required to do that for all of our middle school students and that we're engaged in that work as well. And I should have a full mapped out plan for you at the October meeting.
Thank you. We have subcommittee reports. I don't believe we didn't have any subcommittee meetings. Okay. Uh and motions. No motions. Any special hearings? No. Unfinished business?
Yes, Miss Montrosa. So, we moved from the CO to the regular meeting the Colby College field trip approval. So in order to do that uh we have to suspend our policy. So I would like to make a motion to suspend policy
JH in order to approve the field trip ahead of time. Second. All in favor? I order that then motion to approve the college overnight. Roll call.
Can we have a roll call, please? Yep. Mrs. Brun, actually do we have a second on the motion? Second. Second. Roll call, please. Mrs. Bronston Rizzo, yes. Mr. Kajiano, yes. Mr. Kingston, yes. Missary Ellis, yes.
Mrs. Montroso, yes. Mr. Sella, yes. Mayor Keefe, yes. I got something. Thank you. Uh, new business, Mr. Kingston. Um, I was recently at the veterans office
and I bought a brick for my dad. They have uh veterans bricks and I bought one and while I was there um someone reminded me about something that came up last year at the council. Um this was an a motion by councelor Angela Garino Swire. Um that the mayor be requested to
establish a program in which residents, developers, corporations, etc. can purchase an engraved walkway paper for the purpose of raising funds to be deposited into the river high school stabilization fund. The program could offer pavers in assorted colors and materials to coincide with the tier donation level i.e. Red 100, white 250,
blue 500, gold 1,000, glass 5,000, and metal 10,000. The pavers to be used should be included in the union's bulk purchase of the materials used to construct the high school. I don't know if this went anywhere. Um, but I I think it would be a nice thing. I know that I'd be interested in purchasing one as a
proud graduate of Re High School. So, um, I don't want to put any more work on the mayor and I appreciate everything you do, but um, I I would hope that something could be done with this. um cuz I I think people would have an interest in it if it was publicized and um you know done in the right way. But it's something that I think um we should
really think about and I just wanted to bring it to light at a meeting so that people you know are somewhat aware of it but I don't have all the nuts and bolts so I'm deferring to you sir. Thank you. Thank you Mr. Kingston. Uh we love more work. It's quite all right. U I I will review. It's the fun stuff right? Uh we
will uh I'll I'll double check. I know that I did respond to this motion and it was something that we were going to consider. I uh I I wouldn't say that how we should start. Obviously, I would imagine um the brick pavers would probably be something that would be located at the school uh part of a
walkway, part of an entryway, uh part of the landscaping uh barriers, what whatever it may be. So what I will do in the hailing garden um what I will do is I'll I'll I'll talk with our project manager um uh of the school and see if this is something we can initiate and
maybe uh roll out a program later this year to you know send it out, get people involved, get people interested, get people to sell them pay, right? Um but this is yeah this is definitely something that's worthwhile. We do have good good news. If this project is a
three-year project, it might we might have three years to um to get it going and get off the ground and then maybe start uh getting getting some some donations towards it. But uh it's not it was definitely not off my radar or our radar. It was probably just kind of
shoved in some corner. I I didn't suggest it was sir. I just wanted to bring it to the forefront so people know that maybe something's coming and maybe get some momentum and you know there could be some money here. Thank you. Yeah, sure. I'll buy a brick. Me, too. Thank you,
Mayor. Miss Rizzo. Yes. Paul Reed did that in the back. Um and it went over really well. So maybe um we can get some ideas from them. Thank you. Great point.
Okay. We're moving it up the We're moving it up the list. Okay. Gotcha. Thank you. Any other any other comments or new business? No. All right. Uh we have a motion to do we have a m motion to adjurnn. So moved. Second.
Second. Second. Roll call, please. Mrs. Bronston Rizzo. Yes. Mr. Kajiano. Yes. Mr. Kingston? Yes. Miss Milberry Ellis? Yes. Mrs. Montteroso? Yes. Mr. Sella? Yes. Mayor Keefe? Yes.
Okay. Have a great night. Thank you.