--------- It's >> okay. >> Yeah. >> Good evening. Calling to order the rev school committee committee of the whole rise and salute the 12th of America to the republic for which it
stands. One nation under God indivisible and justice for all. >> Miss Bronson Rizzo >> here. >> Miss Ellis >> present. >> Mr. present. >> Mr. Deiano >> present. >> Miss Bosella
>> present. >> Mr. Kingston >> here. >> Miss Montto >> here. >> Is here. Okay. First order of business. We have the approval of the minutes and calendar
approval of minutes. >> We'll accept the whole thing at the end. >> I know Aisha um sent in a correction on the minutes that that Robin took care of. >> I don't know if anybody else >> it was minor, but I just >> Yeah, >> that's okay.
Thank you very much. >> Any questions on the Lawrence? >> May. >> Yes, Mr. Daniel. >> Um, you number 91 the uh psychological evaluation through
global assessments. What what's the frequency of that item? So that's an open purchase order with a consultant that can provide psycho psychological evaluations for students uh potentially needing special education
services. We have some in a number of in-house psychologists who tackle the work that they can. And then when there's overflow, it'll go to the contractor who will come in and serve either at a grade level or a school level. So there's $250,000
encumbered for that purpose for the fiscal year. >> We're not tracking to exceed that. It's hard to tell if we'll if we'll meet it or be on. >> Thank you. >> And one of the um primary services they provide is they can do the assessments in a student's uh primary language.
>> Oh, great. >> Which our uh psychologists don't have the skill to do. >> Followup questions. >> Um just so I just don't Is that a retainer or is it Is it the actual fee that we pay when if that services are used?
>> Yep. So that would be a month a monthly bill of services rendered. Okay. >> And we would have the backup of student hourly contractual costs. Okay. >> Those type of things. >> Thank you. >> Questions?
>> No. Good. All right. Financial reports. Food service financial none. All right. Can I >> You can Would you like to >> late? This is a late communication. >> Okay. >> Under the financial reports. >> All right. So, we uh were able to put
into your hands tonight some preliminary budget information and we've been hustling on the figures to get something in your hands just for a touch point. Now, as soon as we come out of the February break, uh Ways and Means will
have a committee meeting. At that meeting, we will present the first version of the full budget and it will be a first look at a full continuity budget starting there. So, that's coming, but we wanted to show you a few
of these pages tonight just as an appetizer to be prepared for what we're stepping into. Uh so the first page here of foundation enrollment. This is no surprise to anyone in general. Maybe the number is a little surprising but our in
foundation enrollment which is what our net school spending requirement is calculated on is down a little bit over 4% uh 320 plus kids. And you can see from the chart that there's been a little bit of a roller
coaster. and this year's finances are going to be based off of that dip. So, that number is here and that's what that looks like. Uh the second page, we just wanted to show you where we're landing
Commonwealth wide. So, our district experienced the seventh steepest decline in student enrollment in the Commonwealth. And you can see that Chelsea, Everett, Malden are also in the top 10. So affecting our our band of of
districts there. >> Oh, Malboro. Where is Malboro? >> West framing area. >> Mass. Okay. >> So, one of one of the things that you might notice about all of these communities, including Malro, is that
they are gateway cities. >> And um I we did talk the mayor and I did talk about this. He's working with his colleagues from the other gateway cities uh to help make sure that our representatives at the state level are aware that this significant impact is
happening in the gateway cities. Um it's a direct result of different immigration policies than existed in the past. Um and hopefully they'll be able to uh f find some way to help us get over this hurdle um so that we don't have this
huge impact all at once. I'm also working with the Massachusetts Association of School Superintendents on the same initiative. Um we are in the middle of doing a survey of superintendents right now to get a fuller picture statewide on exactly what the impact has been um to each school
district and we'll be advocating uh for funding through them as well. and MASC. >> MASC I I'm sure most of you got um some information about what's it called? Day on the hill. >> Yeah.
>> Um so you can go visit all the representatives and senators and a lot of us are bringing up things at that point to talk to them about. So um if you've got the information at least you have the date. It is during the day, so I know it's hard for some people, but if
you can come, >> do we have a petition or something that we can that we can all sign if you're bringing it up? >> Do you know what I mean? >> We can absolutely do that, too. >> I might not have any graph, but I'll write a letter. >> We can even have um students, parents,
family, we can >> Is Masc planning to do anything? Do you know if that if they're going to do a general letter that we could sign on to >> for the gate? >> They talked about it and then they talked about bringing it up. One of the speakers is supposed to be um [clears throat]
of her name, Senator, but she was supposed to um talk about it the day on the hill. >> Okay. >> But I'll ask I'll call tomorrow. That'd be a good idea. So, as mentioned, this is this is um
something that has been since the numbers came out a week and a half ago or so. Obviously doing the net math, I think Matt, you can bring it up that the the change in the district is less than $400,000, which doesn't cover I mean
just a just a standard cola for one portion of our employee base is well over $400,000 in the schools. Never mind insurance costs that you know. So it's there's a significant >> um you know talk about the gap but there's a big there's there's a gap that we need to find and it's not going to be
um you know >> not going to be fun. So I think it's just time that we have you know it's February February 10th we have a lot of time to to start discussing and thinking. I know there's going to be some budget ways and means some committees but it's going to be it's going to be um action-packed and just
buckle up. So this this third page shows that uh the title is net school spending requirement analysis. Mhm. >> So we know that in a sense, you know, the foundation budget formula is
complex. >> Yeah. >> In another sense, it's just a multiplication equation, the number of students times. And so with the number of students down, we knew that the net school spending requirement uh would be
affected by that. So the the numbers in the governor's budget echoed through to Desi is an increase of just over four million. So there's different ways to look at that, but for example, that is less than half of what the increase was last year
at the gross level for net school spending. >> So that's a significant loss. >> And you can see in the chart that we rode that roller coaster for a few years and then we leveled off last year and now this year because of the enrollment
decline, there's a dip down even further. So, we do have an increase in net school spending, but that increase is only 2.6% or a little bit more than $4 million. The only other given that we can show you tonight, and we've spoken about
that, the one piece of good news is that circuit breaker funding, I mean, it's it's, you know, it's a another echo effect of our reality with high costs, but that funding is up substantially for the tuitions. So that will be a helper to our budget. We wanted you to see
those numbers. Uh the transportation figure is only being funded right now at 61%. That could change in the late spring, early summer. The tuitions have seen a good increase. So that's the one
piece of good news that we have as a given. And then on this final page, this is just a snapshot as of a few days ago. uh assuming a full continuity budget. So all staff in place with all collective
bargaining hitting and all the preliminary things that I could make sure to be aware of and increase as necessary on the non-salary side. These numbers assume uh a net school spending required carry
forward figure of $4 million and we feel I mean it's only February but we feel good about that and we'll work to ensure that over the next five months. These numbers right now assume no district reserve is being mobilized. So they're
beginning with that assumption. Not that we won't but the numbers don't have any mobilization of that. And don't forget, last year we mobilized 1.7 million of that. Um, as you scale your eyes down, the number
we draw you attention to is the current structural surplus deficit, and that's a $10 million number. Um it's a little uncanny because last year we sat here and said, "Hey, as we move forward with
who we are, um we're going to need net school spending to flow through to our appropriation around $10 million a year to be maintaining what's been happening." And so every dollar that that doesn't happen
is a dollar that we have to fund. Well, the $4 million that we're receiving as an increase, the first thing we have to do is account for costs for health insurance, retired teachers, health insurance, pension increases, charter school chargebacks.
So, we've done some of that math. We'll have clearer math in the first full version of the budget, but this page says when that work is done, less than a million of the four million is actually flowing to what we have to work with for
our school department budget. >> And that's where, if I can just point out, that's where you see the appropriation change of 858,000. >> Right? So after we do the back and forth on the increases for health insurance, charter school enrollments, all of those pieces, we're
of the 4.1 million increase the state is telling us we're getting, really only $850,000 is coming to the Red Public Schools. >> Say that. I'm sorry. Could you just say that one more time for me? of the $4.1 million increase the state has given us
in chapter 7 funding >> uh sorry in net school spending um only $850,000 is actually coming to the public schools >> which is only 1% >> and when we say coming to the schools
those other costs are true costs of running the district >> so the other costs are the healthare the pension the charge char chargebacks and in the school department budget, right? Or not the school department budget. >> Do we get the number yet in the health department yet or we don't know?
>> Uh we have a working number of a 10% increase to premiums um that the city's using to estimate their costs. So we've put that number in the background of these numbers for now. Whenever you see the health insurance
figure in our conversations, you'll notice that it's shaded in pink because that's a number that's in process that rises and falls not just with premium increases, but with staffing increases andor decreases. So this number is just
the first rough February, what is it? February 10th today number to say doing what we could to get to this point. They'll a lot of that increase expectedly will go to some of those costs
>> before the final numbers filter down to what we're actually using for administration, instruction, support services, maintenance, and um special education tuition. So, >> I think Aisha was in the had a a follow-up question.
>> Yeah. Um I'm so sorry. And you probably have explained this several times, so I apologize. Um I remember the last meeting you went through the schedule 19, but as I'm looking at the numbers, could you just give me a brief definition again of the qualifying city costs? >> Yep. So you'll see a number here that
says qualifying city costs. The adjective qualifying there means these are true net school spending eligible costs that we incur. So whether the city pays the bill for us or we pay the bill
ourselves, these are costs for operating our school department. They are some administrative costs. So the running of bids, the cutting of checks, the keeping up of an IT system, uh our nurses that are on the city side,
um pension costs for retired school department employees who were non-teers. health insurance for retired teachers, health insurance for all of our active staff, dental, life, any of those
benefits, and any tuitions to any choice or charter school realities. So, the total of those costs, this is just our first estimate of it, but it's a really solid number for February, is around $41 million.
The excludable school department costs are the excludable costs where we say, "Hey, the city has to pay for these things, but they prefer if we run the program because it's touching principles, schools, kids.
Reimburse uh transportation is clearly the biggest of those. So, the city says we will embed those funds in your budget, but you have to budget for and run the operation." And then there's a few other small items in there like we
share a security guard at the stadium. >> Um, and a couple of other small things like that. So when we filter those things through, we get to our appropriation. And all we wanted to show tonight was just because the net school spending
requirement goes up by four million doesn't mean your appropriation from the municipality goes up by that much. In fact, these first numbers show that uh 3 million or so of that is going to those
other costs before receiving us. And so if that's the number and we have a full continuity budget, it's in line what we were saying last year was you should be expecting at this point to see a deficit of 9 or 10 or 11 million and we're
looking at 10.1 tonight. And so when we present version 1.0 of the budget, you'll still see that same initial structural deficit. You'll just have a lot more pages of backup to to be to be thinking on. and it will be refined a little bit.
>> Yeah, I I'll be surprised if it's it didn't inch below 10 by then. >> Um because we've got two weeks to work on some things. But we really are trying to present what a level service or a full continuity budget as the first one. >> Yeah.
>> Before strategizing about making cuts. And the other man that we wanted to show on this front page is don't forget uh we have had our eye on these realities for years now strategically trying to manage as good stewards the financial life of the district. So there
is 8.3 um remaining in the in the district reserve world to account for these cliffs that we thought could have been looming. So that number is on here just so that everyone's clear about what is available there. And
that's it. We only gave you five pages tonight because it's just preliminary. We wanted to give you something and it'll it'll prepare you for a deeper conversation when we sit with ways and means. >> And one thing that you'll see when we do sit with ways and means is the full
write up of the schedule 19. We're just clearing [clears throat] cleaning that up still. So we didn't want to present that tonight. But, uh, when we do clean that up, you'll see a little bit of a an adjustment in that final appropriation number of 858,000. >> And we'll also do the work over the next
week and a half to make sure everybody that we currently have in the bud budget is actually working for us. So, for instance, I can think of a couple of positions off hand that we didn't end up filling this year. Those will be eliminated out of the gate, which will bring the 10 million down a little bit.
And then um then we'll start talking about where we need to make adjustments in order to reduce the 10 million further uh and and and continue the work with the municipal I'm going to say it wrong again. Mayor's association.
>> Yeah. Mass metro mayors and also Mass Municipal Association. M >> that and bubbles here and MASS hoping that we can, you know, help the state will be able to help us at least a little bit um to reduce this deficit
just based on the the large decrease we've had in enrollment and help us at least uh stretch that pain over a couple of years instead of experiencing it all uh directly in this year. I've already started the conversations with principles
about looking at the enrollment numbers and that's one of the things that we're going to have tonight is an enrollment update and I'll show you some of the places that I'm looking at where I see we can uh make some changes that would not put us in a position where we have ridiculously large class size but at the
same time we can gain um some some spots hopefully through attrition of staff that we wouldn't be seeking to fill. And then that again would reduce the 10 million. But we'll do the same process that we do every year where we have to try to get this number down to zero and
at some point it's going to get probably painful. >> I have a question for you madam. Um to reduce the deficit um do you anticipate any uh decrease of cost like transportation or other things that will
be decreased because of the enrollment? Uh so the transportation program uh you'll see about a half a million dollar decrease of costs for that and that's a combination of the good circuit breaker return the changes that were made to the
program eliminating some some of the buses and a decrease in the number of uh homeless placements both inside and outside of the city and foster care placements. So some of those are like a roller coaster also. But you'll notice when we present the schedule 19
agreement to you that the transportation program is expected to cost around half a million dollars less than it did in the current year. So any of those changes that we can make or programs that we know will either cost less or
there will be fewer students enrolled in the program and it's a per student enrollment. We will try and embed all of that in the first version of the budget and capture all the savings that we can. um before we present a version 1.0 to you.
>> Okay. So just these two items he said transportation and the other program is there other other things that you you can decrease. >> Yeah. Um so don't forget that going into this year we reduced all instructional supplies and materials budgets by 40%.
And we reduced all uh call them operating budgets of departments that were not fixed costs by 50%. So that >> that you can't do that a second time or
else people won't be able to >> right. Yeah. >> Um I just started today to do my projections around utilities. It's a little tricky because it's only February. Uh to see if there can be any savings in there. Um the the other big
ticket non-s salary items are [snorts] sort of fixed costs to us like the special education tuitions are what they are and the plan and maintenance agreement with our HVAC company um is what it is. So there are a a lot of fixed costs
in our non-s salary side that are not open to reducing the places that we can we do and we are um and we did a lot of that last year. So some of that work has been done and we'll have to live with tight belts again for this year. >> Good question.
>> But you will just so that you know uh Alex when you see even version 1.0 of the budget it will be a line by line of every dollar that we spend. So you'll see how much we're spending on utilities, on electric at each of the different buildings, how much we're
spending on gas at each of the different buildings, how much in transportation, all of that. You'll see the full detail of of everything. Uh and so then we do the version 1.0. We try to cut everything that's cutable
and then uh meet with the school committee to talk about what are the things that we feel like are we wouldn't want to cut them if we didn't have to but we got to find the money somewhere. Um we share with you the conversations
we've had with all of the principles and directors and everybody else to figure out where we fig where we think there are things that uh we wouldn't want to cut. But since we have to cut something, those are the things we should cut, if that makes sense. And we usually get to
a version 3.0 or 4.0 before the school committee votes. >> The line detail will help. So, for example, you'll be able to see, oh, I see security equipment. There was a big investment that in this fiscal year, but you'll notice that that line item is
dramatically reduced because um we spent the money this year, so there's lesser need for that. So you'll see all those little ups and downs. I wish there was more, you know, variable costs to be able to work with, but a lot of our
non-s salary side is just a fixed cost. >> M. >> Yeah. And just to let any of the new people and myself, I refer back to it online, there's last year's budget. >> I mean, it's not the first budget, but
it's what we voted for. So you can get an idea of what is coming up and how it looks on paper categories and everything. Matt, I just have a um side question. You had mentioned HVAC and I'm just
thinking of those types of charges. Is that something that we regularly like send out to bid or is it just one stay or in I know like I know we have the same companies for a lot of things for many years. Do we go back and try to renegotiate? >> Yeah, there's a I don't know how how
long the the the contract is for, but there's a contract with uh Amoresco that allows for a negotiation stepping into the new year. So, in the spring, they'll present the mayor and Carl and and us.
Um, hey, here's what it cost to do our work this year. here's our first pitch to you of what the increase would be and why of the base rate of any variable rates. Then Carl reviews that, city side reviews that and we can negotiate that item.
>> And that's how like most of our contracts work with >> uh because that's such a big ticket contract. It's a longer than typical. Most of our contracts like that have three years fixed pricing and then you go back out to bid for them. Um, also
Carl can manage his budget and decide which projects do I do this year, which projects do I band-aid, which projects can I wait seven months until the summer and the next fiscal year. So, he's doing that work, too. As you know, part of
this good budget analytics is where are we at this year? Where do we need to be next year? How do I behave now for the future? >> Yeah. So we're all of that as you know we talk about all the time is constantly ongoing >> and you'll see it embedded where it can
be in the budget. Don't forget it's February so there are some things that we can know and there's some surprises that could come up next weekend and contextual changes so we try to be prepared for them.
>> I just No one loves these numbers. Um, what we want to make sure is that as we look at each other, committee and administration, we're nodding our heads saying there, these are not grand surprises. We we understand where we are and what we need to do next.
>> The tighter we can be on that, the better. >> Thank you, Matt. Um, okay. So, we'll be hustling at that and then we'll see you in a more formal conversation after the break, >> right? >> Okay. That would be is that going to be with the ways and means? >> Right. Way ways and means will schedule
and and and lead that meeting and of course the whole committee's welcome and that documentation will go out to everyone when we get there. So, but we've been as you can see very hard at work to be ahead of it. >> Yeah. No, I can >> and that over the vacation we'll
>> finish what we can and that that first v first version um will be full and then we can start working on from there. >> All right. Thank you very much. >> Okay. >> Thank you. >> Thank you. Great.
>> I know that you have the enrollment update here in front of us. Is that you know discussed at all or? Yeah, I I mean I'll just show you uh just a couple of examples. You all can look at it. Let me know if you have any questions. Um but if you look at the elementary numbers uh
on the second page, I just feel like I might have to depend on you guys. >> Okay. Yeah. This is right now. >> All right. So, um the conversations that I'm starting to have with the principles
uh are around things like if you look at the um Beachmont School second grade, for example, uh right now there are 40 kids in the second grade at the Beachmont school and they're in three different classrooms. So, the class size is an average of 13. >> Well, lucky.
>> When Yes. >> Yeah. uh when those kids roll up to third grade next year, we'll be looking to reduce that to two classrooms of 20. And we are trying to use a loose guideline of under 24
or 20 and under for the lower elementary, um under 25 for the upper elementary, and still staying around that 25 26 range for the middle school and the high school. Um and so we've started having those conversations with the principles
yesterday. They're looking at where there's some flux, but there's there's going to be quite a bit of it based on uh the enrollment decreases that we saw this year. And we've also seen uh as we talked about a large number of the 323 student enrollment decrease that we've
seen across the district includes English learners. And we've also se not seen the influx of new English learner students that we're used to seeing at this time every year. Which means the English learner students that we have in district have moved up to level two,
level three, level four. They're progressing uh in their language acquisition, which means um they have fewer service demands as required by the state compared to level one English learners. Um and that number of level
one English learners is virtually zero at this point. Well, I shouldn't say at this point at next year by next year um will be very very low. So we are anticipating that we'll have uh an excess capacity in our e services as
well. And those are the things that we're going to start looking at now um with the principles and that's where you'll see that we'll be making recommendations for reductions in a number of positions that way to start with. Uh like where
where does it make sense to that we don't need a position and then after that is when we'll get into the more difficult position uh conversations around what else do we need to cut beyond that. Um, so I'll just leave that there. I don't
know if folks have questions. >> I'll just highlight that there's several several positions at the beach that we're looking at. Several at the Garfield, several at the Hill, a couple at the Paul Reier, sorry, one at the Paul Reier and a couple at the at the
Wayland. The Lincoln school class sizes are already large enough that we wouldn't want to look to reduce there. Uh but even if I'm looking at um just for example the and it depends on the number of classrooms as well right like so at the beach we maybe could cut one
classroom at a particular grade level we can't cut two because then it would put all the kids in one room >> but if you look at the Whan school where we might have six classrooms at a particular grade level that's someplace where we might be looking to cut two if we need to um because distributing those
kids across four rooms still wouldn't have uh the kind of impact that would make the class sizes too large. Does that make sense? >> Yep. >> Mr. Kingston, Dr. Kelly, I never remember the hill having more students in the garden.
>> I mean, as far as >> Yeah. >> No, it's amazing. That's all. >> Yeah. >> Used to be Garfield Well, and whoever had the most that day, but now it's >> Yeah. Right. >> Um Dr. the 300 plus students that we've lost. Is that we seeing like a trend? Is
that trend kind of subsiding or is it still ongoing or >> it's subsiding? Okay. >> Is that >> the enrollment decline? >> Yeah. >> Oh, it seems to it seems to be leveling off. >> Yeah. >> But I mean there there's also the other like this has been a decline since
really since like 16. So if you look at the city's um >> school enrollment it's declining since 16. There was definitely some spikes during the pandemic and I think that a lot of that's attributed to people uh enrolling children into private schools
>> because they were open. Um and then we've seen the last two years with um you know new arrivals and that change but since 16 and this is where you know it's kind of >> it it it doesn't fit the narrative that a lot of people have said that you know development is is has exploded our
city's school system. And actually in that 10-year period, we've seen less students in our school system and a substantial number. So it was growing, growing, growing. Part of that, a lot of that has to do with also the average family size has shrunk, people having less children. A lot of our new newer
residents are um um young couples or young professionals or singles. So living on the beach, I mean, we we we've always said it. I think it's time that people stop believing it. A lot of people live in those one-bedroom apartments on the on the beach or young professionals or
post just postgrad whatnot. Um or even seniors. Sorry. Even uh no no looked at me. >> Not antic some some people downsizing families downsizing and and moving to
the beach. Uh so >> people downsizing not you Anthony. >> No, >> but that >> it's just it's a it's it's a m and it does it does play into everything that you know as we talk about we we grow with the amount of students and we have to we have to rightsize and that's what
it's really about. It's not just it's right sizing our staffing levels and our and our and our services to what the demand is. That's the that's reality. >> Okay. Um, personnel, um, new hires, requirements, reservations, please.
>> Those are all there. There's very few at the end. >> Can I get I have a question on personnel. >> I know there's one of our newer ones coming in at SBA um, does meteorology. Could that be in the class here? It
sounds exciting. >> What do you Where are you living? >> Um, under enrollment, new teachers. I don't want to say his name. But I would meteorology. I thought you mean his degree was that
>> possibly. I know that he was hired to be a general science teacher. >> Yeah. You can make it fun. >> Yeah. >> We always tell us what we're going to get for snow. >> We're always open to that.
>> I have another question on resignations. Um would Miss Holmes's um physician be replaced or would we just keep the two assistants and then put the rest on our assistant super
>> on back on Dr. Blue. It's something that we're talking about. >> Okay. I mean, I hate to see that happen, but >> in all scenarios, >> yeah, we're thinking about uh a few different scenarios that might require a
little bit of restructuring. >> Okay. Any other questions on enroll new hires and attendance, >> donations, gifts? No, we don't have any. We'll take a few gifts though. soon school field trips. >> One one new one from JOTC.
>> So that >> we don't have a definite date coming home. >> Wow. >> They meet Thursday morning at 6 a.m. >> Yeah. >> May their >> is that a definite? >> Well, that's what tent is. >> So, no, it's not it's not definite.
>> Uh, probably depends on >> it depends on the event. >> Yeah. Right. Nope. >> It said it says the the 30th to the 3rd. No, >> they use the military code there. So, they put the date before the >> Yeah, it's to the third, but it says
it's tentative. So, how far right? This is wonderful. >> Yep. >> Great. >> Can I ask how their days off? um work is attendance in school,
>> it would count as a field trip. They have they're required to make up any work that they miss for their teachers. Um fortunately, our JOTC instructors are very rigid with that. They make them get the work ahead of time and I can promise you they'll all be studying and working
on that plane both ways. >> All righty. >> Great. U district reserves 27. >> Yeah, that would be >> okay. >> I was I was hoping to have a discussion about
out of that $8 million that we have approximately how much the committee felt um they wanted to expend in this year. Now, I realize we haven't really started the budget process, but I think it'd be helpful to uh the administration if they had some kind of idea. Look,
we're willing to expend this amount or that amount and I want to have a discussion about that because if we get a budget presented to us and it's asking us to uh expend more of the district reserves than the committee's willing to spend, I I think it makes it more difficult for the process to happen
because then it's got to go back and do some more. So, I think if you if we kind of decide somewhat of a number or an idea of where we're thinking as far as how much of the reserves we want to use, I think will be helpful in creating the budget and having those discussions because if if
there's a $5 million hole, say just say, is the committee willing to spend five of the eight this year? Are they more willing to spend two or three? I think it's a good conversation to have because I think you got to start somewhere uh budget-wise. So, how much of a you know, how much would we like to put in? And
again, it's it's not that we're going to vote on it tonight and that's it and it's set in stone, but it's just I think it's a good discussion point. Look, what do we think? What do we think we should spend? And I have a related question to that because I'm thinking about this. Um, I asked Matt, but he has to ask you if
the hopefully the I know they've had a lot of talk this week about the McKinley school and that's great and I'm looking forward to that. Eight early childhood classrooms is wonderful. >> Do we have to pay for all the stuff to equipment and all that kind of stuff? It's already budgeted, so it's not something that we're going to have to take going down the road. No, I just
wanted to be clear on that. >> That was actually a question someone asked in cabinet today. And that's a very valid question. FF furniture equipment. Yeah, that was budgeted for in the bonded. >> No, I just want to make sure so that you know we don't two years from now they say, "Hey, we need a million, you know, whatever that number is half a million,
million dollars, whatever to outfit the building on the school side and then we might get back." >> That's a good great question. So, >> no, I'm happy to hear that and that's great. But I think >> if there's any if there's any leftovers that we can't use, we'll certainly try to repurpose. >> Yeah. But I figure new building, new space, you kind of want new stuff. I would like for the most part. I mean, you know,
>> MZO, >> um I was going to ask a question during the regular meeting, but you brought it up, John, at this meeting about the um the district reserves. Um I'm wondering shouldn't that be
coming out of um the security or even ways and means instead of as the committee >> I just felt again if Ways and Means accepts a budget and say it's I'm just throwing numbers up say it's five say ways and means decides to recommends to
the full committee to take five million out of the eight just say or four million pick a number I don't care and the committee says John you know all due respect we're not going to you're not going to go that high Um, yeah, I think it would just be helpful to have that conversation. >> But I'm I'm saying shouldn't we
respectively go through Are you secure? >> She's talking about the the 350. >> No, the other there's another item that I put on there. I was hoping because we did that security evaluation. >> I think I would like to see us go. We
kind of we spent some time at a meeting. We got the figure down to about 350, Dr. Kelly, I believe, thereabouts. I did want to um have some discussion about that as well. We paid for an evaluation. Uh some of the stuff that we're going to do could be take some time as far as procuring equipment or whatever. Um and
I think the sooner that we get on that the better. So I did want to ask or have a discussion about the approximately 350. It might be less. We weren't really 100% but around there >> for that to get uh most of the items or I don't know 70% of that.
>> Do we need a motion or vote for that? It's a motion in the >> I just wanted to discuss what what people's appetite was to spend in the 350. I realize we have a budget hole, but my thought was again we paid for this evaluation to not >> No, I get of course I get your daughter. I mean I was on that committee. I know
>> each committee >> well we've already I mean we've had we had number of meetings first. Let's go back to the first one and see. Yeah. No, that's I didn't bring the second one up. So Montrosa had had her hand up. I just want to give her an opportunity. Miss Montroso, >> thank you. Can you hear me?
>> Yes. >> I just, you know, I appreciate Mr. Kingston thinking ahead given all the challenges we had with the budget last season, but for me, I can't make a fiscally responsible decision to just randomly, you know, throw a dart in the
dark and pick so much out of the reserves that I want to save before I even see a preliminary budget. I think for me the way we've usually done things is ways and means at least delivers a prelim budget or has a few preliminary meetings and they come to us and say, "Hey, we're working on this. We might
need reserves." I think focusing on real numbers that ways and means and Matt gives us before making a decision on how much I'd like to take out of our reserves is what's important to me. And as we started to talk about the motion for the 6 pm meeting, we had already
mentioned in the January meeting that we were all willing to set aside a certain amount of money for those safety measures and then we would talk about it when we started to talk about the budget. Again, I can't in good conscience say I want to set apart 350K for measures now and then we get to vote
on a budget and I don't have enough to pick certain key decisions because I voted on something else that you know maybe could have been spread apart throughout a few years. So, I just think these these conversations should come out of ways and means with real numbers and I understand that some folks are trying to be proactive, but we can't be
if we're not talking with real numbers. Thank you. >> Thank you. >> Did you have something you want to say? >> Yeah. So, yeah. So, um my thoughts were one that I thought it may be premature without having the budget in front of us, but but I do understand Mr. King's point and it is something to think
about. That said, my input on this you is probably going to come to no surprise, but it's going to be to ear on the side of caution and to be extremely conservative with the amount that we should decide to allocate. We obviously have to spend some of it, but I mean my
position is that it's going to be a number closer to zero than closer to 10. But um that said, with respect to the $350,000, yeah, I too thought that was already >> allocated and I thought we were going to look into like grants on certain things
and we still some other money. So yeah, so again, I felt like both of these were >> Well, we'll talk about that in the general meeting as well, but I think and >> I was just trying to have a discussion about like you just said, your appetite isn't to spend 8 million this year. I get it. So that's what I'm have at six
o'clock. That's what I if I can al if if anyone doesn't mind if um I just speaking on um your comment uh Mr. Kingston. I don't necessarily again I I get it. We we we want to make an educated informed decision. So I don't want to, you know, broad brush it right now and say you need to, but I think
it's the it's important to let Natt and the team know that yes, >> what the consensus is. >> We we need to, you know, maybe there's an NTE on the first pass. Just the first pass. Um because and let's not decide that today, but um you don't want to the
last thing I want to do is have Matt and Diane and anyone else spend all the time and say, "Oh, by the way, we spent the entire district reserve, right? That's that's wasted time. Now we got to go back and do version 2.0, right?" And and so I think, >> you know, I'm I'm airing on the closer to zero, but I also am realistic and we
can't have these draconian cuts that that completely fail our district. So, you know, what's the give? I I I think that that's not a I think it's a very fair question to ask. It's not a hard I don't think we're giving a hard This is good discussion. >> Yeah. Get good guidance.
>> I feel the same way you do. I the 20% thing keeps popping into my head like 20% of the aid would be something >> 1.7 [clears throat] what we did last year >> initially. >> I mean it's it's in that ballpark. And I'm not saying I think that we can be persuaded both ways if they if there's
like we we need this extra $300,000 to do this this and that. >> Those are the good examples that we're looking for. >> You understand? Yeah. >> I think that that's fair. >> Anyone else? >> But this conversation, I think it's all depend where the other money's going to come from. >> Yeah. Right.
>> There's no more money coming. We need >> you got the printer back there. Going to say put it all on black. the best, >> right? >> The the the numbers Matt was very the number change is going to be so minimal, right? So, yes, there may be some better
reimbursements on certain breakers. There might be a couple more dollars in presentation, but it's not going to be enough to move the needle >> where I think that the presentation of a potential starting point at $10 million is is is accurate. Uh, and I'll just say
like the city side, we we we haven't signed our schedule 19 yet, but we came to an agreement where >> last year was a little late, right? We we know I knew that it was it was not new to me, but it was there was some conversations about transportation that came to the committee late. We had to make some tough decisions late. We're
trying to get ahead of it earlier. I want to be fair to uh the superintendent. Superintendent wants to be fair to the city because we have to plan. The big the big numbers obviously are insurance and and retirement uh benefits which those are earned and we get it. That's part of the benefit of working for the city. But when you have
a thousand employees and the insurance goes up 10% that's a big number >> and that comes out of >> what we spend on our educating our students. That's just the fact, right? You pay a teacher, you pay their their benefits and that's part of that's part of having a good a good school system. So those numbers unfortunately the last
two years have been killers, right? 16% increase last year, 10% increase the year this year and the year before we tried to hedge it at 6% my first year and that wasn't enough. You know, we didn't want to we didn't want to um we we went at six, it was really like 12. So then that killed us here too. Now
it's right sized at about 10%. Either way, it's millions and millions of dollars. >> We So the numbers are pretty real. They might sway what $100,000 give or take on a 130 million or $170 million budget. 116 >> that's not not going to go beyond me at
all. But we'll figure it out. We'll do it. >> I mean, if I'm throwing a number out there, I would be between 1.5 and two. And I know Diane, I know. >> But this is >> as a start. This is what's helpful because they come back at five and I
don't know what everyone else is thinking and I say, "Okay, sure." >> The committee may have a totally different view than >> Right. I do think I do think it would be a good idea to let us see where we can get at version 1.0 and then
>> give us that direction. >> Let us let us get the stuff out that we can that's no harm, no foul. >> Just don't pardon me. >> Just don't do it at five versus 1.0. >> Uh it's going to be really really hard to get um >> waste.
>> Well, that's what I was trying that's the conversation. I don't want I don't want next week say 5 million and then folks say you know you lose your mind. So that's why if someone if there's some kind of thing and then they know that going in look this is what they're going to do >> cuz you know we've got the following years to go.
>> Just I apologize. >> Apologize. It's all right. Um I guess my question or my input would be what we did last year com compared to what we are willing to do this year with uh the percentage increases as a factor. That's
sort of where I I call that like neutral because like that's our our starting point from last year over to where we want to be this year. Okay, let's say costs are up. But just to throw a number out there, 25% speak easy. Well, where
what we reached in for last year plus 25% is where I would going forward because we have to look, we might not get a way to refill that bucket. So, we have to have something for tomorrow, but we can't starve the school system of we need money to
operate, >> but we go with the full eight. I mean, there's no next year. So, >> right. >> So, I mean, I mean, we'll ask it's good that we're having a conversation. Is there possibly any more additional funding might be coming from the state?
I know you talk you guys were talking about that. We're we're we're going to we're going to we're going to write and we're going to advocate and we're going to legislate and try to try to get some you know we're calling it pothole accounts they call it. Um >> but you're not going to hold your breath. >> No, I mean because it's not the reason being is I've seen the amount of people
that are asking. So um this is this is a statewide issue. I mean, you can look at I I I don't really pay attention to education across the country because we spend a lot more, but um every district, every single district is is is is screaming. And and I and I will say I
feel bad for some of those really small districts, those those 2,000 3,000 student districts. There is, >> you know, they don't have a much to there's not a lot to cut. You know, we we I'm not saying we have a lot to cut, but it's a it's it's a little more spread out. So, the entire state's
school budget took a big hit this year. It's taken it's it's been dwindling. Um, and it's mostly it's hard to keep up with the cost of everything rising. So, even $10 million, oh, that sounds great. $4 million sounds it doesn't stretch, especially when you
know all those other those fixed costs go up. And then, you know, you know, like I said, insurance is insurance is a big big expense. charter school reimbursement is a big expense. Yes, we're getting some circuit breakers on on on um specialized transportation or
specialized education, but even that, you know, even at 75%, it's 75% of a much bigger number. >> So that the million-doll number is now $10 million. 75% is >> well, it's just the tuition. It's not the the transportation. 61% and and in 61%. You read the Globe
today, it talked about, you know, it said something like the wheels on the bus go round and round, but it was like this the cost of the bus goes high high. That was in the Globe today. And um it's it's out of control. >> Well, that's
>> and that's not because of mismanagement. That's just it's >> got you're seeing at home. You're seeing it at home with the cost of your utilities. You're seeing it at home with the cost of your insurance. you pay for insurance for your car. It is not it has not gone up 10%. It's gone up 100% in five years. >> Yeah.
>> Your insurance unless even if you're a good driver, >> right? You know, so it's it's not it's >> that's this is where the break we're kind of at a breaking point where we got to kind of reset now and you know the drill and it's we're going to we're
going to try and reset it over the next couple years with this with budget modifications and and and ride out some of the the craziness. >> Well, sorry to take all the time. Um you have five minutes. >> Any other business? not
anticipated by >> there is something else um going back to the 350 for the security is that something that we have like my memory was the same as montros which was that there was a consensus that those
particular items were going to be addressed over the next year we had and and some of them the year after and some of them needed after that. So, do do we need a formal motion or is that going to be worked into the budget as we've already >> That would be I my understanding was
that that was going to be worked into the budget from what what you approved when the safety subcommittee presented and the committee agreed that that's stuff we should go forward with. >> Exactly. We should we should be all set on that. >> Yeah.
>> Okay. I was just pushing it off this to make sure that it didn't get >> and and I'll follow up with Matt because I did hear him say um that there was money budgeted and we didn't need that much for next year. I'll circle back to him to make sure that he's clear on he could be talking
about a couple of different items >> when we bought all those computers. >> That's right. >> I mean for the cameras I >> came for the cameras, right? And so he might have been referring to that line item doesn't need to be at the same level. But this 350, my anticipation would be that that would go into our
budget for FY27. Right. >> The other thing that 350 is a number that we knock down because it's 450 I believe in that range. >> Well, >> we prioritize. That's right. We prioritize. >> The 350 isn't end all be all. >> I know. >> Okay. No, I >> I was there. I know.
>> I wasn't It wasn't for your just for you. just >> well that and I'll add also uh the 350 was like a estimate >> in that general direction there's four of you over there >> too easy to get no I mean I didn't want someone to think the 350 was the top
>> no and I'll I'll put one other clarifier on that John there were a couple of things that we were estimating the cost of that we had >> talked to a couple of vendors Carl in particular had talked to them and it could be this or it could be that and John Rara had done some of the leg work
as well. And it could be this much or it could be this much. Those >> we quoted the higher of the of the price anyway to get to that, >> right? [clears throat] So, so if we budget 350, that's a good number for us to get all of those things done that the
committee prioritized and know that we won't go over it. It could be that we're as low as 280 >> when when the rubber hits the road. And that just means that we'll have that $70,000 at the end of next year that we can roll into FY28,
>> right? >> You can withdraw that motion, John, or talk about it. >> No, it's fine. I want to have a discussion about it. That's all. So, we did. That's all. Same as the number for the how much we want to spend out of reserves. We had >> that was good. >> Miss Basel, was there supposed to be
something on the agenda for me or No, >> it's on the >> the later one. Okay. All right. Um, Part: 2
Good evening. Calling to order the Re School Committee Committee uh um sorry committee meeting of February 10th, 2026 will rise in swisibley andice for all. Doc, would you call the role? >> Mrs. Basala,
>> present. >> Mrs. Bronson Rizo, >> yes. Here. >> Mr. Kajiano, >> present. Mr. Damiano here. >> Mrs. Milbury, >> present.
Miss Mont Roso Mr. Raleimi >> present Mayor Keif >> present. >> Hi >> Mr. Kingston. >> Mr. Kingston >> here.
>> I'm just I had to promote Mrs. Montroso so she could uh give her presence. >> Miss Montroso. >> I'm here sick but I'm here. as well. Okay. Um, we have a quorum. Okay. Miss Mrs. Kelly, Dr. Kelly,
recognition. >> No. Okay. We vote to approve the consent calendar. >> Motion to accept the consent calendar. >> Second. I >> I
>> um roll call because someone's not here. >> Correct. Roll call >> since we have a a remote attendee. >> Miss Bas. >> Yes. >> Miss Bronzo. >> Yes.
>> Mr. Kajiano. >> Here. >> Yes. >> Mr. Damiano. >> Yes. >> Mr. Kingston. >> Yes. Miss Milbury, >> yes. >> Miss Montto Roso, >> yes.
>> Mr. Rami Raleimi, apologize. Mayor K. >> Yes. >> Okay. Student representative report. Julia. >> Good evening, everyone. I'm here to give this month's student rep report. I'm
joined by senior Ada Luati, a member on our student advisory board. Hi everyone. >> As always, we are in accordance with Massachusetts General Law >> for our Salem State University Honors Choir. Thanks to music teacher Nicole
Furrier's leadership, seven RHS students have accepted their honors choir program at Salem State University, which will hold a concert on Saturday, February 28th at 7 p.m. at Salem State University. >> [applause] >> Jerotc competition update. 48 Jerotc
cadets participated last month in the Commonwealth of Massachusetts Army League marksmanship and physical training in New Bedford. They performed exceptionally well returning home with several trophies. The Patriot Battalion will host their home competition this
Saturday. >> This upcoming Wednesday. Tomorrow we have our student senate Olympics. Student senators and grade level class leaders are hosting an Olympics for our February half day, which is tomorrow. 11th and 10th graders will opt in um to either second or fourth period for a
trial round this month. The idea is to pilot this kind of event with hopes that we can learn and host more schoolwide events like this in the future. Some activities include dodgeball, uno, cup stacking, trivia, and musical chairs where you can earn points for your grade level to help pay for class events.
>> For our sports roundup, tonight is a senior night for the boys basketball team. So, be sure to stop by and support the team if you have a chance. February 5th was GBL's for track as well as the girls senior name. And the girls cheerleading team will compete on March 22nd for GBL at Bill Rea Memorial High
School. For some club reports, our model UN club participated in Bosman's annual conference this past weekend, which is always an amazing experience for RHS students. The outdoors club is hosting its annual trip to New Hampshire. Space is limited and only students who have attended meetings and registered for other activities with the outdoors club
are eligible. >> The feminist empowerment movement. The fem club initiated a feminine hygiene drive to support Rosy's Place, a local shelter focused on assisting women experiencing homelessness and poverty by providing essential resources. And they
are hosting six weeks of self-defense program where female students will get real life self-defense skills. Welcome club. The welcome club members participated in a professional development session focused on teen mental health first aid. And for our power of no club during this
past week they held a clothing drive in partnership with the Jack Sadder House. The purpose of this clothing drive was to provide clothing for older members of our community and raise funds by selling clothes or books that were no longer in use. In exchange for donating, students receive community service hours as well as personal satisfaction for of giving
back to their community. >> That's everything for us. Thank you. Have a good night. >> Thank you, ladies. [clears throat] >> Mr. Mayor, can I just say Miss I'm gonna say your name wrong. Adi
>> she has siblings that have sat in the same seat as our um classroom student rep. So, nice long line of good students and she's learned from the best right next to her. So,
Good job. >> So, who are your siblings, if you don't mind us asking? >> Okay. >> Graduating college. >> Great school. >> We have a couple students go to UPEN next year, right?
>> Just me. I'm going >> just you. >> All right. Congratulations. >> Okay. Next up, we have public speak. If anyone in the audience wishes to speak on any items on the agenda, please step up to the podium.
Okay. No. And any uh any remote participants wishing to public speak on any items on the agenda? You see any, Miss Res? I'm sorry, SC. >> I do not. >> Okay. We're going to close public speak now. We have item number six,
superintendent report. >> Uh thank you, Mr. Mayor. We have uh three items under the superintendency report. The first is going to be a presentation from the Hill Elementary School and they are going to share with the committee um some information about building a supportive school commi uh
school community um which is reflective of the work they've been done doing through their school improvement plan. And I'll invite um principal Martell up with her team to share that with committee. All right, we have a crew with us. Good
evening everybody. Um, Dr. Kelly, Dr. Garcia, Mayor Keefe, school committee members. I'm Nancy Martell, the principal of the Hill School, and I'm really excited to be with with you tonight. Last year, we focused on our deeper learning um, efforts. So, this year we really wanted to talk about the
efforts we're making to get families into the school and connect with them for the work that we're doing. this really everything works better when home and school is is a true team and I brought some of the people that are really instrumental in doing this on a daily basis. So we have to present
tonight we have Aaron McMara who's one of the chairs of the equity team and we have our stu our family leaison Suades Ryan who's going to share what she does to welcome new families that come into the school. We're going to highlight tonight the families that come in in the middle of the school year. we do have a
transient population and she's going to highlight the work she does when a student comes in the middle of the school year to a brand new place and in the student the family you know it's it's all new to them so she's going to highlight that work so thank you for having us >> good evening everyone my name is Aaron
McNamera I teach second grade at the Hill and like um Mrs. Martell said, "I'm also the equity team leader for The Hill alongside Sarah Williams." You can go to the next slide. Um, so our efforts at the Hill are grounded in both our school
improvement plan and our equity plan. Together, these plans help ensure that our decisions are intentional, aligned, and centered on students and families. Within our school improvement plan, we are focusing on strengthening family and school partnerships. We want
families to feel connected to our school commu community and to know that their voices matter in the decision-making process. Another key priority is increasing family engagement. And to move this forward, um we have used surveys to better understand the needs,
experiences, and hopes of our family families and caregivers. Um this work connects closely to goal three of our equity plan. Our goal is that by the end of the 2025 2026 school year, 90% of
Hill School families will report a deeper understanding of the educational language and systems used in public education. Um so to address this, we surveyed families um to identify areas of confusion particularly around special
education language. So, we collaborate collaborated, excuse me, with staff members across various roles to define some key terms um in clear and accessible ways for our families. [snorts] From this work, we're developing a translated glossery that
explains common practices in vocabulary. So this glossery will be shared through parent square through um family teacher conferences through our wonderful family liaison. Um and so as you can see
there's a sneak peek of our draft. That's kind of like what it looks like. Um and this resource is designed to empower families with the knowledge and strengthen communication between home and school and build confidence in advocating for their children.
Um, we had 67 families complete our survey and their feedback has been incredibly valuable. Families have shared that they're looking for tools to support learning at home and guidance on managing both emotional and academic behaviors. We also had families express
an overall appreciation for the work teachers do every day, which was really nice. Um, and then this feedback just continues to shape our next steps and it reminds us that strong relationships with families are essential to student success.
I'm going to turn it over to Sue Ryan who will talk about the student tours. >> Thank you. You're welcome. >> Good evening everyone. So excited to be here tonight. Uh my name is Suhites Ryan and I am the family leazison at the Hill Elementary School and I I am also a
parent of two RPA students fifth grade and eighth grader. Thank you for the opportunity to share about my role in supporting new students and families during the new student tour. Once the student from the uh parent information
center is received, I reach out to the family to schedule a tour. My goal during this first interaction is to create a welcoming and supportive experience because I am the first person family needs.
Establishing trust uh right away helps families feel comfortable asking question and reaching out for support in the future. During the tour, I provide families with important information that helps them understand how our school works.
This includes reviewing the school calendar, dress code, uh, arrival and dismissal procedures, h days, and how we communicate through parent square. I also share resources such as afterchool
programming, community support resources, the launch menu, and access to our school food pantry, and also the community food pantry as well. Families uh frequently share that having
this information upfront makes uh expectation clear and helps helps them feel more confident about their child starting at a new school. Another important part of the tour is introducing the student to their teacher
and other teachers on the team. This early connection help reduce anxiety and allow student to walk into their first day already feeling familiar with the environment and the people who will support them.
Through these conversations, I often learn valuable information about each family, including prior school experiences, concerns, and strengths that might not surface through paperwork alone. It helps better prepare to meet
students academic and social emotional needs from the very beginning. I also work to connect families with one another and help them feel like they are part of a community, not navigating a new system alone.
For some families, this support includes needs beyond the classroom. For example, if a family does not have health insurance or uh primary care doctor, uh I help connect them with local clinics and assist them with the registration so
that students have access to the care they need. My role during the uh the new student tour is to make families feel welcomed, informed, and supported. By building relationships early, we reduce stress for both students and
caregivers and create a stronger foundation for students success from day one. And now I would like to introduce um our Castillo family and their son um Alexander uh and they would like to
share uh they're one of our newcomer families and they would like to share their experience at the Hill School. Thank you. >> [clears throat] >> Good evening everybody. My name is Joel Castillo my son Alexander and I'm not a well spoke person but I want to um share
with you from the bottom of my heart how thankful I am with the whole staff of Ja Hill school. Um, when I moved to Rivier, my friends uh uh share with me good thoughts about how Rivier public schools
work and how they were back in the years. And I I had to see about for myself. And I moved to Rivier when I went to the Beachman um information center. They got me through real quick
and they got me on on the right direction. And I came to JJ Heel and Miss Ryan helped me out with a lot of information that I need and how I could the process could be accelerated to go in the right direction without wasting
any time. And it was very helpful especially nowadays when everybody is busy. And since that day um it was the middle of the year of the school year and my son um didn't speak any any English. uh he
had to go to kindergarten and Miss Ryan helped us to find the right direction. We started with Mistano and Mistano was great great great great um guided my son in the right direction and he learned
real quick a few words in English that he wanted to practice more. He came home happy and he wanted to go to school every day which is a good thing >> and The time went by and
100 years 100 days from the school. He was so excited when he studied. He was he thought he was 100 years already. And so suddenly um that we move on to the second to the first grade and again I touch base with
m Miss Ryan and it was very helpful. Miss Martell always with a smile at the entrance of school welcoming the students, the parents and how helpful they are and made me feel like what [clears throat] my friends told me it was true and I had a great experience.
Um my son is learning a lot. He's able to communicate now. He uh they mentioned the teachers mentioned to me that within two years he will be up to what the school is is is looking to see him and
he's achieving that. And first grade, it was great. Uh we got to meet Miss Magnamara, which she she did an outstanding job. And thank you for her patience, uh her dedication, communication to us. At that time, we
had dojo and it was very helpful. Now, Par, which is outstanding. And my wife is um actually she's over there. I'm sorry. >> She doesn't speak English. [clears throat] She's working on that. So nowadays my son uh is able to
communicate better with the school teachers with the school staff with his friends and other friends outside school and one day I was invited to be part of um the parents at school at the day
school and I couldn't imagine being a school like that on my time. I came from South America from Peru and we didn't have schools like that. that probably was college that would have this that what JJ Hill has and I think it is
amazing what you guys do and what everybody's is working and how you guys do your things and you're doing amazingly and I thank you very much. Thank um Miss Martell, the whole staff, the whole organization,
everybody, everybody in in JJ Hill, Miss Ryan who is always helping us out, communicating. Miss Marcela, Miss Magnamara now, second grade. My son is doing great. And what do you think? How you doing? >> Good.
You want to say something? >> You happy? >> Yes. >> Okay. Well, thank you very much for your time. I just wanted to share my thoughts >> and I'm I'm staying here. >> Thank you. Thank you, [applause] >> Miss Kelly. Um,
>> sorry. Yeah, one more slide. >> Um, so then just looking ahead at the Hill, uh, we would like to implement more family surveys just to kind of gain more insight into how, um, we can support and engage our families in the
in our community a little deeper. And then we would like to um reach out with the welcome club. Um hopefully to partner with them to strengthen some of our connections. Um we have so many people involved in the new student tour process that if we could get another
student to also have um to connect with the new student that's coming in, it would really strengthen that um connection there. So thank you Thank you, >> Miss Kelly. If I can just speak and I'm
speak probably on behalf of the entire committee, but that was very nice to hear Mr. Castillo. Um, we wanted to hear more from Alexander uh getting up there, but um you know when when we have um educators like Miss Ryan and Miss Martell creating a welcoming
environment, that's what I think what it's all about. You know, you've showed courage. You know, you come here from another country, your son, first first- time educ uh student in in a new district. Some people going to a new city is a big thing. You came from another continent and uh and learning in
Rivier and we're glad that we created that welcoming environment. makes makes me exceptionally proud of what we do in our school system because I know how hard it is and hopefully you'll stay involved because as parents the school does their 50% and they have your your child for seven or eight hours a day but
the the rest of it really it falls on the environment that you create at home and the environment you create around the school. So, uh we'll we will commit to doing our part and it looks like you're going to commit to doing your part and Alex is going to be a great resident in the city of River. >> Congratulations. Thank you.
Thank you all very much. Um the next presentation under the superintendent report is from our uh STEM director Dr. Costa who is going to share information with the committee about our uh curriculum update on open sed which is our middle school science curriculum.
>> Thank you Dr. Kelly and thank you school committee. Um so as Dr. Dr. Kelly mentioned I will be presenting on open sed which is our set of instructional materials that we use in middle school science. Um you can move on to the next slide. So our goal for our time together this
evening is for you all to be able to describe key components of open sad and how this approach to teaching science is uh somewhat different than traditional approaches. So we'll look at uh what opens is how we've implemented it and supports we've
had the impact it's had and uh move on to next steps. So open sed is a opensource set of instructional materials and open source means that it's uh publicly available and uh open sed was developed in collaboration with a number of other
states to develop uh to implement the next generation science standard. So, Massachusetts was a lead state in that development and it uses what's called a storyline approach to support students in unpacking a phenomenon. Um, and each grade level has six units that fully
address the scope of the Massachusetts curriculum frameworks for science. Um so when I say it fully addresses the standards it means that um the science standards have three uh components to them um for three-dimensional learning
and those components are the content standards of science. So ideas like life sciences physical sciences uh the themes of science that are considered crosscutting concepts and the science and engineering practices. So on this slide you see the storyline approach
that opens uses. So units start with an anchoring phenomenon. So students observe uh or experience a scientific uh concept and from there they um generate the questions that they have. It's called their drive-in question board.
And you can see on this slide an example of a drive-in question board that was developed in one of our grade seven classrooms. Um so students uh in this class were identifying some questions that they had about a thermal energy phenomenon. uh related to cups and
different types of cups and why some cups are better at uh holding the temperature. Um and then throughout the unit, throughout the story, students are going back and referring to the questions that they asked, figuring out which ones they've identified answers to, how they can set up or design
different experiences or experiments to learn more about the other questions that they've identified that they haven't yet answered. um and they're continuing to develop models, refine those models. Um so here uh you see an example of a um class consensus model
that they've developed at a certain point of the unit. So at the start of a unit, students might individually uh develop a model to describe that phenomenon. Um and then they'll be collaborating with peers to refine their model. And as
it goes on in the unit, they develop a class consensus model and they're continuing to refine that. Um, and if you scroll to the next slide, you'll see an example of what an assessment looks like in open sed. So, this comes from a grade six unit where students um unpack
the phenomenon of a two-way mirror and how light impacts what can be seen and how light can impact how well things can be seen. Um, so when you look at this assessment, students are thinking about and identifying based off of what
they've learned in a unit, uh, how are things seen and how clearly they're seen. And I just want to contrast the different types of learning that students would have to experience to answer a question like that as opposed to answering a multiplechoice question.
And the growth that we can see from students throughout a unit as they answer a task like that. um and how that assessment can provide us a greater depth of their understanding and what could be good next steps. So on this slide you see uh during an open sad lesson the things that we're asking
students to do. So we're asking students to ask their questions about scientific phenomenon. We're asking them to share their developing thinking and reasoning and even their thinking uh their thinking that might not be completely clear or precise at that time. They're
conducting experiments. They're collecting and analyzing data. They're reading scientific research to learn more about a phenomenon. Uh and then they're revising their initial thinking or models and referring back to things that have been previously asked.
So in an open sedate um and we expect students to support the learning of one another. And you can see that in order for uh these things to happen in the classroom, we have to have uh norms in place of how we support the learning. So, um, here are some sample
norms from an open-sided classroom. And it highlights key ideas of, um, how we want to make sure that we're challenging ourselves to think in new ways and how we're trying to elevate ideas from other students in our class and, um, that everyone's ideas matter and can sort of
support our thinking and even incorrect thinking can be valuable to share. And if you move to the next slide, um there's a lot of expectations around discourse and communication and at times students might need some supports with that discourse. Um so here are some
different sentence starters or sentence frames that students have to support their thinking. And if you move on to the next slide. So one thing with open sed and a more student- centered approach to teaching is it shifts what we expect of students in a classroom and it also shifts what
we expect of teachers in a classroom. You know a teacher is no longer the expert just talking at students that a teachers working to facilitate student learning supporting student collaboration and that student discourse. Um referring students back to
ideas that they unpacked in previous lessons to move their science thinking forward. setting up experiments, providing students with research to help move their thinking forward, elevating key ideas that one group may have unpacked to make sure that those ideas
um benefit the thinking of the whole entire class. If you move to the next slide, so some benefits of open seds is that students are actively engaged in lessons. They're collaborating with their peers. They're asking questions.
They're conducting scientific experiments. That students questions that they generate at the beginning of a unit drive the work of the unit. That students can refer back at different times of a unit and see the questions that they asked that we've answered. Um
those authentic assessments support students deeper learning and that students are positioned throughout the unit, throughout their work as being capable doers and thinkers. So our implementation in revier uh this
is our third year of implementation each grade level has six units this is our first year fully implementing as it's a shift for teachers and students uh we implemented two units each year at each grade level. So now each grade is fully
implementing all six units. Um, as I mentioned, open SIED units are publicly available. Um, but to teach open sed does come with a cost. So, we were able to receive a grant from the 18 Foundation of 175,000 for our three
middle schools. And that grant has supported our purchasing of what's called durable equipment as well as professional development for our teachers. River public schools has supported our implementation through release time for our teachers to attend
PD as well as um funding for the consumable materials for students to engage. If you scroll to the next slide, you will see uh the districts in Massachusetts that are implementing open sed. So the 18
foundation has now had five cohorts. River has been was part of cohort 3 and you can see all the different districts and schools across the commonwealth. So each year through our implementation
of open sed we survey our students and um some of the data that we I want to highlight tonight is on one of the prompts it asks students uh we often figured out ideas as a class without our teacher with with our teacher helping
but not telling us the answers. And you can see that at each grade level the percent of students who are saying that and just the impact that that has on students that they can figure out challenging science content on their own uh with the support of their teacher but
not simply their teacher just telling them. And then if you scroll to the next slide, this other prompt ask students um I think I am very good at doing experiments and the percent of students who are saying yes to that and agreeing to that.
um and just the impact that that has. Um by the time students finish middle school, they have a very strong uh idea of what they think they're good at, what they think they're capable of, what they might want to pursue at high school, what they might want to pursue when they're in college. And that can
change, but it's harder to change after middle school. And we have a high percentage of our students leaving middle school saying that they feel very confident, that they feel that they are good in key areas of science. If you scroll to the next slide, if you're a
caregiver um and you have a child in middle school and you want to ask them about their science learning, there's some questions here that you could consider asking them. Uh you know, you could ask them, "What's the phenomenon you're learning in science class? What have you learned so far? What questions do you have?" Now students in science
classes generating their own questions about what they have is really important. Um what are some related phenomenon? So when students deeply explore a phenomenon there's always other ideas that relate. I mentioned like the two-way mirror. Um two-way mirrors also connect to like uh bless
you sunglasses windows things of that nature. So if you scroll to the next slide some of our next steps. As I mentioned, we're in our third year of implementation, but this is our first year of fully implementing. So, continue uh supporting our teachers and
administrators uh with open sedation. Um we've been conducting learning rocks and using the learning rock data and also data from student work and student feedback. I showed you some responses to the student surveys to guide our next steps. And um we've had lots of PD um
through open sed and through the 18 foundation but um obviously every year sometimes we have new teachers and thinking about how we want to support our new teachers and um in implementing open sight into their classroom. Then if you scroll to the next slide that's the
end of my presentation for you all. Thank you. >> Matt, just one clarifier if you could for the parents at home who might not uh know the language. Could you talk about what durable goods are and what consumables are? >> Of course. Yeah. So, durable equipment is considered equipment that is uh more
permanent um that will last for a number of years. Um could be like things like microscopes, stuff like that. Uh consumable equipment is stuff that you know might just be good for like a one-time use like uh baking soda or um you know maybe like post-it notes like
you saw like post-it notes for the driving question board. So something that's more like a single time use. providing snacks. >> No snacks. >> If I may, so before you even you know got to the benefits um of this program
as you were speaking what rang true to me was the fact that this was student which is wonderful. So I just wanted to highlight that. I also had a question about the new um the expectations in the classroom. I was just wondering how how
those communicate to students. How do students know what the expectations are? >> So um they can be communicated in lots of different ways. Sometimes what teachers might do is um talk at the beginning of the year about how we want our classroom to look and generate ideas
from students. Um, sometimes it might be revisited at different points of the year and things be highlighted of areas that we feel we're doing well in this class and places where we feel we can be better. Um, you know, it's trying to highlight for students how we want to
learn and how we want to support the learning of our peers and where we feel that we have strengths with that. Um, elevating that and highlighting that and where we want to challenge students to be a little better. Make sure we're doing that as well. Thank you, Matt. Um,
first, it sounds a lot like the UDL. Is it similar or am I losing my mind? >> No, you're good. Um, so, um, open sed was design developed with a UDL mindset. So, a lot of times when you're looking at the teacher notes, um, it will highlight, um, different ways that we're
using a universal design for learning mindset, even just that assessment. um that I highlighted. It's more open than a u multiple choice assessment that students could um demonstrate their learning in a few different ways. Um a
lot of times students have opportunities to draw a picture or write out their thinking, you know, so it's removing some of those barriers for students and trying to give students multiple ways of showing us what they know. >> And it's all three middle schools right
now, right? Y >> do we see it maybe starting at the higher elementary grade levels or >> That's a really good question. So, um just in the past year, they've started to design and release elementary units. >> Um as of now, the 18 Foundation, their
grant only supports implementation at the middle schools. Um but if it was something that we wanted to look at as a district, we definitely could look at and consider um for other areas. >> Thank you. >> You're welcome. Thank you Dr. Kasa. Um I know STEM um
it's been taught at many other schools and I know a few years ago um reveal was on the map with the STEM. You you were president at that time we won um nationwide or something. Can you talk more about it the STEM um leadership and
how you implement AI technologies? Oh. Um, what specifically? >> Well, I just want to know how we, uh, compete compares to other districts. Um, in terms of >> Sure. Um, I think we compare very
favorably to other districts. Um, I ju just spoke about our implementation of open site at the middle schools. At the high school level, we offer lots of different um opportunities, whether it's elective opportunities in STEM, AP
opportunities in STEM. Um and our students are often taking multiple STEM AP courses. Ravier High School is developing a robotics pathway for students. Um and often our students are
going off to very good colleges. And I I think that's the award that um member Rimi was referring to was the robotics award that uh the robotics team won the international competition down in Texas two years ago. Yes. >> Got it.
>> Thank you all. >> Thank you, Dr. Coer. Um the final presentation for the superintendent report comes from our multilingual department and our director Jen Labalita is here to share some information with the committee.
>> Thank you everyone. Um in the past I've come and I've shared a very broad overview of our work. So I thought today I would dive deep into one initiative. So today we'll look at expanding authentic interaction opportunities for our multilingual students.
Okay. So back in 2023 2024, our multilingual department at Desi asked districts to provide feedback on a multilingual learner look for tool draft that they had proposed and it had elements for both teacher and student look fors that they were hoping to see
in classrooms along a broad number of areas. So my colleagues and I, we took that tool, we broke it down, we selected several focus areas, we made some rubric, you know, walkthrough tools, and then we conducted two rounds in spring 2024 of non-evaluative learning walks.
So we went through each school. We explained the tools, what we're looking for. We went into a large number of classrooms. And so we had done that twice in the spring to try out as many pieces of that um original pilot tool as we could. So then we shared our feedback
with the state and so based on the walks looking at our access data which um is our multilingual data on how they're progressing in their listening speaking reading and writing we identified speaking and providing intentional opportunities for academic interaction
as a focus area for our students. I want to highlight that oral language development is extremely important for all students literacy development, but especially our multilingual students who are developing um comprehension skills first as they're learning to read and write. Discussions also allow students
to engage interpersonally with their peers, practice language, explain their learning, and so didn't plan it, but like so aligned with Dr. Costa's presentation. The engagement that students have with each other can also demonstrate to teachers what kids are thinking, what they're learning, be able
to address any misconceptions they might be having. Okay. So, all of those elements put together is why we developed this focus area. So, then you can see our goal. All students engage in pre-planned daily opportunities for authentic speaking
interactions using target academic language with appropriate scaffolds. So there's a lot there. So our goal is for all students to engage, not just the one that raises their hand, but we want every kid to get engaged. Right? If they're quiet, we don't know what they're thinking and what they're learning. Right? So authentic speaking,
what that looks like, we want kids engaging with their teachers, with their peers, talking about their ideas, talking about the things that they're learning, the connections to their lives, not just reading something that they have prepared out loud or reading their, you know, essays or things. So that is where we're focusing. And then
that target academic language we want to elevate from the everyday social language and we want to explain to students. Okay. So we want you to explain your thinking about that science topic but we want you to do it using first, next, finally. And we want you to explain using these particular academic
vocabulary words. Okay. And then with appropriate scaffold as we know we have many students who are learning English in all the different levels. So we want to provide those sentence stems, the frames, word banks, etc. all the tools so that they can really express what they're thinking and learning. Okay. So,
as our implementation, we conducted a number of learning walks and I'll talk about our professional development and then our district-wide collaboration through these last two years. So, as I mentioned, so in the 2425 and then in this school year, we've been doing two official rounds of learning
walks each year. We have a large team of central office uh members, school administrators, district administrators, teachers, sometimes school-based folks. So, we all walk, we observe as many rooms as we can for about 10 to 15 minutes. We use, you
can see, you know, quick screenshot of our tool where we just rate from zero to four uh what we're observing. We come back together during this time. We debrief, we look at trends and next steps. And so then my colleague and I, we share our feedback to each school
that they share out with their teachers. So it's again a very broad picture. It's not personal to each teacher. We're just trying to get an overall sense of what this is looking like. And then our amazing language development coaches, shout out to Kina, Kelly, and Ann at the elementary, middle, and high school. They have been leading interim walks
with great success at our buildings. So they take coaches, teachers, their colleagues, and even smaller groups to observe a couple classrooms. and so that everyone is really seeing what this looks like. So some of the professional development that we've been doing in between the rounds of walks. So in our
first year, we were really trying to build background and understanding about why academic language and having these academic opportunities for kids to talk is so important to their development. Okay. So all the points that I mentioned before. So you can see, you know, slides that the coaches were uh administering
in PGT with their peers. We're talking about the why, the how, and then we gave folks a number of different strategies, turn and talk and central circles, Socratic seminars with videos and resources. And there was time in these modules for teachers to plan out lessons and ideas that they had so they could
try out these um speaking opportunities in their classrooms and they could of course reach out to the coaches for further support if they were looking for that. Okay. So then in our work and in our walkthroughs, we were starting to see an acceleration of this work. We starting to see more classrooms and
students engaging in the opportunities. So we felt like in year two, what we wanted to continue was elevating the opportunities and finding these connections within our curriculum. So you can see one slide that mentions collaborative classroom and illustrative math or elementary curricula. um and in our middle and high school
work where people are really thinking strategically about what opportunities already exist and making sure that they don't you know there's a lot to do and there's so much in the classroom but making sure to really highlight that time that students have to talk and engage with each other. So then you know another screenshot here you can see that
um we were watching videos from Desessie and so teachers were able to observe you know a colleague that's far removed from them and give feedback and break it down and see what they liked see what they thought they could improve. So that's been our focus this year on continuing to deepen the opportunities as well as
focusing on the academic language being really explicit with kids what you want them to say how you want them to say it so that they can hit the target that you're looking for and then how we can provide further supports. Okay. So districtwide, we've been working with
all of our colleagues. The language development, literacy, and math coaches have been working really collaboratively to develop and seek out examples from teachers so we can highlight strong practices that folks are already doing. And you know, you can see that it's already present in the curriculum
materials that we're, you know, using with teachers. So we're just elevating that. And then you also notice that our strategic plan also includes this focus area um of ensuring that all of our students are um receiving teaching practices that focus on effective
student- centered deeper learning experiences. And I think this aligns so importantly, right? If we don't hear from our kids, we don't know what they're thinking and what they're learning. And I love that many of our schools in our conversations in their own equity plans and their own school improvement plans have really focused
holistically on increasing student engagement together. So it's been I think a great partnership across all of our buildings. So for some next steps, you know, as I mentioned, we've been taking um notes and sharing feedback with each school as we do our walks.
We've been gathering and compiling data over the last several years. So, as we do our next round in April, May this year, we'll be able to share out further trends with folks. And then we're hoping that, you know, kids are taking the access test right now. So, we're hoping the 2026 results that we'll get at the
end of the year, we'll start to show an increase in our speaking scores. Um, right now, you can kind of only measure them at the individual student level. there's not really a way to to show overall how speaking is growing, but I'm hoping that with our data analysis, we can start to see that trend moving
because in previous results, we were seeing that speaking was an area of growth that our students were not showing as strong um proficiency in. Okay. And I also want to highlight that our coaches are also sharing about this work at Matsol in the end of the year,
which is our state eel um professional learning organization. Okay. So that's about our multilingual learning walks and I'm happy to take any questions or comments. >> Thank you Jennifer. How you engaged student that like shy and they're
multilingual and and they bright that you see them they're bright but they just not participating in in in the class. Thank you. >> Yeah, I appreciate that question. Um I mean that's where it really goes to the support that we're looking at building. So the three parts of our rubric are having the opportunities, having all
students engage in them, explaining the language and structures we want kids to use, and then making sure we're providing the supports. So that's one area that I think we'll be continuing to work on in the next year is making sure does the student typically it's because students don't feel like they know what to say, right? They have every kid has
ideas in their head. And so if if the teacher hasn't provided enough support like that sentence frame or reminding kids to go back to their notes or talk with their partner, whatever those supports might be, I think that's where a lot of the shyness and the hesitancy comes from. And also of course making really small groups and but thinking
about Dr. Costa and those norms of our classrooms and hearing from our families. We know families are feeling connected, are feeling safe and feeling welcomed. So I think all of that work goes together so that students feel comfortable sharing. And the followup question I have um is
there any um model how the student they sit around the class just to get them more engaged and more not just like the regular classes do you use any of that? >> Yeah. So in some of our early modules we gave lots of videos and exemplars of
different activities. I mean me personally when I work with teachers I want to see a variety. I never want to see kids in one place sitting in a square all the time right? We want kids up, moving, talking, changing partners, changing groups. So, there's no one answer to it, but I think encouraging variety.
>> Thanks. >> So, I've done these these walks before. They're really enlightening. Um, I just have a quick question. How many classrooms did you survey? >> Oh, I I mean, over the years I mean, so at each school, we might be in 20 or more. I mean, sometimes here at the high school, we might go to 30 or 40
classrooms. So over the time we've been in quite a number, but >> I haven't ever added it over the two years, but >> Yeah. Okay. >> But we try to get to as many as possible. Yeah. Yeah. >> Thank you, Miss Lavalita. Great job, everybody. And uh that concludes the
superintendent's uh presentation. >> Thank you. Uh before we go to the next item, I'd like to see if we can take uh new business under uh up next. We have some members in the uh audience that are presenting from ties and I don't want them to have to wait any longer. We appreciate you being here. Is that okay
with the committee? >> Yes. Yes. >> We can take up item number 11, new business from presentation from the Islamic Education School >> uh and ties. >> Okay, if I can just speak on that for a moment. Uh particularly for the new members. Um uh private schools within
the community are required to be appro approved by the school committee um and then we submit uh paperwork to the department of education. I can tell you that um TAS has been a great partner. The veteran school committee members will recall when they presented to you
previously about their uh elementary program that they were implementing and they're here tonight to talk to the committee about uh expanding to the secondary level. Um, I can say that we've had a number of conversations um over the years with their with their
principal and I know that their curriculum is solid. It's aligned to what the Massachusetts curriculum frameworks uh require in terms of a base curriculum. Um, and they are serving the community of Reier by having their uh program also embrace um Islamic
teachings and and all of that. They're they've they've they've been valuable stewards of the community. I would say uh and so with that I will pass it over to their principal to talk to us about their new program. >> Thank you for good evening everyone and
>> yes thank you I was saying thank you and uh good evening everyone uh and I want to thank you also for the opportunity today to speak today. Um, we're very honored to be here. Uh, my name is Principal Rowan Shabban and I'm here
today to represent the Islamic Education School. Like Dr. Kelly was saying, it's also known as TAISE. So, I might use both uh interchangeably. So, TAIS and the Islamic Education School. Um, like she was also saying, we're not new at
presenting here. Uh, we were here back in 2023. um asking for approval for K through two. Then we came back and uh again in 2024 seeking approval for additional grade levels. Um and now we are here again to
formally request approval to expand our current school program by adding grades 6 through 12 with a phased rule out. So, for those who don't know, Tais River is a full-time Islamic private school
located here in West Ravier, right behind Stop and Shop and where the Amazon Center is. We are currently operating successfully with kindergarten through fifth grade, serving a wide variety of families and students.
As our students grow, families have consistently expressed a desire for our school to continue adding additional grade levels, especially those who are currently in fifth [snorts] grade. So, our request today reflects not a rapid
expansion, but a natural growth to meet the needs of our existing school community. So the plan is for a gradual roll out that prioritizes quality and teaching for all students at every stage. In other words, we want to open
one grade at a time like we've been doing in the past years. And this will happen after assessing the need of our community and ensuring we have all resources to continuously open that specific grade level.
So for a bit of a background regarding our school, we prepared an overview to help you understand more about the Islamic Education School. We currently operate schools in the following states as you can see. Um our sister schools in
California, Florida, Philadelphia, they've all been in operation for over 20 years. And we also have a virtual school called Digitize that serves grades 1 through 12 and that's run by our staff in Philadelphia and they are
also accredited as well. And our school is built on two strong pillars academics and also our Islamic culture. So from an academic standpoint, we emphasize high quality instruction, standardbased curriculum and small class
sizes. And uh along with meeting academic standards, our school is different from public school because we teach the Islamic studies and incorporate Islamic values into daily learning. And this balance all allows
our students to thrive both academics academically and spiritually. So like mentioned earlier, we are proposing a phased and intentional expansion. For middle school grades 6 through 8 will it will be introduced
incrementally and for high school grades 9 through 12 they will follow in later phases. This approach allows us to ensure resources are appropriate, that we are maintaining instructional quality and continuously building strong academic
and operational foundations before expanding further like we've been doing with our previous K through fifth grade. And then the next slide, um, as you can see, this is a sample of our sixth grade schedule.
So, the school day, it runs approximately between 7:50 and 300 p.m. aligned with required instructional hours and the 180day school year calendar. Students receive structured time for
core academic subjects like ELA, math, science, social studies, as well as faith-based instruction like Quran, Arabic, and Islamic studies. They also have lunch breaks, electives, and physical activity as well.
So, the schedule it mirrors what families and students are already accustomed to in our current program. Our curriculum is fully aligned with Massachusetts state standards. We use wellestablished and researchedbased
programs including McGraw Hill and SAS for ELA, math, science, and social studies. So this program mirrors what students receive in public school, ensuring that they are taught all the required subject areas and are meeting
the same learning expectations while we maintain a structured and comprehensive approach to the instruction. for assessments. Um, our school calendar, uh, is organized by quarters
and we hold parent teacher conferences every quarter. So, this allows us to regularly collaborate with families, review student progress, and work together with the families to support each student's success. And to monitor student progress, we use multiple forms
of assessment. The two biggest being the NWA's MAP testing and EXL's diagn diagnostic assessments. And these allow us to help track the students growth, identify their areas of need, and adjust
instruction to ensure all students are progressing appropriately. We believe education also extends beyond the classroom. So in addition to academics, we prioritize a positive [clears throat] and engaging school
culture. Throughout the year, students participate in many activities like bake sales, lemonade stands, field trips, holiday celebrations, STEM days, and many other events. We also do parent teacher uh sorry, parent engagement
nights every month. And this experience, these experiences help make a joyful learning environment and strengthen our students connections to the school. And as enrollment grows, we plan to offer extracurricular activi
activities and clubs as well. In summary, Tais River has a strong track record at the K through fifth grade level and benefits from the experience of our established campuses across the country. We have a clear
thoughtful plan for growth and remain deeply committed to our students well-being, academic success, and long-term stability. And with that foundation in place, we're asking for approval to expand
uh gradually into grades 6 through 12, taking a careful step-by-step approach that always puts quality and all students first. Um, and I just wanted to conclude by saying thank you for your time and attention today. Uh we really
appreciate this opportunity to share the vision that we have for the school and the plans that we have for the school and I'm happy to answer any questions that you may have. >> Mr. Kingston, >> I have two questions. One, how many students do you have now?
>> So currently with K through five, we're at 48. So again, we're a very small school. So when we're expanding, I don't see it being too many students. Um, each grade level has a small teacher to student ratio.
>> I was just concerned about the space. I'm familiar with the facility and I just I was I mean I think you're doing great work and I have no problem and it's fine. I just wonder where that space is going to come from. >> Yeah. So again, we try we actually uh stop enrollment for each grade level
once we hit a certain number. So we try to keep it at a small teacher to student ratio for each grade level. Miss Milbury, >> just to get a better understanding and to to piggyback on my colleague's
question, are there are there multiple grade levels within each physical classroom space? >> So currently, no. Um, our biggest class right now is kindergarten and we have 15 students in
that class. Um, so and that's only one kindergarten class. We don't have two kindergartens. Um, but there aren't like first and second grade aren't together. They're separate. >> No, each one is separate. Yes, they're in a separate classroom.
>> Do you have the physical space to go up four more grades? >> So, again, it's going to be a phased roll out. Currently, we do have classrooms that are um not being used by grade levels. So, we do have the plan to continue expanding, putting those
students in the classes that we currently are not using. Um and then again, uh moving forward to high school, for example, that's something that would we would look at logistically how we're going to do that. We have a space downstairs. I'm not sure if anyone's
been to our masid before. That whole space is also open area as well that we can also think about expanding into. >> Great. >> Thank you, >> Mr. Damiano. >> Thank you, Mr. Mayor. through you. Um, I just want to let you know that I am in
full support of what you're trying to do and I'm I'm grateful to have uh a school like this in our community because there's definitely a need for it. Um, I do have a couple of questions if that's okay. Um, so to piggy back on my colleagues, do you currently have any
grade levels that have no students in them? >> Um, so we do not. >> We do not. Um we do have very small classes like our fifth grade class there's only three students. So uh all
of our classes K through 5 have students in them but they might be a different amount. So for example like I mentioned kindergarten has 15 or and then our fifth grade has three students but all of them do have a few students in them.
>> Okay. Um and then I heard um through your presentation I heard that you're planning to slowly roll this out. I mean is it feasible to say that as the need arises you'll accommodate the different grade levels to the needs of the school? >> Yeah. Mhm. I think uh so and so. Yeah.
>> Okay. Because like next year for example like next year you're going to have at least 15 first graders, right? So, you're going to need more space for first grade, right? Whereas this year, I don't know how many first graders you have, but there'll be second, you know, so on. >> Um, >> so you're not actually expanding
anything physically with the building. You're just within your walls that you have now. You're looking to get more grades out of out of what's already there. >> So, for now, yes, uh, we're just going to be using what we have currently. And then, like I mentioned, we're going to
see what resources we need. So, for example, if we need to build another classroom, that's something that we would look at when that time comes. But currently with our current fifth graders, I think they should be all set for sixth grade next year with our
classroom that we have available right now for them for next year. >> I would agree with you because, you know, I know the curriculum changes between fifth and sixth, but it's pretty close. Um, and then, uh, through through you, Mr. Mayor, to you, Dr. Kelly, um I
heard you say that, uh typically, and I'm new to the committee, so um forgive me if I'm repeating anything or um I heard you say that they present to us, we approve it, and then we review all the documentation to send to Desi. >> Uh no, what we do is just notify Desi
that we have approved their program is all. >> Okay. >> Um and I have reviewed their their program and their documentation and confirmed that their curriculum is aligned with the next >> Jesse guidelines. >> Great. Awesome. Congratulations.
>> Thank you. And just to add on to that as well, uh we presented a whole presentation the first year with our calendar, our curriculum, but this time around I told the superintendent since you have everything, it'll be pretty much the same with the calendar and
everything. So that's why it's not as detailed as uh before, but it's pretty much the same information that we presented before previously. Mr. Olivi. >> Hi. Uh thank you um Rawan for the presentation. The question I have uh do
you have any like any accurate data from especially the Philadelphia I think school that they've been in business school I think for 20 years. Do you have any data to support that um that bridge to to a higher educ like like from the
12th grade how they doing like how they doing now? I I know you don't have the accurate data here in River because you're trying to look at the phases, but um just want to know how other schools um the they've been for 20 years, how
they doing now in college. Thank you. >> That's a very good question. Um and to add to that, whenever since they are our sister schools, whenever we're doing curriculum reviews, for example, we're all meeting together. All the teachers from all the schools
are meeting together. All the administration is always are always meeting. We have um multiple meetings for just principles where we're collaborating and we're making sure that everyone's on the same page when it
comes to our school schools. Um so uh we can provide that concrete data. Um but again they're bringing that information to us whenever we're having having meetings. So, for example, if we needed to add a sixth grade, that's definitely
something that we would be doing is going to our uh sister schools and telling them what exactly they are currently implementing for sixth grade, what their what their schedule looks like, what um they're facing in terms of challenges. So, we're collaborating
always. um for our digitiz. They just had our uh their graduating class I believe two years ago where they had a graduating class from digitize. Um and those
students are now in college. So that is something that we're able to see from those students that are going to college how they are doing now. So yes, >> I do have a follow-up question also. Is there um a potential hybrid program for
for student they're not going to be for full-time at ties but um probably they they're at the school and they will do other classes there. Is there any hybrid program that's going to be implemented or implemented? Thank you. >> So currently we do not have an a hybrid class. They're there full-time Monday
through Friday from 7:30 to 3. That is something that is a possibility but at the moment we do do not have a hybrid option. Thank you, Miss Milbury. Did you >> I'm actually all set. Alex asked a question. >> Okay. Thank you. And I just wanted to
say, you know, that where I've uh you've been before us be in the past, a lot of the reasons you've increased the the um the grade levels is because students stay there. Uh and you know, as we know, as we're a community, we we want to you know, it's this is on you. You know,
we're we're proving that your program is good and we and we vet that. But people want to educate their children. Families want to educate their children. Some want to uh use uh you know Catholic schools. Some may want to use uh different types of schools. So this is providing a resource to students in the
district or in the area because you have students from other cities of course and you're doing just that. And of course I think that the programming is adequate. So we feel satisfied and clearly the people are staying there because they they're sticking. Even if it's only three, they'll stay and maybe go to six and you'll have six or seven students
next year and continue on. So, we appreciate that you offer service to the residents of the region and I know it's necessary. >> Thank you. >> Good luck. >> Thank you. >> Oh, Miss Rizzo, >> first I want to say it's so nice to see the same faces that were here a few
years ago. Um, it means that you're happy with what you've been doing and you're sticking it out and you're doing the hard work. Um on second note, I'd like to make a motion to approve the additional grade for Tai [clears throat] Reier.
>> Second. >> Second. Any discussion? Roll call. >> Mrs. Bay. >> Present. >> Mrs. Bronza. >> Yes. >> Mr. Kajiano. >> Yes.
Mr. Damiano, >> yes. >> Mr. Kingston, >> yes. >> Mrs. Milbury Ellis, >> yes. >> Miss Moso, >> yes. >> Mr. Rimi, sorry about that. >> Yes.
>> Mayor K. >> Yes. >> Motion passed. Congratulations. >> Good luck. Good luck. >> Thank you so much. Thank you. >> [clears throat] >> Okay, if it's okay, we'll go back to the regular business. We have motions.
>> Mr. Kingston, um I think >> Oh, I was just going to say I'll withdraw my motion, Mr. Mayor. >> So, Mr. Kingston's going to withdraw his motion. Okay. Thank you very much. And that'll be taken up during the budgetary process. And then we have a motion by Miss Montroso to eliminate school
lotteryies, middle school lottery. Uh Miss Montroso, I know you're not you're a little under the weather. Do you want to elaborate on your motion? >> Yes. Um, I, you know, we've spent over a year talking about the lottery and I think as
a committee, we've been very thoughtful about what this would mean in terms of finance, in terms of the community, our students, our schools. And so as you know we cast this vote and I make this motion I know that we're doing it thinking so carefully over a year two
years long discussion. I also want to thank Mr. Kingston because he did uplift this topic many times to us and helped us get the ball rolling and more than anything we've spent months engaging truly the community um to make this decision. So, it's one that we're making
informed, one with feedback from students and parents and educators, and one that's really thoughtful about how we balance out our different student groups across the school. So, I know discussion on which choice model uh will come next. Right now, the vote is just
specifically to remove the lottery and then under unfinished business, we can discuss uh which choice we'd like to go with. So, that that is my motion. Thank you, Mr. Mayor. >> Second. Any discussion on the on the motion?
>> Sir, >> no. Because I've gotten some calls on this. I just want to uh clarify this is a gradual uh elimination of the lottery. So, right now, we're just getting rid of the sixth, but we are keeping the uh the seventh and eighth. So, it will be a
gradual phase out. >> That's correct. >> Thank you. >> Any other discussion, questions, comments? Okay, we'll take a roll call on the motion. >> Mrs. Bayasala, >> yes.
>> Miss Bronson Rizo, >> present. >> Mr. Kajiano, >> yes. >> Mr. Damiano, >> yes. >> Mr. Kingston, >> yes. >> Mrs. Melbury Ellis, >> yes. >> Miss Montroso. >> Mr. Rimi,
>> yes. >> Mayor Keefe, >> yes. >> Sorry, I I I think I might have an issue with the volume on here. So, Miss Montteroso, if you want wanted to put a vote, type in a vote, I can >> She's muted.
>> I think I lost audio, folks. >> You're good. We can hear you now. >> Is there a roll call? >> Yes. You uh your vote on the motion a yes or no, Miss Montroso? >> I don't know if she can hear me. >> Uh Jackie, >> yes. >> You know,
>> was there a roll call already? >> Correct. We we're looking for your response to the motion. >> Oh, okay. Yes, >> Miss Montteros's an affirmative. >> Okay, the motion is successful. Next item on the uh no more there are no
more motions. Okay, hearings none. Unfinished business. We have selection of the neighborhood model for middle schools. And there was >> Mr. Mayor, if I may. >> You may. >> Uh, so I put this one as a discussion
item because I wasn't sure how folks wanted to go about it. We were presented three options. I don't know if we want to see if Dr. Kelly can put them up. I personally would, you know, after we discuss, I I believe option three is the
best. Just looking at the data, it has the best division and balance of students with IEPs and English learners between uh Susan B. Anthony and Garfield Middle School. I think looking at the three options, those two schools were
the ones that seemed the most in balance when it came to those two student subgroups, which really, you know, made me um question equity and services. The other two models had much higher percentage rate of students with IEPs at the Susan B. Anthony and much higher
rates of English learners at the Garfield Middle School. So to me, option three looks the most balanced and it also has a significant reduction in the need of students who would need transportation. So that's that's the option that I'm leaning towards, but I'd love, you know, to engage in the discussion with the committee and see
what others think before we make a formal motion. Um, any any comments about Miss Montroso's uh option choice? >> Mr. Kingston. >> Um, so I did try to take a little bit
more in-depth analysis at the three different models and um ranked each one of them. I gave them a point under each category for which one had the best percentage both in the short term as you know Mr. Swavski did a great job of
presenting both the data as it would look next year and also the data in the long term when he did the analysis of K through um eight enrollment all students. Um, and when I looked at the data that way, model one actually came
out a little bit stronger overall um, than the individual ones did. And if it's okay, I I would uh, frame this to Miss Monttoroso, especially um, where she identified a particular model. I could put this together in a small
spreadsheet for the committee and and send it to you um to look at and we can proceed understanding that there is not going to be a middle school lottery and that we're going to go to neighborhood schools and then we could refine which neighborhood school model to use in time
for the March meeting. That's >> absolutely. Thank you. >> Miss Montroso has her hand up. Miss Monttoso, >> I was going to say that will be really helpful because I was just going off of the one slide for each option that we had during the parent engagement. So
something more long-term will help uh because that's just really where I was hesitating on what is the best option because we all know it's not a decision to take lightly. So that sounds great to me. >> Okay. Thank you. So the will is uh to so
[clears throat] we have we have already voted to eliminate the school lottery for the next school year. The uh choice for in March will be to determine option uh one, two or three or if there needs to be a slight adjustment to any of them. But you're going to present some data to
us to make a more informed choice. >> Yep. >> Okay. Great. Thank you, >> Mr. Deamiano. >> Thank you, Mr. Mayor. Uh through you to the superintendent. Uh, Dr. Kelly, do you think that uh it would be appropriate to sort of bake in what we
talked about at the last meeting about re-evaluating down the line into um when we present this for what we're going to vote on and choose. So, [snorts] for example, just included in the language, we could say that the school committee shall reevaluate after x amount of
years, three years, whatever. Uh do you think that it would be prudent to do it now to ensure that it happens? That's entirely up to the committee. Um I would think it would be the policy subcommittee that would make a determination on whether or not a policy
was revisited at um some particular point in time. And the one thing I would say just from having been in this chair for a number of years through a number of committees, we you don't know where this committee is going to be three years from now or who's going to be on it.
>> That's right. Could be all of you. Could be, that's a great way to put it. Could be all of you, could be none of you. Um, so I don't know if if you're better off just saying this is what the policy is right now from this committee and then letting the future committees make their decisions.
>> Mr. Demiano, just to further explain, you know, you know, we could make a choice next year to change our placement for our elementary schools. We, you know, that's the authority that we do have. Obviously, we always want to give time to make sure that families in the in the stu schools can prepare. So, if
we see something that's working, we're going to probably ride it out. If we see something that needs uh a course correction, we have that opportunity to do that. And that's what we'll do as we discuss each month and year and and and see how things play out. So, this policy doesn't it's not hard set that this has
to stay forever. I don't think that we want to change it immediately. We want to really get some good data of it. Three years might be a great time and I I plan on being here so I'll help we'll talk about it in three years. Okay. [laughter] >> Thank you. >> So so we'll table that or we we'll put
that onto the next school committee agenda for the selection of the neighborhood schools. Miss Montroso. >> All in favor? >> Yes. Sounds good. I'll make a note. Thank you. >> Just table for the next meeting. Um and uh 2627 school calendar review.
>> Miss Basella. >> Hi. Yes. I just would like to put forth a motion to just review the calendar. I asked I put in a request for some data um to kind of justify the difference in the days that Desa requires and what Reier does. And I come come to realize
and and from what I understand and Dr. Kelly, you can correct me if I'm wrong, but it seems like the only thing holding us to that would be the contracts. I would agree with that. Yes. Y >> So, I think that might be something worth looking at. And I I I'm going to
ask that we do look at this and and I'm putting forth a motion to review it. Um I don't know if I need to do anything else, right? We would discuss this further later or we do have to get the calendar out. So,
I don't know if we if you want to refer it. I don't even know what subcommittee would take this up. Um, >> the contract would be personnel. >> Oh, correct. Personnel subcommittee. It would The one thing I'll say is to make
a change to the contract, we would need to negotiate with the teachers and with the Paris union. Those two unions would need to be um negotiated with. So maybe get that going soon, I would say.
So like my qu my I I wanted to ask somebody who would know maybe Dr. Kelly you would know about the the specific language about because it doesn't specify in the contracts that it's actually studentf facing time and I'm wondering if those if four days can be
converted to PD days or prep days or do you so you have a contract with the teachers to be in the building but this doesn't necessarily mean the kids have to be. It [clears throat] does say that they'll do 184 student days with uh one and a half PD days. I might have the
wording off a little bit. It might be that it's uh 185.5 days including a half day professional development on the day before school starts. That might be the full extent of it. And then there's the one other PD day that we do.
>> Um >> so the term student days, yeah, I do have it right here. um >> is that student facing days? I mean, is that instructional days? Correct. And that's built into the contract. Correct. So, this may be something that we can't even address until we come up for
renegotiations in three years. >> Yeah. It Well, the good news is their contract, the teachers, the Paris contract is up next year in June of 2027. So, we'll begin negotiating with them hopefully in the fall or the winter
of next year. the teachers uh did a four-year contract in the last round of bargaining. So, their contract is up in June of 2028. Um, and as I put in my email, the one thing to make note of is there were
raises embedded >> each time we added days to the school year. I remember that. I mean th this has been a long-standing practice in the Riviera public schools um to do the extra days and the idea is that the more kids are in school the more they're
going to benefit. Um, so my recollection of this is from my days as a teacher, not as an administrator. And I believe we did when I started we had 180 days and then we went to 182. Then I think we added one the next contract went to 183.
Um, and then I think we did the jump up to 185 after that. And the halves were always in there because we always had that half day before kids came back to school to set up our classrooms. Um, but yeah, that's something to think about if and especially I mean we had
such a lengthy conversation at the first meeting about our budget crisis. I don't know if the teachers would be willing to take a pay cut. That would certainly save money uh in next year's budget. That would be a a way to save
money. I just don't know that people are in a financial position right now to think about having a pay cut even if it means they get a couple more days off each year. >> Yeah. My my um goal and certainly was not to reduce pay for teachers and even
have saying the word pay cut for teachers um bothers me as a teacher myself. >> Yeah. >> But what I was thinking is time time for teachers, time for prep. We had two presenters tonight, the ML department and then uh the science department talking about department PDs. Um if we
had those time, those days built back into the schedule that were not studentf facing and if we were able to afford it to keep those days open for the teachers, >> I can tell you there's never enough time. There's never enough time. >> Um and and talking with families,
they're not happy about going back as early. It seems so early. And when you look at the calendar by date, it's really not. But it just the way the Labor Day is laying out, it just looks so early. Um, so between that that I'm hearing from the families and speaking
to teachers, um, and not having the time, I just thought I would bring this up because I think it's worth discussing and maybe we need to look at it. >> Yeah. And I'll add to that, you know, one thing that we have worked on in our last few contracts with teachers is increasing their time to collaborate
with each other. So, we're I don't know of any other districts where teachers have uh that collaboration time every single day built into their schedule. Um we haven't quite figured it out at the high school level. We need to make some tweaks there, but every elementary teacher has in addition to their
40-minute prep, which is their own, they have 40 minutes of PGT time, we call it, with their colleagues. So, they're not student facing. They're working with their colleagues doing lesson planning, talking about student work, uh developing more of the deeper learning
assessments that we've been talking about. And at the middle school level, they've actually got, I forget if it's 54 or 56 minutes every day. Um, and so I think we've invested in giving teachers that time to collaborate within their
schedule, built into their day so they're not doing it all after school like so many teachers in other districts are required to do. Uh, and part of that means that we have to elongate the year so that our [clears throat] kids are getting enough time and learning um in
their classes. But yeah, always always open to looking at if if there are different configurations or different ways that we can um help make things better and still make sure the kids are getting what they need.
>> What's the will of the the board to put this into contract negotiations or contract committee or just >> Mr. Mayor, if I may, >> Miss Montreo? I would just recommend to Miss Vella to you know keep this in mind the committee
well as well while it's on record for whenever we do have to go into negotiations and we start to be in executive session this can be one of the things that as the committee we discuss um when we get through that and of course we'll walk new members through that whole negotiation process as well
but that's kind of how I would advise we go about it since there's nothing we can do for this year since the vote was already done and it requires contract renegotiation questions. >> Mr. King, >> the only other thought I had was if Dr. Kelly could let us know. Um, I know time
on learning is in addition to days, so I wonder where we're at because we have a day off. Excuse me. We have a half day every month and we have other half days during the year that are contractual. I'm I'm I I'm agreeing with what you're saying, the the extra days and I think the more PD time would be great for the teachers, but I'm just wondering where
we're and I don't need an answer today, but at some point, how many minutes are we actually over the required time? Because when you take in all those half days, I'm wondering, you know, are we that many? Is it that many? Are we over that many minutes that we could actually subtract days without maybe changing
that as well? So, there's I think there's a little more involved than what than just loping days off. But I do agree with the premise of having more professional development time. 900 hours. >> Yes. I don't know how many we're over now. If if we're >> we are over we do more hours with kids. >> I was wondering how many you know if
you're hopping off a day that's six hours or so. I don't know how many hours >> roughly. It's it it's it's a tricky uh formula because there's only certain activities that students are engaged in that count toward time on learning is what they call it. Um so when they're passing between periods that doesn't
count. When they're at lunch it doesn't count. When the littles are at recess it doesn't count. Um so there's so what we have to do is start with the length of the day and then work backwards from when the kids are not teacher facing and that's how we get the number of minutes that we have for each day. The state actually has a formula sheet that we um
have to complete that each school has to complete and we are over on the on the number of hours by design. Uh we do meet we do beat the 900 hours at the elementary and the 990 at the at the um secondary. So there would be some flux
if that was the will of the committee and the will of the teachers in negotiations to make some change there. Uh it varies a little bit school by school. The Paul River is different because they're an innovation school. Um City Lab has a different start time because they're an innovation school and they have different rules about when the
kids are leaving to go to their college classes. Uh but generally speaking at the elementary level, we're right around like 940 hours. So we've got that 40 hours that you could play with. >> Okay. >> Um and then at the secondary level we
are somewhere around a th00and to,020. So we've got like between 10 and 30 hours that we could play with. Um my question is how how would um a change like this affect the other contracts that we negotiate as well
>> because it seems like it might have a ripple effect with other ones. >> The other contracts there would be minor changes. I don't think it would be substantive like the ask me contract um talks about um our administrative assistants being able to leave early on
days when there's no school. Um, so if we were to reduce the number of school days that kids are coming in, that would that would impact them a little bit. But all of those other contracted employees that ask me uh full-time, they ask me part-time, um, they're year- round
employees, so they're working in generally speaking, they're working every day, no matter what. So, it's a little bit different. It would also have an impact on the administrator's contract because their contract is written to require a certain number of days beyond the school year for
teachers. So if you reduce the school year for teachers, you're automatically reducing their school year as well. Um that's the language in that contract. >> Um don't we factor in also the snow days? have I believe I mean we lost a
couple days so far or three days now days >> two or one >> two days Monday Tuesday >> yeah and we'll never know >> that's right we had two >> yeah and we never know we're still going to February and March and >> right it so those two days that we
missed because of snow um earlier or in January we need to make up those days so the way the contract is written for teachers and paras they have to do 185 and a half days. If we miss three days for snow,
>> that gets tacked on to the end of the school year so that they still do the 185 and a half. >> If we don't miss any snow days, which has been the case the last couple of years, then we don't tack anything on the end. If we had a wild winter, and I'm going to pray that this doesn't
happen, and we had like 10 extra days, we have to add 10 days to the school year. you know, that's someplace where the committee might think about, especially depending if it pushes us too close to June 30th. Technically, for the fiscal year, you can't go past June
30th, right? So, that's somewhere that the committee might uh talk to the mayor's office and say, you know, we do those five extra days, the state doesn't require them. The state doesn't care if we do them. Maybe we need to take a couple of those off then. But it would be that kind of an extreme scenario
where we would do something like that. There was also um when COVID happened, we took some of those days and gave teachers full days of professional development when we were first switching to online learning so that they could figure out the platforms and the zoom.
Remember, all of this Zoom stuff didn't really exist then. Um so the the school committee does have some purview to make changes in extreme situations and obviously through the through bargaining you can um make changes then as well.
Even then when we did the four days of PD for for on the before we did um remote learning during COVID, we had to negotiate that with the teachers. We couldn't just say we're going to take four PD days. So it's all relative.
>> Mzo, sorry. And just um history prior to um Dr. Kelly being on or any of us um the idea of starting school early was because your first four days of school
is basically kids finding their classroom, getting their books um those little things that really it's not time on learning. So that was one of the major reasons to add on days.
And then I I'll just add one more thing about going back. I know it seems earlier the even though the date is the same, it's because um Labor Day is so late. As you mentioned, Mrs. Basella, I can tell you that those days at once we get through the routines that Mrs. Rizzo
was just talking about, those days are so much more valuable than the days in June. I think that you'll agree as an educator. In June, everyone's exhausted. The teachers are exhausted. The kids are exhausted. MCCAST is over. We're doing
field day. We're doing t-shirt day. This, that, and the other. Those days at the beginning of the year are when the actual learning can happen. And so to kick five of those days further into the end of June really just means five more days of students
not getting the most of what they could get in terms of their learning. Okay. Um, do we have a motion? >> Could I recommend then that this be I guess tabled or and or sent to the committee that handles the contract
negotiations for next time? something to keep an eye on and look at the data and and speak to the union and see um you know generally speaking what do the teachers rather [cough and clears throat] >> um the teachers that I talked to would love to be able to have those days not
student facing um if we're going to have those days not remove them because then that'll affect their pay so there's a lot there's so many variables to take into account um I just wanted to bring it up because I'm getting that feedback and also now we've had this discussion I
think people understand and have a better understanding of why. >> And I think that they a lot of people might have just thought this was some arbitrary thing that Rea did and now we have a better understanding that it's a negotiated agreement and that's why we're doing what we're doing.
>> I think it was helpful to have this conversation. >> So, thank you. >> Very. So, uh motion to uh place this into a personnel subcommittee. >> Do we have a second? Second.
>> Okay. Discussion. >> Well, we got to do >> just a reminder that she doesn't need a motion. Anyone can refer something to subcommittee without the approval of the committee. But we can do one for the record. Just wanted to let new members know things can be referred without a motion.
>> All right. Well, let's refer to Paul uh >> personel >> personnel subcommittee. >> Okay. Great. So ordered. Okay, we have um no new new business we already addressed. Ending nothing in
executive session. Do we have a motion to adjurnn? >> Second. >> Second. A roll call, please. >> Miss Basella. >> Yes. >> Melo. >> Yes. >> Mr. Kajiano.
>> Yes. >> Mr. Damiano. >> Yes. >> Mr. Kingston. >> Yes. >> Miss Milariales. >> Yes. >> Miss Montto Roso. >> Yes. Mr. Raleimi. >> Yes. Mayor Keef. >> Yes. Have a good evening.