--------- Good evening. Good evening. Calling to order the committee uh the school committee of the whole meeting on April 28th, 2026. Will all rise and salute the flag. We have a roll call. Mrs. Biagiella. Here. Mrs. Bronson.
Mrs. Bronson-Rizzo. Here. Mr. Caggiano. Here. Mr. Damiano. Here. Mrs. Milbury-Ellis. Present. Ms. Monterroso. Present. >> Mayor Keefe. Here. And John Kingston. Oh. I even said hi to you. That hurts. [laughter] Present.
>> Mr. Kingston. Present. Okay. We have the warrants uh approval of the minutes, sorry. Just questions. We'll approve later. Okay. All right. And then we have the warrants. Any questions on the warrants?
No. No questions, okay. Oh, wait. Sorry. Too late. The one time >> Ms. Monterroso. Thank you, Mr. Chair. Uh yes. I We have a lot of papers in front of me, but I know my first one was on page four.
I just wanted to ask why the MBTA passes are listed if the city covers transportation. Is it that the city gives us funds and then we appropriate them as we see? Right. This is the first year that you're seeing invoices each month for the five schools who have
passed out T passes: Rumney, Garfield Middle, Susan B, Revere High School, and CityLab. Those invoices get forwarded by reviewed and then forwarded by assistant principals each month. And we're paying them off as a single purchase order, so you'll see them linked together. Uh you should see five
per month. Sometimes if there's a delay, there may be three in one month and seven in the next, but that's the pace that we're on for those. And the budget is very, very close to what the actuals are tracking at. So, we did a solid job of estimating that. Okay. Thank And then
So, it's still the city the funds that the city gave us. Yep. If you went to the purchase orders, you would see the fund code for transportation, which would be shaded on the DESE reports as a non-net school spending eligible account. So, the city's
embedded those funds in our budget to spend on their behalf. And from that account, you only see two vendors: Healy Bus and the MBTA. Okay. And then just two more questions. I see our our cost for sped inside district
transportation. And so, Dr. Kelly, is have we ever discussed moving students who need those needs to the schools where the services are provided so they don't have to be transported within the day? Uh we actually have implemented programs
like that in particular for our ASD program, um which is called the ignite program. Um and we have that at both the Wayland School for the students who live on the west side of the city and at the Beachmont for the students who live on
the east side of the city. So, when we see in-district transportation, what is that So, those are for students who have written into their IEP that they get door-to-door transportation. It's typically >> Okay. It's not because they're going from one school for services to the
other. No, no. >> Okay. Nope. They're just going from home to school and then from school to home. And then thank you. My last question, on page 11 and 12, I saw payments for elevator maintenance and I was wondering if these were for the Garfield or
they're for somewhere else. Um I'm 98% sure it's Garfield cuz I haven't reviewed any other elevator uh repairs recently. Um the maintenance has been a hustle on the Garfield as we get ready to go out to bid to replace them.
But we have every single elevator in the district um what's the right word? Inspected on a regular basis. So, some of those bills are just standard coming. If it's marked as actual maintenance bill, Garfield's the one that's been getting the attention. And what's our timeline for replacing them? I just
>> [clears throat] >> I've never seen them all fully fixed. I think we all know that. So, I'm just wondering what where when we're getting to that. >> So, right now, the bid for archit- architectural design services is in process through the city's purchasing agent. So, that will get awarded first.
The uh the new system will get designed and then we'll go out to bid for a contractor to do the installation. Um so, it's a two-phase process where at the beginning of the first phase. >> Okay. Thank you. That's all.
All right. Uh financials. I have two more financials. Mhm. So, one is just the quarterly financial report for the third quarter. Uh remember this is only reflecting current year funding. We have this cover page that breaks it out between net
school spending eligible spending and then city side embedded funds. So, we have it that way. So, this is just saying to you, "Hey, based on the current year's budget and appropriation and spending, how are we doing through three quarters?" And the only series that at this moment
is in the red is that 9000 series. There's only four accounts in that series, but those are our tuitions to outside schools for special education placements. Um we're hoping that some of those encumbrances will go under
and we'll get just into the black for the year over the next 90 days. For example, I was reviewing the residential tuition purchase orders. There's eight of them this year. Some are cost shares. Some we bear the entire cost. I was reviewing them with special
education today to see if all those students are still in the programs as of April and there's one student who's not. So, there'll be some savings when we close that PO toward the end of the year. Uh any savings actualized from any of those four accounts
will help to mitigate that deficit. So, you're seeing it here and we'll manage that almost week by week as we get closer to the uh to the month of June. Ms. Monterroso. No, okay. Yes. Okay. I just I really want to understand as we're in budget
season, Matt. So, my first question is moving forward, could you put a note on what these series are because it's really hard for me to keep track. What does series 1000 mean and 2000? Sure. That would just be easier to know which one it goes to. Uh my next
question is you may have explained this before already, but why do we have to return funds to the city? Yep. So, the accounts that are reflected on the bottom half of the cover page, it says city side monies,
those are programs that we run for convenience, for efficiency, for effectiveness, but it's actually the city's responsibility to fund them. So, the most obvious one is the transportation department. So, at the start of the year uh in our schedule 19 negotiation and in
my conversations with the finance director at City Hall, we establish a budget for the transportation program. If that program operates at a uh surplus of funds, so we do a good job running the program, since it's the city
who embedded those funds into our budget on their behalf, then any surplus will revert to the city. Uh vice versa, if something went really wrong and the budget wasn't enough, then we would be in conversations with the city
in the winter spring to say, "Hey, what we budgeted for the transportation program is not going to cover it this year. We're going to need more funds for that." So, then more funds would flow into our budget. So, it's think of it as their funds because it's a school related program
we're operating it on their behalf. So, any surplus or deficit of the funds reverts to or needs to made up be made up by the city in that given fiscal year. So, my question is if the city has already given us those funds, why can't
we keep them to use them for other things we need if the city has already committed to giving us that money and it was just by chance that we had a surplus? Cuz it's it's just like you said, it's the taxpayers' money that goes back into the general fund that goes into free
cash. It can't just be spent on something else. It's designated for that. And it also has to do with the net school share with the city's responsible for funding. And just so it's very clear, the city, and I know that this is this is a good a great relationship we
we have, the city does not account for everything it gives to the schools. If it did, the schools would be in a deficit. Like we would give less money because we could account for so many things and then this is so this this that is municipal finance, it goes
back to the city. If it's for education, it's for education. If it was bought of a for transportation and it's not used, it goes back to the municipality, goes into the general fund and gets goes into free cash. It can't just be held in the school reserve. Okay. Add to that. It's I'm not contradicting you.
One of the things Mrs. Montoroso that I wanted to point out, and this is the 3000 series that you see in the bottom that we're talking about, that's the transportation. Last year after the original budget was set, the state allocated additional funding for circuit breaker for both
the education of special needs students and for the transportation. So, the reason you see such a large surplus here, the $2.1 million, is because those funds came in in July. So, we had a we didn't know they were coming until the state gave us that
money, but as as Mr. Cruz indicated, that that money when the when the state said we're going to increase the circuit breaker reimbursement for cities and towns for special education transportation, they did intend for that money to go to the municipality
because they're the ones who put the money up front. So, that's why that number is so large in this particular instance. Thank you. And then my last question might be more towards you, Dr. Kelly, but I wanted to know how many assistant principals we have per schools, especially at the high
school. I saw that our salary for high school assistant superintendents is over a million dollars. So, how many do we have? There are five assistant principals at the high school. And at the other schools? The middle schools each have three. The Garfield Elementary,
well, I should correct myself. The middle schools have two assistant principals and Coda. Those are the positions we created 2 years ago. And the elementary schools, the larger elementary schools have two assistant principals and the smaller ones have
one. So, Beachmont and Paul Revere have one assistant principal each. The Garfield Elementary, the Lincoln, the Hill, the Whalen each have two. Okay. Thank you. I was just going to add add one other
note. The $2.1 million that you see reverting back to the city will be even higher than what this report was. So, I ran these numbers several weeks ago to get them ready. But don't forget that
as was said, as a $1.2 million boost to circuit breaker reimbursement for the program that was received in July, so it's creating a surplus here that we didn't know was coming when we did the budget work last spring. We've done a great job of holding down
costs for special education outside runs. And there's a staggering decrease in the number of homeless placements both Revere residents being placed outside the city or outside the city being
placed here. So, having budgeted on the previous years' actuals, there's a substantial savings there. So, this is one of those stories where the budgeting was solid and who could have expected the one, two, three things coming and in this
case in a very good direction. So, that's that's why that number is so high. If we went to previous years, sometimes it's 500, sometimes it's 70 bucks, sometimes there's a deficit and we have to chase it. This year is an
unprecedented, but that's partially because of those factors and also the action that the committee took in in working with the transportation program. So, that's not a surprise to us and that'll probably be higher on the final financial report that I present
in August. And I should give kudos to Denise Sena, our transportation director, who's done an unbelievable job negotiating down contracts, especially for those smaller one student or three student runs that are going outside of the city. She's really done a great job
in working with our vendors to make sure we're not getting gouged. And if I and I I appreciate, by the way, this is good open dialogue and thank you, Ms. Montoroso, because even we're all still learning like school and municipal finance are you've been doing
it for a long time, Matt, and you're an expert at it. And we have our CFO that works very well with you to make sure that the the necessary programs are run, but just so everyone's, you know, very clear, like some of the stuff that does go get back that goes into that free
cash, we have capital improvement that that's on the bottom line. So, part of that money goes into capital improvements, not just for the city, but for the schools, like the elevators that will be funded through the city side, not through MSBA and not through other
types of programs that don't even fall, don't get calculated into things that we would contribute to net school spending. So, they're not taking away from student learning, they're not taking away from educators and things like that. They're they're they're we say, "Hey, you know what? We have a priority." The same thing goes for some of our parks and
playgrounds that, you know, there's that gray line. Are they the schools or the cities or the parks and rec? We decide that there's just a small number that we allocate for each year that really covers the minimal, but if there's major necessary improvements like, you know, a couple years ago, turf
replacements and things like that, you know, usually it's handled by the city unless we're able to get grants through the schools and and share those costs. So, it's all good stewardship of of the taxpayers' money, but there are rules and and regulations in place on where it goes when it's not used.
My pleasure. Thank you, Jack. Ms. Montoroso. Can I say something? Mr. Cajiao. I just want to say I'm on two other regional school boards and we're about 95% of mostly all the other cities and towns are in bad shape. And we are in fantastic shape compared
to everybody else. And that's thank you, Dr. Kelly, you know, Matt and so on. So, you know, we we just look at our situation and look at the layoffs and all that stuff, but if you look at all the other communities, they don't even know what what they're going to do. And their and
their what you call it deficits is a lot more than what we have. So, thank you for that. And if I can just piggyback, sorry, speaking from the I guess the chair. You know, one thing that just want to also clarify, people say deficit, we're not in the deficit. We have a structural
deficit on what the projected expenses would be for next year to operate what would be the ideal school, but we we're spending more next year. So, it's not we're not cutting spend, we're spending more next year than we did this year. It
just doesn't meet the needs of we had a perfect world. And then that's when we have to make decisions. That's what the the the school committee subcommittee has been doing over the last few months is saying, "All right, are there opportunities we have with maintenance or or with transportation or
you know, reduced reduced class size reduced student student count enrollment to to counteract for the increased, you know, you name it, benefits, salaries, energy energy, all that stuff that comes into play. So, we're spending
more at at at a much greater pace than is coming in, but we're still doing a good job because like Mr. Cajiao mentioned, we're good operators when it comes to managing the budget on both sides of the city where everyone around us is going
through, you know, all of this this wild times in a lot of municipalities around us. We're seemingly insulated, but never unfettered. Okay. The last financial report came as just a bullet point memo, but the ways and
means committee asked that I present these additional three pages to the committee of the whole tonight. So, any conversation around them is fine. There's just one big idea on each. So, the first one is called schedule 19 iterations.
So, we had been saying that we were waiting on the house budget to come out before scheduling the next ways and means meeting. And you can see that the house budget bottom line increase to the schools
appropriation of almost half a million dollars. Mostly there a boost to their chapter 70 figure that comes to us. So that's showing that over the the two iterations that we've had so far in this process.
The second one is a snapshot >> [clears throat] >> of where the budget was on April 22nd just after we met the last time. So it's showing a structural deficit of 2.7 million. That's without yet having
mobilized any of the district reserve funds. So we've knocked that down from 10 to the 2.7. And then the last page is uh an analysis of those district reserve funds. So we've just given you a paragraph to
give you clarity on the history of that and also showing you the bell curve that is expected here. That as we were able to reserve some funds we did and now the bell is curving and will be expending those funds. So
that's both the dollar amounts, the percentages that have been used and unused and the visual to show you the idea was to help mitigate years like this year, last year and maybe next year and have the funds come in and then bell
curve out. So that third page was trying to give you a snapshot of what's been happening with that. If I can just add to that. We were in a unique position to be able to reserve these funds back in FY 21-22 because
we were not only receiving increased chapter 70 funding because of the student opportunity act. We were also receiving federal grants through the SR program in order to mitigate the impact of COVID. And so because of that we were able to
leverage a state rule that says as long as a school district is spending 95% or more of their required net school spending they will be in good standing with the Department of Education and with state law.
Matt and I sat down at the time and we worked with the school committee at the time to plan that out as we knew our overall budget was going to be increasing that that that 5% was going to grow every year and that's how we knew that we could the 5% next year
would be bigger than the 5% the previous year and for that reason we would be able to retain some funds. The law says that when you don't spend 100% of your required net school spending you have to spend that amount in the subsequent school year.
But because our total number was going up every year we were able to spend the amount we saved in FY22 in FY23 but then still save from FY23 an additional amount and that's how we were
able to build up the reserve. However it doesn't mean that we can just sit on the reserve indefinitely. >> [clears throat] >> We we do have to approach our 100% requirement for net school spending plus the amount that we didn't spend in the
previous year. So that's kind of starting to come home to roost for us. I don't know if you want to talk a little bit more about that aspect of it Matt. Yep. You'll see an inverse bell curve on our end of year reports. If you wanted to sit down and look at
23, 24, 25 26, 27, 28 instead of seeing surpluses decreasing you'll see a bell curve going this way meaning we were falling short of net school
spending by increasing amounts but well within the legal limit and now that we are mobilizing some of the funds that we've reserved will be not only spending the entire appropriation but we'll be adding to our spending some of these reserve funds. So
we'll start bending back up now closer to end 28 or 29 maybe surpassing the net school spending requirement because we're mobilizing these these funds in that way. So this chart shows a bell curve this way
meant to curve down over the next couple of fiscal years and our net school spending actual reporting to the state has dipped and will now begin to increase and eventually will cross the zero threshold
as we mobilize these funds that we have reserved to keep our programs and our hopes for the district intact. So that's how that that will be working. It will be easier for me to visualize that for you. Next year's budget maybe the next you'll
say oh now I see it. We missed net school spending by 4.96% one year and now we've begun to get to zero or surpass it. Which has been the plan. Mr. Kingston, Mr. Cruz I asked you this at a some committee meeting and I hope you'll
explain it to the Explain it to the full committee. Okay. Um both you and Dr. Kelly were very um I guess the word adamant that many of the districts that surround us have no reserves at all. If you could just edit tell the I would like someone to tell the committee that
other than me. You just told us. Right. Right. But and one of the other things to keep in mind is that um I'll say like this. Remember we are who we are and so we are building our strategic financial practice around who we are.
So just as a for example I am mentoring the new chief financial officer for the Somerville public schools and 95% of it has been excellent to to do that work and 5% of the time he looks at me with a raised eyebrow.
>> [snorts] >> So for example in Somerville in their world when they get to budget time they don't just budget at what the net school spending requirement is. They'll exceed that in their appropriation to the school department. Well in doing that it means that any unspent funds are
already above what they were required to be spending. So there is no carrying forward of funds in a district like Somerville say. Chelsea actually believe it or not is is similar. If you went to their end of year reports you would see a similar kind of thing. In our world
because we begin our budgeting at the net school spending requirement if we are falling short of that we're required to spend it in the subsequent year to get closer to that thing. So it's what's created the opportunity to manage that well. That's why in our
ways and means meetings you've seen me say okay we have two offsetting sources. One is my anticipation of what we will miss net school spending by this year and use on instructional purposes. That's that first section of the report
that you saw for the quarter. The other is the district reserve money being mobilized. So it's it's a practice that we have embraced because of the nature of how things work with us. But you may not go to Chelsea or to Somerville or to Lynn and see the same
practice. They just have different rhythms of how they do what they do. Thank you. Thank you so much Jason. And then just one other clarification. So in this last sheet it says carry forward was informally referred to as district
reserves. So it's all the same. It's one account. No. It says Let me just read it. In order to successfully navigate the fiscal cliff that would inevitably arrive at the end of a season of
extraordinary funding the school committee began in FY21-22 and it's complicated cuz it's June 30th July 1st to reserve a portion of what was carry forward for future use
informally referring to that portion as our quote district reserve funds. So think in just regular if you had $100 and you thought you were going to spend 100 but you only spent 95 and now you
have five you can either spend that five right away the next year or you can say well let's spend three and we'll hold on to two. We've separated them but not lost track of them. For example I simplified the reporting on this third
page that I gave you to see to the dollar how much was reserved for use in a future period like this. So sometimes when you hear this is the carry forward that's just unspent net school spending funds that will be spent the next year
always on classroom teachers always. And the district reserve is this other thing we've been able to do temporarily to help bridge the gap in some of these years like this one when we are surprisingly down 4.5% of our enrollment and our net school
spending figure is only up 2%. Thank you. Is nobody else? Sure. Thanks Matt. So I guess my thought is that what would be helpful for me is if I could see a plan and see in that dip where you know the
reserves are going low low low down to zero and then my thought is that once we're at zero that we're in a position that there's no deficit and we're able to afford everything that we're we're spending all the you know for the salaries and everything that we're spending. Does that make sense to you?
Like so so my understanding is that say if right now it's at 2.7, say if we had to dip into the reserves 2.7, the next year it means that we're looking at at least 2.7 in cuts. Is that correct? Uh not necessarily. It all depends on what happens with chapter 70, right? And
that's something that we can't predict. Uh what we knew when we started this was that we would never have as much money as we did in 2021 and 2022. So, when that money ended, if if we had just spent all of that money as it came in,
um then you would have seen us hit this cliff back in um really 2023 is when we stopped getting SR funding and and and all of that money. And we would have started uh reductions in force back then. And the goal was to reserve this
money to prolong and prevent massive the kind of massive layoffs that ultimately still might come. If the state doesn't take a look at the chapter 70 formula, and I know that they've pledged to do that next year. Um if they don't do that, then
then it's going to be a real a real jam. At least uh if not next year, then the year before, right? So, if we're conservative and can make this um you know, this we have 8.3 right now in reserves. If we can make that last over
3 years, I think we'll be in a place where the state has redefined the chapter 70 formula, and you'll see changes then. But it still takes the fiscal responsibility of every year looking at what are our class sizes, what is our enrollment. When
enrollment's down, we have to look at where our positions are and make those adjustments, no matter what. Um you know, some of the changes that we're talking about making in this year's budget, um like uh eliminating the coaching
positions, and um some of the other stuff are things that we would hope we never had to cut. We never want to cut anything. But some of those are things that we would hope we would never have to cut. There are other cuts that we're proposing that it's just fiscally
responsible for us to do. It's not fiscally responsible for us to keep um three kindergartens at the Beachmont School when there are only 21 kids registered for kindergarten next year at the Beachmont School. Cuz it's fiscally irresponsible to have three classrooms of seven kids.
You know, so some of those adjustments that we're suggesting in the budget are because they're practical and they make fiscal sense. Others are a little bit more painful, but we still need to make them. Um and we're we're going to be I mean, I I I feel like uh we are very fortunate
that the School Committee approved this plan for um you know, kind of make creating this district reserve, or we would have been in this jam 2 years ago. And we would be where our colleagues in other districts are today talking about making massive massive massive cuts. But we I don't
think that we can ever guarantee that no that we're going to find fiscal stability. Um prior to COVID, we didn't find fiscal stability. Um Matt and I year after year were torturing ourselves with how what else can we cut without making the
whole place bleed. Um but that's the typical environment that public school districts are in, and I imagine we're going to get back to that within the next couple of years. Um I guess it it just um it's from what I'm hearing, it's the nature
of the beast, right? But it's unnerving to have a plan that's so contingent on the state taking action. And so that makes me um worried because I mean, that's like have we you know, we don't have a magic eight ball. So, I'm wondering if
we could formulate a plan, a long-term plan that takes into consideration the worst-case scenario that we'd be looking at um you know, with respect to what we could what we would get from the state and kind of and kind of work from there as opposed to
kind of waiting and seeing what what happens. I I hear you. I just don't know that we can predict that. We don't have control over it. I I do think of this as we are working a plan that was crafted in uh 2021 so that we didn't hit this cliff back when SR ended in 2023.
You know what I mean? Or when SOA ended, you know what I mean? Like this the we are working a plan that has served the district well um because we don't find ourselves um in the kind of crisis that other cities and towns uh school districts find themselves in.
Um I feel like the plan is working, but I we could we could save this 8.3 forever and Yeah, and I'm not I'm not saying that. I I guess what I'm ask you know, I wanted to was hoping for a plan. It's like wait and see just does not feel No, and one of the things
>> comfortable. One of the things that I um said to the Department of Education recently because they were looking for some ideas around education reform, um and I said they need to allow these rainy day funds, carryover funds to be
legalized so that districts can plan the way municipalities can. Um you know, the the municipalities are allowed to have a rainy day fund. They're allowed to have free cash carryover. We're technically not. Right? And we're Right. >> skirting that a little bit. Um but it's
something that we should be able to do because districts shouldn't have to wait until the very last minute. I mean, we technically right now we don't know how much money we have for next year. Right. We're waiting for the reconciliation bill to come out from the Senate and the House. God willing, it's a little bit higher than than where we are right now. We
were very thankful to our um elected officials in the House who gave us an extra half a million dollars. Hopefully, we see something similar from the Senate, and you know, this this changes a little bit more through that, but we can never predict what's going to happen.
You know. What I'd like to say, too, is uh because of the massive uh declining enrollment, that came out to be almost over 6 million Yeah. of our funds. So, in actuality, we would have really been shot if we didn't lose all
those students. >> Right. around $3 million. So, we would have been in good shape. But it's due to this, you know, declining enrollment, it really hit us hard. Thank you. Very good point. We appreciate the question. The prophetic vision is uh uh almost
impossible to get to. You can even see in what was presented, I was surprised that the reserve um had an entire year of being untouched. If you would have asked me in '21, I would have said as soon as we have
gotten through some good years, we're going to immediately begin to use it. So, I would not have predicted that this bell curve would have flattened out for successive fiscal years. So, it's very hard to see FY28. In fact, we'll often laugh together cuz everyone will be asking me
in December, "How are we doing?" And I can say, "You cannot speak to me until the fourth Jan fourth Thursday." budget, it's impossible to answer that question. Um This is just a reminder that we're all thinking as far ahead as possible, which
has enabled some of our ability to have uh to manage the budget season this year, and um have thought through the next to see any further. Unfortunately, becomes a very very difficult. Thank you, Matt. So, the there will uh
the next Ways and Means meeting should be getting scheduled for the first week in May. The Wednesday would be great, but earlier in that week would be good. And we'll be able to present um a third a 3.0 full version of the budget
with the house numbers, um with all the health insurance things adjusted for uh positions being unfilled, and any other changes that we will have made. So, we'll be able to have that meeting. No, the first week in May is is best. Next week, yeah.
Um I I I've not heard anything other than that the reconciliation budget would be out in the middle of May. So, we could do another meeting once that comes out. Yeah, it'd be nice for that next Ways and Means meeting to get close to a final version. Um we can always vote in May, but
there's no pressure to. We can always vote at the June meeting, or we can have a meeting in the interim if we're ready to do that. But we're on on on good pace on all fronts and making all the changes that we can to get to it. Um so, that'll come up next week.
All right, finance good? Yes, good job. Thank you, Matt. Uh can I do one more thing on finance just before we move on if I can um Okay. Just so, Matt and I worked on this together if Um so, this is just a sheet together. The mayor had suggested that we take a look at I know there's a lot of talk in
the community about um when we're projecting um or suggesting that certain positions be reduced um because of the budget situation we're in, um there's been a lot of talk in the community about who what kinds of
positions, and um I think some of the quotes I've heard are, "Why is it all teachers?" Um you know, and other things of that nature. We've talked a lot in the budget subcommittee about um the health aides or the health technicians,
uh which, you know, came up last budget season as well. Um, and so, I just wanted to address a little bit of that. Um, at the top of this graph, you see, um, for each of the We did every other year from before COVID up until FY25. That's
when we peaked with our funding. Um, and then we did 26, which was FY26 last year, and FY27 version 2.0 of the budget, what we were proposing. And as Matt mentioned, that's certainly not the final one. Uh, we'll be looking at version 3.0 next week, and I anticipate
a version 4.0, um, once we get the the reconciled house and Senate budget. But, um, you can see that, uh, in the over those years where we were increasing our funding and increasing our staffing, we added a total of 242
full-time positions in the district. Um, 12 of them come under leadership. Uh, and I want to clarify that doesn't just mean principals, assistant principals, and directors. It also means, um, the HR positions that we added. We did reduce one position in transportation. We used to have a
director and assistant director. Now we have one director who does that work. Um, it in it does include some directors, like the fine arts director. That position didn't exist before. Um, the um, health and wellness director didn't exist before. Um,
you know, other positions like that fall into the leadership. Uh, we added 183 instructional staff members, and that's a DESE term. Um, that doesn't mean just teachers. It is teachers, but it's also social workers, guidance counselors,
um, and other folks that fall into that category. Um, I separated out the nurses. We've added three nurses in that time change. We've gone from 12 full-time nurses to 15 full-time nurses. Um, and the health aides, comparing back to 2019 when we had none, cuz it was
pre-COVID, um, the the net difference is is seven. At our peak, we actually had 13, um, health aides or health technicians. And then other support staff, that includes our AFSCME folks, secretaries,
custodians, uh, non-union folks like the security people that we've added over the years, etc. Uh, 38 of them. Um, and then I just, you know, broke down what is the percentage uh, of the overall change between FY19 and FY25,
and you see that over 75% of the increases in staff that we made over those years were in the, um, instructional staff. So, the teachers, social workers, guidance counselors, etc. Um, and so, when people ask why we're
cutting more folks from that group than the other than the others, that's that that is why. Um, we did, as you all know, identify two leadership positions that we're not intending to fill this year. That's the, um, executive director for special
education and the, um, well, we did a transfer of our elementary assistant director to, um, early childhood. Because we have two directors of of, um, curriculum already in that
office. Um, so that made more sense. Um, and the rest of it, I think the rest of it really speaks for itself. The four positions in other support staff, there it's a net change of four. One is the custodial position through a retirement.
There are a couple of para positions, um, that we are reducing due to class size reduction, just like the teacher class size reduction that we've been doing. Um, and so, that's about it. There's a a graph on the bottom left kind of shows the trend line. Um, you'll see that our
instructional staff still remains about 87 positions above where it was back in 2019. The, um, support staff remains about 50 positions higher than it was.
And the leadership staff is about 13 positions higher than it was back in 2019. And just to really make sure that everybody is clear on where we are with the health technicians, as I've said repeatedly,
those are positions that we added during COVID when we had to do pool testing, and we needed to make sure that if a nurse was occupied dealing with the student who, um, presented as symptomatic, they had to be isolated. We needed those extra pair of hands. Um,
if we go all the way back to 2008-2009, which is the last time we had health technicians prior to COVID, we had five fewer nurses in the district at the time. Eight in 2008, nine in 2009.
Um, it appears this, uh, predates my leadership, um, in in the office, but in 2010, there was a decision made to eliminate the health technicians and increase the number of nurses to 10. Um, I believe at that time, um,
what was City Lab, which is used to be Seacoast, was technically part of the high school. So, I I imagine that the thought process then was to have 10 nurses, 10 schools, um, something of that nature. Um, that
persisted. Um, as you can see, there were there were 10 nurses and no health techs for a number of years, then 11 nurses, no health techs. Uh, 2015 is when I became superintendent, and we increased the number of nurses to 12. We continued to invest in that area.
I can tell you that, um, some of these numbers, you can see that the we've in over the years increased the number of nurses to 15. Um, and then in 2021 was the first year that you see that we had health techs,
13 of them. Um, and then as the COVID money started to go away, those numbers were reducing. Um, we made a a conscious plan when we did have some money, um, to let those folks attrition out. Um, they did attrition down to four.
Uh, and those the four positions that I have suggested, um, we could live without, um, in in the district, and I understand that that is uncomfortable for some, but I wanted to just say that's where we
are. One thing I do want to point out is that table on the right, and it There's got a little little note at the bottom. If you compare some of these numbers, like I'll take 2021 for example, if you look at the table at the top, it says that there were 12 nurses and zero health aides.
If you look at the smaller table below, it says there were 13 nurses and 13 health aides. That's because those those positions were funded through SR. And so, as the SR money was going away, uh, you'll recall that we were bringing
the people that had been funded through those grants into our own budget, and that's how you see some of, um, the differences there. So, I just hope that the committee will the I This, I guess, is meant for everybody's edification or information.
Um, it'll be up to the budget subcommittee to, um, think about these things, I guess. Uh, thank you, Ms. Rizzo. Thank you, Dr. Kelly. But, I will also say
the health aides aren't just there anymore for COVID. Mhm. They played an important part. We were two nurses short, and some of our schools only had one nurse where they have two nurses now. >> Mhm. But,
I really believe those four health techs that are still with us Stay stay on at least to do hearing and envision. Um, that's a year-round thing that needs to be done in certain grade levels all the time.
Um, if there's an emergency and the nurse is in her office with one child and there's an emergency in the cafeteria, that leaves no one. Um, I just think the four are needed. They can, you know, whether they want
part-time or not is not my I'm not worrying about that, but I think at least four part-time ones would be beneficial to the system. At least they could cover the hearing and envision. At least they can cover, um, any of the paperwork that needs to be done.
My opinion, I'll stick to it. Being a former health technician, knowing what's going on in those offices. I know, I just I feel like our intention, um, as a leadership team was to increase the number of nurses, the
number of RNs, the number of licensed registered nurses in our schools in order to assist, exactly like you said, if a nurse is out, you know, we have two float nurses right now to cover when a nurse is absent. So, we we've invested
heavily in increasing that number from, um, even if I just go right pre-COVID, we were at 11, and now we're at 15. Um, you know, so we've invested heavily in in that arena and feel like we have the adequate support to do the things like
the hearing tests, the vision tests. Our health technicians right now, um, are not floating across the district doing vision tests and I and hearing tests. Um, our intention was to increase the number of RNs who could go around and help each
other and do that work. And we also invested in a a nursing position at the parent information center, which took all of the registration responsibilities off of the nurses, that they didn't have to go back and check kids medical records. There was one nurse at the pick who handled all of
that for them. So, um >> [clears throat] >> differences of philosophies, I guess I'll say, but um I I do feel like when we're talking about um we're having to do away with things that are really valuable.
They are valuable. >> They are very valuable. They are absolutely valuable, no doubt. Um but I do think that we have to think about the balance there. Mhm. Mr. Mr. Damiano. Thank you, Mr. Mayor. Um through you to Dr. Kelly, I just wanted to echo my
colleague. I I also find them to be essential, not uh enrichment. Uh specifically at the Lincoln School, there is definitely a very high medical need there. Um I don't know about the other schools, but uh I know that in that particular
school, they they're very stretched very thin. Um we hopefully can come to some sort of resolution cuz I'm also not comfortable cutting them all, but maybe and I'm sure you've already thought about this and maybe we'll see an iteration of it, but
we could adjust the hours, something cuz I know for a fact that at at least at that elementary school, um they're they're very occupied with um there's some there's some pretty serious medical things going on there, as I'm sure you're aware.
So, I just wanted to uh echo you, Stacy, and and just put my two cents in that that's something that I don't think it's a Of course, every every penny, every dollar counts. I I get it. Um but that's something that I find to be essential.
Thank you. Thank you. Miss Pisal. Hi. Thank you very much. Um Matt, I have a question for you and then I'm going to have a question for them. Um do as far as the budget's concerned, is there a separate bucket for administrators and
and educators or is it one bucket as far as the budget goes? Um so, when we say separate budget bucket, we'd be talking about the chart of accounts that the Department of Education gives us. So, they have um expense accounts that
they differentiate. One would be called professional salaries. So, that would be the account that we would use for anyone who's in an administrative position. Another would be um professional salaries at the instructional level.
Then there would be clerical salaries or other salaries, so they break it down that way. Another way that they break it down is by the series itself. So, any spending in the thousand series is for broad administration of the student population as a whole.
And then in the 2000 series, it's instructional, building or [clears throat] classroom or curriculum related. In the 3000 series, it's support. But in any of those series, you may have clerical staff, instructional staff,
support staff, or administrative staff. So, for example, in the 3000 series, our athletic director, our health and wellness director, our transportation director would be administrative leadership salaries in that series. So,
it's it's broken down in both of those two ways, all embedded in the same budget, in the same salary budget. Okay. Okay. So, just to clarify, and this is not not for my edification, it's for the people that I'm hearing from. The big question [clears throat] is
if we reduced administrators, would that funds would those funds now go to say the health aides? I know I'm talking in a very vague way, but if we say, for example, reduce the number of vice principals at Revere High School, would that person's salary now be allowed to
be spent on a health aide or a para? Because Yes. Yes. Okay. So, I think that's something that we need to really look at. I'm sure you guys are all doing that, whoever's job that is to do that, but I mean, if we have low enrollment and we've increased the number of leadership by 12 since 2019,
but the numbers are going down and we only have four grades at the high school, but there's five assistant principals. That to me makes me question, as does every resident in the city, why is why are we so top-heavy when we're letting the quote-unquote little people go that
are so essential. Working in the school myself, I would die without my para. I the health aides, the high needs with the special ed. These are things we need. I Do we need five principals at the high school six principals at the high school? I don't know. These are things that I really hope we're looking at. I trust you guys
are doing that, but for the edification of our residents, I need to ask these questions because we're very top-heavy as far as people looking on. Thank you. Anyone have it? We got just We have about 8 minutes before we go into regular. Miss Montrose. I think Miss Pisal hit on the
point I was aiming at, but I just want to make sure I'm understanding. Based on this table, for leadership, the only two positions that we're proposing on cutting so far are positions that are currently unfilled. It's not any actual individuals, correct? Correct.
And when I do the math, all of our health aides combined are barely half the of what we allot for just one assistant principal. So, I just want you know, I think I also want to clarify, the superintendent recommends
cuts or and changes, but it's up to the Ways and Means Subcommittee and those school committee members to do their job and say yes or no or push back. So, Dr. Kelly and her team do their work and recommend, but as the community starts to look and see who makes decisions,
those fall on the subcommittee and then the whole committee. The district only recommends, so it really falls onto us. Mr. Catoggio. I I think everybody made valid points, but I think those issues have to be settled within Ways and Means and then
they come to us as a whole and then we vote on it. And then if we're against what, you know, what was said, I mean, then we when we voted we voted down. But I think these conversations need to be in Ways and Means and not here. Thank you. Thank you. Mr. Kingston. Um
I would like to discuss this with the committee of the whole. As a Sorry. As the chair of Ways Ways Subcommittee, um currently because of the current situation that we're in, we only have two members. So, if it's all right with the chair and vice chair and I'm all the committee as a whole, I would I would ask if someone would
willing be willing to volunteer even on a temporary basis to join the Ways and Means. Um two people could be problematic if I decided one way and Miss Rizzo decided the other, the other member of the committee. Not saying that'll happen, but possibly could. We'd be kind of deadlocked.
So, I was wondering if someone um Yeah, Mr. Kingston. >> That um that responsibility falls on me on the vice chair, so it's only been vacant as of yesterday. And as soon as someone new is sworn in, I will work with the whole committee to see who I put on there. I So,
>> So, yeah, it won't be vacant. I didn't I wasn't questioning the timeline of someone not doing the It's just if we're going to meet next week, literally, I just don't feel a new member would be up to speed at that point. And if they were assigned the same committees as the former member, um I just don't know how
And I'm more than willing to work with someone, but you know, we some of us had the benefit of especially the new folks had the benefit of a a little workshop with Mr. Cruz, which I thought was very helpful. Um maybe he can maybe the new person can have that workshop as well if Mr. Cruz can find the time, but I I'm just concerned we're we're at this point
that we don't, you know, I think it'll be difficult and it'll be overwhelming I'll just say that I won't be the new member, so I'll work with everyone else to see how I do that shuffle as vice chair. Okay. Thank you. Thank you, Miss Montrose. Thank you, Mr. Kingston. We have about 5 minutes before we go to >> if I could just say one more thing.
Sorry. >> Dr. Kelly. Um I just have to address the idea that the administration of the school department is, quote-unquote, top-heavy. We have 1300 employees and we have 59 administrators who supervise all of them.
Um I I don't consider that top-heavy. If somebody can identify a school district similar to ours that has fewer administrators, I would love to see that data. I've been unable to find one. Um and so, I don't understand where the
idea that our district is top-heavy with administrators is coming from. I can tell you that the legal burdens that fall on administrators have grown exponentially. I can tell you that to suspend a student who's been completely
disrespectful to their teacher requires four meetings, requires the parents to come in and agree to that meeting, it requires two written reports, and all of the work that never existed before. And when we
hear from a lot of employees that we need our administrators doing more with students, we have to understand that their burden in terms of meetings and writing reports detracts from their ability to be with students. So, if if we tried to run this district with the
same number of administrators that we had back in FY19, when we had 250 fewer staff members who are required by the Department of Education, 180 three of them at least, to be supervised in a particular way and evaluated in a particular way, and don't
increase the number of employees who are doing that work, then we there's no way that we can meet those obligations. Um I I really challenge the committee to find me a district similar to Revere that has has fewer administrators than we do.
Miss Mr. Mayor. Miss Miss Rizzo. So, I'm sorry. I'm going first. I'll forget sorry. I'm going first. I'll forget what I have to say. Um You know, after being on here for 18
years, I've always questioned certain things from our superintendent, from any of our assistant superintendents, and I'll question it. A lot of times, they'll come back with an answer I might not want to hear, but justifiably
justifiably is the right answer, but shows me in a different light. So, I even going to get into health aids? But, when I question the rest of the package, I have to say I have truly depended on Matt
and Superintendent Kelly on everything, and they've changed my mind in some some ways that when I go in, I want to say absolutely no, I I'm not doing it, but they change And they're the ones that are
I mean, Matt around the whole state is known for just about being the best one. Like, we're lucky to have him. Um her on the other hand, no, I'm kidding. Her um And we argue a lot.
But, I do have to take what she has to say, and because she We're not seeing it. We might hear it from people that friends, our family, all that. But, she does see it. We don't have to agree with her, but it gives us more um of a reason to
understand why she's coming in that way. Um she's still wrong about the aids though. And I I appreciate that, Stacy, but I will say I don't do this myself. I don't sit in my office and decide what positions I think we need. I work with the principals, and I work with the directors, and I work with the APs, and
I look at what our data is, and I follow what the trends are across the state and across the country, and I listen to the Department of Education and all of their recommendations. I don't sit in that office and say, "We need three more code of people at the middle schools." just to aggravate people. I don't. Thank you,
Ms. Kelly. Dr. Kelly. And I just kind of want to sum it up. I asked for this sheet, and I I think you should let this sheet sink in a little bit just cuz it's factual, and it goes back to pre-COVID staffing level numbers and pre-COVID enrollment count. So, if you know, I
mean, it's very clear that the large largest increase was in a few areas, and so percentage based, it's equitable. It's very equitable, as a matter of fact. So, and I just I think that you need to let that sink in. I hear the same things that everyone hears, but I also then dig in and get some factual
information. And most importantly, as much as I rely on the superintendent and her team to um to tell us about what's going on in the schools, I really rely heavily on the principals. They're the leaders of our buildings, and they have really guided us on the path to success where they're
managing these buildings, they tell us what they need. Simple as that. Um and it's and they've been very good about that. They've been very honest and and upfront. Um that doesn't mean that we like losing anyone, but the truth is is we have to you know, so we went through this last year. Save a
few positions today, it's probably going to be just a means to the end, and it's just a soft landing on on what's going to happen next year cuz we're going to be in the same predicament next year, and then we're going to be in the same predicament the year after, and then after SOA, it's it's going to be you know, we're all going to be pulling whatever hair we have left in our head
out. So, it's We we have you know, we if we know that there's a decision that needs to be made, we should make it sooner rather than later, and we should be thoughtful about that. So, it's it's it's just take a look at the numbers. I think it's it's very telling to see, and and if you can
make good decisions based off of that. And then, of course, as we go through the budget, the Ways and Means Subcommittee having to make good recommendations to the community as a whole. And the fortunate side of it all is we're going to save positions because of fiscal prudence over the last number of years. But,
that is wearing out. So, you know, all right. And I know we have a few more things. We can carry this into the the whole committee of the whole. Can I have 2 minutes before we close? Okay. Just cuz [clears throat] you smile. So, my role as assistant superintendent is to work with the principals and the
assistant principals on any problems that arise in the schools, especially the complex ones. Um I worry that assistant principals keep coming up because I have to tell you they are probably what keeps our buildings together, and what keeps our principals
in the positions that they're currently in. And I truly worry that any cuts to the assistant principal level will result in a potential principal exodus. What I will give you is one anecdotal story that I happened to see Anthony the other day, and I feel like the community
may not be able to grasp this, and I was not even able to when I first got in education because I had in mind what an assistant principal was when I was in school. Mr. Gal I loved them. Mr. Lillo was my principal. Um what I will tell you is we had an incident at elementary
school that involved a student poking another student with a pencil. Right? [clears throat] Mischievous behavior. I didn't show Anthony the report, but I flipped the pages. An assistant principal had to investigate this and interview I can't
tell you how many students, staff The report that they had to submit to their principal was nine pages single spaced for a poke with a pencil that did not break the skin. And I just want to hone in on this because
when Dr. Kelly says we underestimate the legal components, they are massive. They are like mini school attorneys. Um and it's unfortunate in a lot of ways. I think in a lot of ways that's brought a lot of good practices to school as well.
But, I don't think any of us, and especially if you're not involved can fathom the reports, the contacts, the restorative circles, the letters that after the restorative circles, the follow-up letters that asks if they were satisfied with the restorative
practices. One incident requires weeks of work. And we all know how many incidents there are in school. In the old days, it was handled much more swiftly. Um but the assistant principals work themselves to the bone
just as much if not equal to principals. Just a different role. But, the nuts and bolts, the day-to-day action of the school, that is on the assistant principals. The principals, too, but the assistant principals make it go. So, I just wanted to say that. Thank
you. You're welcome. Um do we want to wrap up this meeting, and we'll go into the the regular school committee meeting? Motion to adjourn. Second. All in favor? Do we have a motion to take consent calendar? That's in the regular meeting. >> That's right. I'm sorry. I thought we
were at the regular meeting. Thank you. Yes. Okay. We're going to bring the We're going to have a 2-minute recess, and then we'll open up for the second next meeting. Part: 2
Good evening. Calling to order the Reva School Committee meeting of April 28th, 22 2026. Will all rise and salute the flag to the flag of the United States of America and to the republic for which it stands, one nation under God,
indivisible, with liberty and justice for all. >> Dr. Would you call? >> Mrs. Basella >> present. >> Mrs. Bronson Rizzo. >> Mr. Kajiano >> present. >> Mr. Damiano >> present.
>> Mr. Kingston >> here. >> Mrs. Milbury Ellis >> present. >> Miss Montto Rosso >> present. >> Mayor Keefe >> here. >> All right. We have a quorum. First up we have is recognition. Any recognition?
Okay. And vote to approve the consent calendar. >> Mr. Mayor. Joseph, >> could we move this out of order until we finish talking about everything in the agenda because it included us approving a donation. So, we can just move this all to unfinished business. >> Okay. >> So, we can jump over.
>> All right. We have the student representative report. >> Good evening everyone. Nice to see you all again. My name is Julia Figueroa and today I'm joined with Aydah Luati, one of our board members. >> Hi, everyone. >> Hello. So, this is the student rep report for
this month. As always, we're in accordance with Massachusetts General Law. Student leadership connections. The RHS student advisory board and equity officers hosted students from the GMS PK club at the high school for a fun and informative event. We introduced
ourselves and shared the leadership roles we hold both in school and in the community. We also connected with students by learning more about who they are as individuals and answering their questions about high school, future opportunities, and position they may be interested in pursuing. The event
included games and prizes, and the students shared how much fun they had while building excitement for their future at RHS. Mama Mia. RHS recently performed MMA Mia and delivered an amazing production that showcased the incredible talent and hard work of our students and staff. The
auditorium was filled with enthusiastic audiences all three nights, creating an exciting and supporting atmosphere. From the outstanding performances to the music, dancing, and the set design, the show was a huge success and a memorable experience for anyone who attended.
>> Rock Ensemble. RHS Rock Ensemble will present the music of Iron Maiden on May 8th and 9th, Friday and Saturday, in the River High School auditorium at 700 p.m. with doors opening at 6:30 p.m. The performances will also feature special guests RHS pop ensemble and the RMA
Percussion Ensemble, promising an exciting night of live music for the community. And for our sports roundup, the RHS girls cheer team traveled to Florida to compete at nationals where they earned the title of national champions in their category. This outstanding achievement
reflects their dedication, teamwork, and hard work throughout the season, and the school committee is incredibly proud of their season. Spring sports at RHS have officially begun, bringing energy, and school spirit back to the fields and courts. The RHS girls track team is off to an
outstanding start and remains undefeated so far this season, showcasing strong performances and consistent effort in every meet. The boys volleyball team has also had a strong beginning to their season, demonstrating hard work, team growth, and determination in their
matches. Both programs are setting a positive tone for the spring and continuing to represent RHS with pride. Student Government Day. Massachusetts Student Government Day provided Zoha Hassan the opportunity to represent River High School. She met with state
representatives Jessica Gianino and Jeffrey Turo heard Governor Mara Healey speak and participated in a debate and vote on HR 614 implementing guidelines for AI within schools. Special thank you to Miss K for her support.
BU engineers visit RHS. Three engineers and researchers from Boston University with backgrounds in biomedical engineering and mechanical engineering visited RHS. Students in honors physics in the robotics and engineering career concentration had the opportunity to
learn directly from them. Across multiple class periods, the guests engaged students in discussions about how physics and engineering concepts are applied in real world settings. Advocacy Day. Advocacy Day at the Massachusetts State House included Miss Curry, Miss Gregorowitz, and 12 student
leaders advocating for continued funding for connecting activities and youthworks. Students met with state representatives Jeffrey Turo and Jessica Geianino along with staff from senior Lydia Edwards's office and discuss the importance of these programs in providing internships, jobs, and
workforce readiness opportunities. RHS club report speech and debate. River competed at Needham's March Mariness tournament with strong performances across multiple events. Gianna placed first in mixed duo interpretation and Farah placed second in freeze improv.
Lena competed in radio broadcasting. Giana competed in impromptu and Farah Sala and Diane competed in group discussion. Congratulations to the team on a great showing. So, as you can see, we had a lot of events this month at the high school and we're very happy with how things went. Thank you and have a
good night. Thank you. >> Thank you. Good job. >> Okay. Next, we have the public speak. Miss Montros, what did you do? >> Yes. I believe we had I saw people signing up. Robin, so if you are here to give public comment, uh we have a sign
up sheet. So, if you did not sign up, after the people who did sign up, you can line up and you can also speak. People each have uh 3 minutes uh to speak. When you hear my phone timer, I apologize, but that does mean you have to stop so the next person can go. If I
do mispronounce anyone's name, please correct me. And then I think because move them to the front, >> the seats up here rather. >> There's seats on the front. Ju if um just because people are going to line up there for public comment. So they're um
if anyone can move over after you speak. So three minutes. um please share your name, your address, um how you're affiliated to the schools, if you're a community member, a student, etc. And then as more people sign up, Robin, we can hand me those sheets and then anyone
who hasn't signed up uh can line up after the other folks. So, first on the list, we have uh Radley and then I'll have our student reps help people make sure that the mic is on so we can hear you. So please start by introducing yourself
and then I will start the timer. >> You have three minutes. >> Can you I'm just >> Yeah. >> Okay. Good evening. My name is Radley Luku. I'm a student at RHS.
I really think Nubia should keep her position in the nurse's office because I've seen firsthand how much she helps. There have been many times where I've had sudden medical episodes while the nur nurse's office was busy and she stepped in immediately to help until someone else was available. That kind of
quick support made it a real difference and meant a lot in those moments. She also translates a lot for students and families who do not speak English well. That makes a big difference because it helps be people actually explain what's going on instead of getting lost in communication. Without
her, I think a lot of students would struggle more than people realize. When the nurse's office gets crowded, she helps the triage and keeps things moving. From my experience, she's someone the whole office relies on and not just an extra helper. Losing her would definitely make things harder for
students who use the nurse's office. Thank you. >> Thank you, Bradley. Next, we have Kepler. Hello, my name is Kepler Salami. Um, I'm representing um RHS. I'm the senior class president and I want to speak
behalf of Nebula Figureroa. I want to start off by saying um why did you only get rid of four when you had the opportunity to get rid of everyone? Before you answer that, I want you to think of why would you rather warrant four four people's jobs rather than
everyone else's? It doesn't seem it doesn't it seem targeted. Every year you go after these hardworking individual. Now put yourself in Nebula's shoes where she steps up and try to help these individuals who are working really hard and who are sick, hurt or people are trying to go into the
nurses um like medicine or anything like that. I'll say that she was like a heart of the system and she was always like was a backbone. I feel like removing her is is a step into a bad system. She works
super hard and she tries to step up and try to like figure out um what people needs and everything else like that. And for her like I've had a personal relationship. She make me feel comfortable in the nurse and everything. Like there's been times where I went to the nurse's office and I I had a chitchat with her and there's like many
times where I went and it was really chaotic and there's like either sometimes there's like scuffles going around in school and you have a bunch of students cuddled up in the nurs's office and while she's taking care of this student other nurses nurses are taking care of other students as well and I
feel like removing her will just cause a huge confusion cuz multime nurses are already taking care of other students and you remove her then that's causes a barrage of problems And that's what I wanted to say. Thank you. >> Thank you. >> Thank you, Kepler. Next, we have Nubia.
Good evening. My name is Noia Figeroa. I am the currently health aer high school. I have been working alongside the nurses staff for more than four years. The healthy position is a vital role within our school, especially in a
community where many students and families do not speak English. As the primary language, I serve as a critical communication bridge between students, families, and medical staff. While translation application
applications and services are long like like lionbridge are available they are not always immediate and urgent and in and in urgent situation delays communications can be seriously serious consequences. I have accompanied
students in ambulances to ensure clear communications with both the student and their family during emergencies. I also assist nurses when they are called to an urgent situation. For example,
just this morning, we had a student with a severe rush who required who required immediate attention and I was able to promptly communicate essential information from the nurse to the student's mother. On a daily basis,
I provide accurate Spanish translation for students and parents, contacting parents of ill or injured students, greeting and screening office visitors, and assistant with administrative tasks, supporting office operations, including
inventory for students needs such as snacks, sanitizing, and keeping the office clean to prevent spread the viruses. Assisting the school nurse with mandated health screenings, providing first aid for minors injur for
minor injuries, reporting all illnesses and injuries to the school nurse for evaluation and followup. In addition, students often come to me seeking guidance and support. I help them connect with appropriate resources
such as social workers, guidance, counselors, encourage them to remain engaged in school, and remind them the importance of responsibilities like community service hours. I also assist students and families with
navigating vaccines, health insurance concerns, scheduling, medical appointments to ensure their to ensure they receive proper care. In closing, the role of a healthy extends
far beyond basic support. It is an essential part of ensuring student safety, timely care and effectiveness communication with our school community. Eliminating this position will create gaps in care that cannot be filled by
temporary solutions or external services. Thank you. >> Thank you, Nubia. >> Next, we have Angela and then Robin, you can bring me the other sheet. >> Good evening. Thank you for the opportunity to speak. My name is Angela.
I live here in Rivier and I also am a nurse here at Reier High School and I'm here also to advocate for the continued funding of our health aids. They are not supplemental. They are essential to maintaining safe and effective care for our students, especially given our
staffing challenges at the high school. Currently, um we are staffed with only two nurses. Our third nurse resigned in February and due to a lack of applicants, that position has remained unfilled. As a result, fewer licensed professionals are responsible for a
large student population with increasingly complex medical needs. Approximately 80 to 90% of our students are Latino with Spanish as their primary language. Communication is not secondary in our work. It is critical to providing
safe care. This is where our health aids are indispensable. In my office here at the high school, Nubia provides first aid, triages students, helps coordinate care, and allows the other nurses to focus on most serious and time-sensitive cases.
Just as importantly, she speaks Spanish and serves as a direct line of communication for students and their families. But as she said, she interprets in real times in real time with students in distress, calling parents and ensuring that families clearly understand what is happening and
what care is needed in emergency situations. This is not just helpful. It is vital. When a student cannot communicate in English or when urgent medical information must be relayed to a parent, immediate interpretation allows us to act without delay and avoid dangerous misunderstandings.
In these moments, communication is safety. Without health aids, nurses are stretched beyond safe limits. Multip managing multiple students at once, navigating language barriers in responding to urgent needs without adequate support. Health aids are
critical part of keeping our health offices safe and operational. They allow the nurses to do their jobs effectively and ensure students receive appropriate care when it matters most. Like many districts, UVA is operating under
significant budget constraints. In times like these, staffing decisions reflect priorities. It is essential that direct student-f facing roles, those that impact health, safety, and emergency response remain protected
even in neighboring communities facing uh great financial challenges as well. Example um is Chelsea public schools school system. They prioriti prioritize this by supporting their health aids as
permanent employees with benefits and a structured pay scale recognizing the essential role they play in student health and safety. Last year, four health aid positions were eliminated in our school district. The remaining aids are not extra. They are what is holding
our system together. We are not asking to expand. We are asking to sustain what is already the minimum needed to operate safely. Is that the end? >> Can wrap up your last. >> Okay. I respectfully urge the committee to continue supporting these positions. This is about student safety, equitable
access to care, and ensuring our schools are prepared to respond in critical moments. Um, >> thank you. >> Thank you. >> Thank you. >> Thank you, Andrew. >> Next, we have um Fatia Good evening. My name is Fatia, mother
of two students in Ramy Marsh. Thank you for meeting with us. I'm here today because I'm removing because removing halal food from school had has had real harmful impact on our children. For
Muslim students, halal food is not optional. It is a basic part of their faith. When it's taken away, they are left with unfair choice. This is not about performance. is about equity, dignity
and inclusion. Our community uh community has already shown strong support by signing a petition. This is not just one family asking its many family who who want their children to
feel included and respected at school. We believe every student deserve equal access to meal. Providing halal option is a simple and meaningful way to support the diversity, respect,
religious needs and ensure that no child feels left out. We are respectful asking you to reconsider this decision and bring back hala food as an option in our school.
Thank you for your time and for listening to our concern. >> Thank you. >> Thank you. Next we have Lubna. >> Good good evening everybody. I'm a mother of two children uh in Rivier
public school. I'm here also to support my community members for bringing back the halal food option to the to the school menu as providing halal meals in the school is increasively recognized as
a key component of the inclusively ensuring Muslim students have equitable access to nutritious food that complies with their faith. Advocacy for these options aims to eliminate barriers for students in school lunches program with
many districts now offering certified halal options. Uh offering halal options is a matter of equity ensuring that students do not have to skip meals or bring their own lunches which is especially important for students
relaying on free school lunches program. As a Muslim students populations grow here in Avia, demand for halal options has prompt initiative to include these meals in many districts and providing
the halal options upon some some school districts may choose to provide halal options upon requests or in some cases move toward making this entire menu halal to ensure full inclusivity and avoid crosscontamination. Thank you for listening. Thank you.
>> Thank you. And then just a reminder for anyone still coming up, we do need um your address as well listed. So next is site. >> Uh good evening everyone. Um I'm a father of three kids. I have uh to add
what they both of them said. Um >> sorry Z what's your um just your number and street address? >> Um my address is for Raymond Road. >> Thank you. Continue. >> Uh bring back halal me options in rever public schools. We did uh I get like 306
verified signatures um where our parents, caregivers, students and community members are asking reve public schools to bring back halal meal options in school cafeterias.
Uh many Muslim students are unable to eat the main protein served at school because it's not halal. As a result, some students skip lunch, eat only side items items or go hungry during the school day. For many low income
families, school lunch uh school lunch is an important source of food 5 days a week. All students should have equal access to meals that that meet uh their dietary and religious needs. We are requesting that um reveal public schools
provide halal protein meal options at least one two days per week so Muslim student can have fair access to nutritious school meals. This will also help reduce food waste since many non-hal meals are not being eaten. Thank you.
>> Thank you. >> And next we have Janelle. I apolog Yes. Good evening. My name is Janelle Welton. I live at 20 Thornton Street, River, Mass. I am an employee of the Garfield
Elementary School. I also am the caregiver of a third grader at that school. I'm here to advocate for keeping the health assistant at the Garfield. She's essential. My grandson um about a year and a half ago was diagnosed type 1
diabetic. There are times that Anna has been gracious enough and and she goes up and checks on him when his blood sugars go low because I don't know if a lot of people understand if sugars go too high or too
low, he can't travel through the hallways by himself. So that's when it's important to have somebody like Anna at the Garfield. Um because Isabelle, also an amazing nurse down there. She can only do so much. She has multiple GI
tube feedings that she has to do. I've been in her office with my grandson when we have to track his car take and stuff and she's busy and she prioritizes, but when she's so busy, Anna is essential down there. So, I'm really hoping that
you can reconsider what they do and how important they are in the schools. And I don't mean to be so emotional about it, but this is still so new in my life, the the diabetic thing. And this is forever.
So without people like Anna in our schools, it can definitely be hard for the nurses if they don't have that second hand sometimes because you know they're just they're great people and they're very important and I appreciate
you listening. Thank you. >> Thank you. >> Thank you. >> We have two last ones. Just one. And is is there anyone on Zoom, Dr. Kelly? >> No, there's not. >> Okay. Uh, I think our last one is Isabelle. Then Isabelle, please also share your
address when you and then you can comment. >> Hi, my name is Isabelle Katano. I'm the school nurse at Garfield Elementary School. My address is 17 Venice of Sagos. Um, I'm here because I'd like to discuss the unknown status of the future
health aids. I understand there's ongoing budgets and discussions and while no final decision may have been made, I want to be very clear removing the health aids due to the budget cuts will be unsafe for our students. Um
although our student enrollment in our in my school in in Garfield Elementary School has decreased um the medical needs in our building have increased significantly. This year we had four students who require gastro feedings. Uh
some need care twice a day. We also support many students with asthma, severe allergies as well as students managing diabetes who require daily monitoring. And having Nana to help and help me triage is a great help especially if I'm the only one dealing
with multiple things at the same time. Even in emergencies, she can help me like get something for another student. If I'm doing a G2 feeding, I can have her go get the other student or like help me with that while I manage the other stuff. Um,
so um on our health our health office is extremely busy and health aids are essentials to ensure that all students receive safety timely care. Without the support, without this support, it becomes much more difficult to respond to emergencies, manage to multip
multiple students at once and ensure that no child care is delayed. Even the possibility of losing a health a is very concerning because the level of our need in our school is not decreasing, is increasing. I urge you to keep student
safety at your center of these discussions and recognize the critical role health aids play in our school community. Thank you. >> Thank you. >> Yes. Uh and then I believe we had students who forgot to submit some
letters. Robin, so I will make a co we can make a copy of this for the committee. We had two students who sent in letters and so we can all accept it as public comment and look at it ourselves. And then
we also um have been submitted the petition for the halal foods. I will make sure that everyone on the committee and those who aren't present get a copy of all of this with with that a motion to close public speak. >> Second. >> All in favor?
>> I ordered. >> Thank you. >> Okay, we have the public. We have superintendent report. Thank you, Mr. Mayor. Um, we have four presentations tonight for the committee. The first is uh from the Beach Bond School and
Principal Fryzen can will come up. I hope he has team members with him. Um, and he's going to share with us some information about the family and community engagement work um that the folks at the beach have been uh plugging away at.
>> All right. Well, thank you for having us, school committee, Dr. Kelly, Dr. Galuchcci. I'm here with come on over my wonderful family liaison Karolina Ruiz and she just before we get started it's just been an incredible support to our
families our students our staff she just does an incredible job each and every day at the beach and makes it just a better place. So I just wanted to make sure I get that out of the way. um yep, you know, a Swiss Army knife, if you
will, and is just is has been an incredible partner in in the work that we've done. So, tonight we're going to talk a little bit about family and community engagement at the Beachmont School and just how we've how we've done a job a good job of building strong partnerships between home and school.
So, this is obviously one of the district and um and school improvement plan focus areas. So, community engagement and communication. I don't need to read that. And at at Beachmont, you know, we we we believe in the partnership between home
and school. And we know that our kids are successful when there's that strong partnership between home and school. And we look for, you know, opportunities for families to make sure that they have a voice in what we do at school. So
families are essential partners in their child's education. They ensure Beachmont we we need to ensure that Beachmont is a welcoming and inclusive place. We promote ongoing communication and trust and build bridge that uh cultural and
linguistic barriers for meaningful engagement uh that Caroline and so many of our wonderful staff do each and every day. and then ensuring feedback loops are in place and how we can do a little bit better. So, every year for the past four years,
we've had we have a um family uh survey that we sent out right around this time. We're going to be sending it out for those Beachmont families that are um that are watching at home. We'll be sending this out next week. Um, so some of this information, um, you know, we've compiled and one of
our one of our staff members has done this for me, Chris Amst, give her a quick shout out. Um, so this is this is, um, you know, survey data that informs the decisions that we make. And then I want Carolina to share a little bit about her role. So we send this survey
out. We spend some time at the end of the school year and then during the summer and at the beginning of the school year kind of taking that feedback to heart to make sure that it's informing our practices. So this is just a quick snapshot of last year out of the
340 say families um we had 131 responses the um surveys sent out in in all four languages so English, Spanish, Arabic and Portuguese. And just quickly just some snapshots so families feel like they know what's
happening at school. So a five is good. Um but um you know as as we kind of go through and you you can quickly go through this um family input and access to community resources at at a at a 4.7 average.
Communication from school, you know, at a 4.8. So that's not just, you know, from um from myself or from Carolina, but that's the, you know, the the staff communication that is consistently going out to make sure parents are parents are
aware. And I think that this is something that, you know, I take I take uh I take to heart as well. Families feel valued by the school and I think our staff just does a tremendous job of welcoming kids and families in in the morning. um you know making sure that their concerns are
addressed in a timely manner, making sure that that their voices are heard and I'm going to highlight some of the things that we do at the school. So we use this information from the survey to kind of inform our work. Um and it's it's great feedback because sometimes you think you're doing a good job,
sometimes you're think you could be doing a little bit better and you know and that's that's been a motto at the school. How can we do things just a little bit better? And I think the survey data has helped has helped highlight some of that work. It's a quick comparison. So these are, you know, throughout the year. So we'll
have that fourth year data um hopefully by the end of June. But um so we have a number of structures that are in place at the beach that supports family and community engagement. It's our wonderful family liaison. We have monthly parent coffees. We have ongoing
community events. We have a growing PTO. And I think consistent communication. So Carolina, I told her that I wasn't going to show up tonight and that she was going to have to present. So she's she's she's she has some say, but I just I can't can't stress this enough. You
know, you are you you are an incredible support at the Beachmont School. And you know, we just we love you. So here is Carolina Ruiz. She's gonna she's going to read. Uh good evening everyone. I'm sorry. Thank you. Good evening
everyone. My name is Karolina Ruiz. Thank you for this opportunity to talk about my role as family leation at Bman School. It has been a wonderful experience to work with our families for almost six years building a strong and
positive connections with our parents. As a family liaison, I work together with the school administration and staff to support our families and students. Every morning I welcome students and families at the main entrance, assist
parents and answer some questions. H I maintain daily phone communication with families regarding attendance and checking on their needs. I also assist families as a Spanish interpreter and I
at IEP meetings, parent teacher conference, kindergarten orientation, and whenever they need help, whether in person, virtually, or by phone. I meet with new families to introduce myself
and give them an information packet that includes information about the school calendars, lunch menu, information about nurse, the nurse and counselors, after school programs and community resources.
I also help them sign up for parent square, give them a tour of the school and if they don't have uniforms, we try to provide them. We hold a monthly parent coffee where I I participate by providing a Spanish
interpretation and supporting families if they have any questions or concerns. We believe that parents are more engaged when they are well informed. That's why we share a monthly calendar and use
partner square to communicate with them, send reminders and keep them up to date with information. The team's efforts to create a welcoming environment for families have encouraged them to attend events and participate
more actively. We are committed with to the families and look forward to continue to support them. Thank you for your attention and support for our beach school community. Thank you. >> Thank you.
>> So just and I'll quickly go through so Caroline highlighted a lot of this pictures from our from our parent coffees and we have you know 30 to 40 strong that come each and every month that we're very proud of. Um you know sta highlight staff highlight highlight
u services from the city um give updates. So, it's it's it's been it's been a great um consistent thing that happens the last Thursday of every single month. We have ongoing community events um you know that we try to spread out throughout the year. Beachmont culture night, trunk or treat, family
literacy night, Beachmont craft night, ongoing workshares, concerts, and our wonderful beach uh funday and barbecue at the end of the year. Um, some pictures of of our Beachmont culture night and our barbecue,
you know, our Beachmont PT. I had to throw that up there to throw some some some shade. We were very proud that we won the dodgeball tournament. Um, >> you're awarded the next one. >> That's That's exactly That's exactly right. It was incredible. Um, but our growing beach PTO has been a huge
support. Um, you know, they give me a pulse of the community. They've helped us with fundraising and financial support, support of our community events and school initiatives, um support with field trips and extracurricular opportunities. So, I wanted to give them a shout out as well because they're a
part of this part of this piece. And then I think we've kept this open door communication, you know, trying to send out, you know, a weekly um parent square communication for myself. We've done a lot of work as a staff to make sure that parent square is used in an
effective way. Um my own children's school uses parent square so sometimes you know you might get a thou not a thousand but you get a lot of messages so sometimes we want to we want to balance that we don't want it to be overwhelming for families um and we've provided opportunities for families to
visit visit the classrooms throughout the school year in addition to you know American education week at the beginning of the year uh per performances and and student showcases quick snapshot of our use of parent square you You know, so as you can see, there's a lot of features and we talked
about this at a past principal meeting where we looked at um parent square usage, but you know, 36,000 messages um you know, staff are getting inundated with and communication going back forth. Parent Square has been utilized and there's still some work that that we can
do. So, just some next steps. You know, this this Thursday we have our next parent coffee. It's going to be in the um in our library and we're going to do a restorative circle uh with families who've done this in the past to get some feedback of how we're doing. We're going
to kick off our family survey for this past school year to see how we're doing. Um our beach leadership council will analyze that that data in in May and June and we'll set one or two priorities to improve family and community engagement because I do think that is um
it's a it's a pillar to what we do here. You need that support. Um, and just I shout out my our Beachmont families because they have been a tremendous support and they continue to be a tremendous support and along with our staff and um, you know, we we couldn't do the we couldn't do this alone. So,
thank you. That's just a little highlight, but any questions? >> I just want to echo. I've been to a few of the coffee hours and I thought I'm going to walk in. It's early in the morning. parents have things to go and there was like 50 parents like you said like 30 consistently like that those
cafeterias and libraries are packed and I think in our schools we've seen the success of those coffee hours but the structure and intentionality I've seen um that you and your staff put into yours so that parents get something out of it every time. I kudos >> and car and and Carolina just you know she's out at the door every morning so
she recruits I think she you're not paying anybody right but no but she's she's just done a wonderful job of making families feel welcome and you know it's it's a and our social workers and you know it's a group effort so thank you I appreciate that >> thank you
>> great job thank you both >> thank you all >> um so next I'd like to invite up Dr. Mulligan, who is going to give the school committee an update on uh where they are with their um with the City Lab Teacher Institute. You'll recall uh Dr.
Mulligan presented to the school committee several months ago about um about her plan. I know that she's done a lot of work uh with her team and they've actually recruited teachers who have agreed to participate. And so without further ado, Dr. Mulligan.
>> Sure. Thank you. I'm going to be super brief. Um, I feel like I'm going to be giving ongoing updates on this institute as we get going. But when I left probably I think it was February, March, it was like just kind of laying the foundation and trying to figure out all
the next steps. So I guess the biggest update is I got the money that that's the biggest one. Um, yeah. Um, putting any kind of pilot together, you always need money and I know that the district is in a budget crisis this year. So, I'm happy that the Bar Foundation stepped up
to support the work that we want to do. Um, they've been happy with City Labs so far and they're willing to branch out towards the whole district. Um, so we were able to receive $375,000 um moving forward for this institute over the next two years. So, that's the
first big thing that I'm super excited about. And teachers have already started signing up. Um the majority of teachers are coming from the high school, but you can see at the bottom there's four teachers coming from RHS, uh four teachers coming from SBA, three from RMA, and one from GMS. And we're not
done signing people up. This is just preliminary people right now. And um I'm not super worried. I feel like this first round, this first cohort, once they see what we're doing, uh word of mouth will spread and we'll have another cohort for the spring. So everything is
in motion. Uh really this is like the shortest update ever. I just wanted to let you know that I got the money and I got the teachers and we're off and running. Um so our first group of outside of the district people because when I originally had spoken to you guys, this
was a teacher residency program that was really going to be for in-house and we'd hope to expand to our sister schools right here in the district. I'm sorry. Right here in the area, meaning Chelsea, Winthre, all people that are part of the 5DP. Um, uh, the state of Kentucky is
coming on this Thursday back to City Lab because they want to see what we're doing and have their leaders meet with us and they're bringing the Department of Ed with them as well. So, we're getting lots of traction. We're getting lots of feedback from some heavy hitters that will help us really move this work.
So, it starts this Thursday. So, I just wanted to share that with you guys. >> Congratulations. >> Thank you. >> That's awesome, Dr. Mulligan. And I'll just share that you're, you know, we have been talking about the budget crisis quite a bit tonight. Uh, the budget crunch that we're in. Um, and one
of the things I said to the committee earlier is the loss we're going to see with a lot of the instructional coaches positions going away and that job embedded professional development that teachers will no longer have access to. Um, and one of the things that I'm most
excited about this program is it fills that gap a little bit because it does give people the chance to expand their repertoire and and fine-tune their skill set and think of student instruction differently and more deeply um, you know, while they are working in real
time. The way most people improve their craft, right, is by by doing more of it. So yes, uh I'm really excited um thankful to you and for the staff at the at City Lab who have taken on this risky proposition uh given it definition and
now are going to give all of the teachers in the district. Well, we'll start at the secondary level, give all of these teachers this opportunity to really um hone their own craft. >> Yes. >> So thank you >> and please, you can still sign up. So I'm encouraging teachers to reach out to your principles, reach out to the
directors. They have tons of info if you need it and um I look forward to seeing everybody in August. >> Yes. Thank you so much. >> Thank you. >> Uh the next item on the superintendent's report is a presentation by uh Mr. Frank Sheay who is our director of athletics
and physical education. Um and Frank is going to give us his annual update. >> Thank you Dr. Kelly. Good evening everyone. Uh this is our physical education and athletics uh department improvement plan for this year. These are the things that we've been working
on as a department. In focus area number one, teaching, learning, and leading. Uh we were uh very fortunate enough to uh work with uh our health director, Miss her uh Miss Foley, excuse me, uh to get lighthouse
consultants to lead professional development for all our PE educators to create aligned content for the new state of Massachusetts frameworks. Uh we are also working on curriculum mapping in three bands K to 12 which is
ongoing and will be uh wrapping up in the month of May. Uh also through a grant uh we are going to attend myself and in elementary and middle school physical educator we will attend the Mafford conference next week for one day.
Uh we also have several PE um teachers that are doing a lot of peer observations to try to uh improve their craft and get an idea of what's going on in other buildings. In focus area number two, safety,
belonging, and well-being. Um our staff continues to hold community events such as the SBA had a parent student staff dodgeball game. RMA organized the student staff basketball game. Uh just a couple of uh things that
we've done to enhance community engagement. Um I told you last year that we were going to increase our um middle school waiverss to enhance our high school
athletic team rosters. Uh we've done that. We we got into the middle schools. We've worked with uh middle school principles and PE teachers to spread the word. And because of that, um, we have eight eighth graders participating in at the varsity level and one seventh
grader. Uh, doesn't seem like a lot, but in the position we were in last year in rosters, just one or two bodies make a big difference. So, we're really pleased at at that performance. Um the SBA educators continue, the PE
educators continue um an initiative there of sending postcards home to parents to communicate not only bad things that their kids do, which is usually when they get the call home, but these are positive postcards. So when a student does something well in the
classroom, um they respond by sending these postcards home. Um with the help of Dr. Kelly and last year um in the budget we've were able to secure a second full-time athletic trainer which expands our coverage at uh home athletic
events as well as our athletic training room coverage for our student athletes. Our focus in number area number three community engagement communication uh we have formed a um a school logo committee which we believe we'll probably have one
more meeting and wrap that up. So, uh, we've had a lot of student involvement in designing a new logo as we try to, um, bolster up the new high school and what that those appearances will look like, uh, in the new building. Uh, we've
also reached out. We've had several, uh, volunteer coaches in the community have stepped up uh, to enhance our coaching staffs and give us um, extra expertise in some of our our teams. Um, I believe
we have six volunteer coaches. That's that's high. We usually only have a couple. And if we go to the next graph, I know I was doom and gloom last year about some of our rosters and some of our situations. Uh, like I said, we we
really got out there in I'd have to credit the coaching staff. Uh, they got they got into the middle schools. They really tried to sell their teams. Uh and as a result um you can see the increase in number of participants has gone up
dramatically um just from last year. We are not there yet, but we're certainly in a better spot in a lot of sports than we were last year at this time. Uh if you just look at our enrollments over the last three
years, you can see any team that's in the green has had an uptick. the um sports in red have had a down tick, but in most cases it's just a slight down tick. And you can scroll through and see
fall, winter, and spring enrollments. Um as you can see, there's a number of number of the number of greens far outweigh the number of reds, which we're very proud of. Um, and in conclusion, uh, again, we've
had a surge, an 18% surge in participation, which is great. We're not where we want to be, but if we can build on that going forward, I think we'll be in a good spot. Um, again, as I already mentioned, we've had proactive recruitment. We've
had a lot of help with the middle school PE people and the middle school admins really pushing kids out. to go to tryyouts and not be intimidated and to and to really interact with the high school and and high school kids and we
feel like this will increase as the word gets out. I know um FAD uh at Garfield is overjoyed. He's actually gone to a couple softball games. His girls are on the softball team and they love it. He's spoken very uh positively. Um, so we we
feel like this is just a stepping stone and these relationships and will grow and these partnerships have been great. Um, and also just through enhanced communication, just getting, like I said, getting the word out, getting the coaches to the middle schools, talking to kids, having our seniors talk to
younger kids. Um, and again, I I don't want to be misleading. the 873 is not everybody who's on a team, but if we can get 20 kids to try out, we're going to build our rosters. So, just having the
interest is really been a positive for our team. So, we look forward to building on that going into um next fall. >> Thank you, Miss >> Just a quick question. Um I remember the last time you were here there was some
talk about having um the kids exposed to different sports during their PE in the elementary and middle school level. Did that happen? >> Yes. So as a matter of fact, we will start that um next month in the in the middle at the middle school levels. We're going to start with field hockey
and lacrosse. So they're going to introduce units in those sports and those are some of the lower numbers that we have. >> So yes. >> Great. Thank you. You're welcome. >> Thank you. Uh and Mr. Shay, I don't know if you saw, but uh we were able to convince our state senator to secure
some funding for some varsity equipment um and some chair chair equipment. Uh it was a nominal amount, but it was about $30,000 that >> she was able to allocate for Revier varsity chair and uh uh varsity equipment. >> That's great. Thank you. >> So, we'll we'll make sure we follow up
and get the contract signed so you can you can use that money. >> All right. Okay. Appreciate it. >> Thank you. >> Thank you. Uh, finally on the superintendent's report. Oh, sorry, Frank. Thank you. Good job. I like my my head is rolling.
Um, uh, on the finally on the superintendent's report, we have, uh, the updated report from our health and wellness director, Jill Foley. Uh, and she's going to share with us all of the great work that our health teachers and our wellness department has been working
on. Yeah. >> Hi everybody. Evening. Welcome school committee. Thank you for having me. Good to see all you again. Um tonight I wanted to bring with you this year has been knowing that we've been in a budget deficit or budgets kind of crunch. Grants have been my life this year and
we have been fortunate this year to be I got a phone call last June that the department of public health was going to be awarding us a grant that MGH used to hold and we were able to through MGH be able to offer these clubs before but now we actually hold this grant as a
district. So, I wanted to highlight this year just how much this grant has been able to afford us with this club. Um, as well as just like the opportunities that it's been able to bring to our students and explain a little bit about um what the clubs are and what the purpose is.
Um, because it does kind of holistically impact and it also like it's basically the driving factor of what health education and health literacy is. So wanted to take a few moments to just share with you um a little bit of information just to kind of share with some of the newer school committee
members um from previous years when I've talked about health education and then talk a little bit about the club. Um so this year I know we have our new district improvement plan. Our vision um has been very clear and I think where this club has f fall fallen in perfectly
in line is with our core vision of making students feel like they are part of the community and they're taking agency and ownership and they're having authentic connections and belonging with their community. um which is ultimately a huge part of what health literacy is
is being a part of your community and being able to feel like you're a part of it but also advocate and and help others and whatnot. So this this whole initiative really aligns with our district vision. Um, one thing that I want to share on the next slide, um, in
regards to health literacy in general and really what this opportunity hits on every little thing is in health education, what really drives the work and the focus that I have is really focusing on what we call in the health world protective factors where we know
by research and data that if we can develop these things, the trusted adult relationships, the belonging, connection, self-awareness, in our students and their ability to regulate themselves, their ability to communicate and decision make as well as be able to
lead and contribute to community all actually impact students abilities to reduce the risky behaviors but also help them improve their mental health and also help them in long-term life success and school success. So this is really
like the heart of my work is really thinking about how can we build up all of these protective factors whether it's in our health education classrooms in the clubs that we offer in the different opportunities that we offer our students. So this is where our power of no comes into our power of no this grant
has afforded us the ability to continue these clubs at all three of our middle schools as well as at our high school. And at this moment we have over 54 students that are participating in this power of no club. And I have to give a shout out to and unfortunately they were trying to make it here tonight but they
weren't able to come. Some of the students and some of the facilitators of the club wanted to come today. But I have to highlight our four facilitators that are doing the amazing work. Um Lyanna Delg Greco who is a geography and civics teacher over at Garfield Middle School has been the leader of the club
at Garfield. Shaina Santiago, who is an amazing health educator over at SBA, has been leading that group, as well as Lisa Gendro, who's one of our social workers over at RMA, who has been she's been leading the group for a while, even when I was running it years ago. Um, and then Morgan Chavez has jumped on board this
year. She's a math teacher at the high school and they have just been doing a great job in facilitating what the club is supposed to be doing as well as giving the students the opportunity to create really authentic community
service learning opportunities. So this next slide kind of over I've already kind of touched upon these things but power of no basically the focus of this grant is to create and really create student agency leadership give them access to a trusted adult. So
this is another club opportunity where students can come and feel safe and just build a relationship with an adult that maybe they wouldn't interact with on a daily basis. Um as well as just give them a space where they feel like there's an authentic connection. A lot of the things that the facilitators do
through the curriculum that is required through the grant is engage in activities that do build connection with students as well as help students feel like there is a community they belong in outside of maybe a sport or outside of a club that maybe is related to a certain interest area. This is kind of a unique one where we can kind of target just
different types of students that may not feel like they fit in a certain niche like this certain sport or a certain like maybe like an art club or whatnot. Um, and then the biggest piece is the meaning meaningful opportunities and want to share a little bit of that now because that's probably the biggest
piece of it is the community service aspect of this grant. The grant really focuses on with DPH is studentdriven community service and basically what the students feel is important for their school community and for their local community in the city of Rivier, they
are able to create those opportunities. Um, some of the things we can actually scroll through to probably two slides. So, we can skip this this slide or or actually no, we don't have to. I can explain a little bit too of the curriculum. Um, so with the student community service learning opportunities, things from like food
drives to clothing drives to the self-care fair that is coming up this year. And the students are leading that work. Myself and the facilitators are just I'm literally the person with the grant money to make the things happen. And the the teachers are there just to kind of help them guide their thoughts
and their thinking. So, the students are the ones that are identifying the individuals that they want to invite to the self-care fair, the different clubs at the schools that they want to invite, what different things they want to do in their school community. Um, the Garfield Middle School just did their culture night and the power of no club actually
runs and helps design that whole thing and invite people and organize the entire event. So, but it's all student driven. It's what they want to do. Um, a little bit about the curriculum that they engage in. The curriculum is just it's kind of like a health ed curriculum but not
specifically named a health ed curriculum. It's called the teen outreach program curriculum and it's just a bunch of variety of different pick and choose activities that are made to just design or develop those different skills whether it's decision-m communication um community sense of
community and understanding their community. So, it's really like a little bit of a like balance between civics but also health ed. Um, and it's really again developing those protective factors, getting students to identify trusted adults or it's also like sometimes those activities about
decision-m one years ago I still speak of when I used to run this club years ago was a community event um activity that each group got a different type of materials. Some groups got a little bit of materials and other groups got brand new
materials in a box. Some some groups got the tiny little piece of paper where the other group got a big piece of paper. And the students, they were just told, "Build the community with the budget you have and the materials you have." And the students really didn't know the underlying factor, but you could see their wheels working when they started
to look around and be like, "Why does that kid why did that why does that group have brand new markers? We have broken crayons." And the curriculum does a really great job of debriefing after an activity to get them to unpack like, "Well, what does your community have? How do you get new resources for your
commun community? What makes a really great community? What are those important things like our library, the parks, the public places, the schools? And it was just a really cool activity to see the reactions and the kids like just kind of thinking about like, wait a minute, what's going on here? So a lot of the curriculum is designed in that
way that's more it's not really educational with worksheets and things like that but more like activity based but gets them still thinking and the questions and the debrief after by the facilitator really help them think and develop those skills. So um on the next slide just a little bit of some things
that they've done. I mean already touched upon some of them. The groups have done community pantry drives, a winter coat drive, a clothing and book drive partnered with the Jack Satter House. Um, the SBA started a spring clean up over outside of their school because they were just like, "We just
want the school to look nicer. Let's go outside and clean up." Um, they've also, again, like I mentioned, the self-care fair. They held plant yellow tulips for our mental hair mental health awareness month that is this month. We're still waiting for those tulips to come up. Mr.
Sheay has told me that we haven't seen them b bloom yet. So, we're hoping that maybe there's just not a lot of sun in that area. Um, also RMA is working on developing a kindness week and they took a little bit of a spin-off from the self-care fair where they and some of
the school committee members and some of our central office staff got to witness they had a school petting zoo one day where they were trying to help students mental health try to right before vacation, you know, try to create like a little sense of community, have a little
fun. Um as well as again like I mentioned GMS the culture night they've been able to do um as well as RHS our student leaders mentioned earlier the power of no club here at the high school reached out and we're like can we bring the middle school power of
no clubs to the school and do an event with them. So, we were able to coordinate with the GMS crew to get the GMS club over here. And then the RMA was able to take an opportunity to go to a mass partnerships um for youth leadership summit at Essex at Essex
community um Essex community, sorry, Essex Tech. So, they were able to So, the idea is like we're just trying to build our students like confidence in being leaders and having experiences and and learning so that they can help influence others and impact their community and things like that.
So, and this slide was actually I was hoping that some of the students could come, but last minute Miss Delgreo let me know that the GMS kids weren't able to come. So, I was hoping that they would speak to their experiences. Um, but they've definitely had a good time. There's been a lot of smiles with some of the events and things like that.
So, some of the I tried to capture a lot of the photos in the slideshow of some of the things that they've been doing. So, but any questions from you guys? So, >> just Yeah. >> Thank you. >> Great. >> Thank you. Thank you, Mr. Kingston. I was at civic day at the um at the Remny
Mash and um I was called outside by Miss Jendro to uh see the animals and um it was a great surprise for the kids because I know they they weren't aware of it. >> So, I thought it was really fun and it was great and um her enthusi Miss Jendro's enthusiasm was uh something to see. >> Thank you. >> Yeah, they're great. The facilitators
really are wonderful. They're wonderful. They're definitely that protective factor of like a trusted adult and someone that they feel connected to. They're those our facilitators are amazing that help with the grant. So >> and not to me I don't know all the facilitators but I do spend some time at the Garfield and I know Miss Algreo also
so I don't want I don't want to go to Garfield tomorrow and get beat up but Mr. Algreo does an amazing job. I did go to their culture night y and I was very I asked the principal what should I do or what do you need and she said ask the lady who's running it and I thought that was very nice of him. Thank you. >> Yeah.
>> Thank you very much. I'd also like to invite you guys. The selfcare fair at the high school will be on May 21st from 2:20 to 4:00. It's for our high school students, but any any adults is able to come in and view and see. And there's a >> we're trying to get at least 40 different vendors to come back this year and have a bunch of different variety of
self-care things there for the students. So, >> it's good to be here at RHS in the in the gymnasium. Yep. So, thank you. >> Thank you. Great job. >> Thanks, Jill. Great job. >> Okay.
We have the report of the Ways and Means Subcommittee. Mr. Kingston, >> I'll be as brief as I can. On the on March 19th, the Ways and Means Subcommittee met um in attendance were myself as chair, Miss Stacy Bronson, Rizzo, and Alex Raheem. Um Dr. Kelly,
Dr. Macabber, and M Cruz were there. >> Thank you. Thank you. >> We we um the budget was discussed. The the deficit or whatever I'm going to use the word deficit, the deficit from 9.1 million was cut to 4.8. 8. Uh we had some discussions on how that was done.
Um we also um Dr. Kelly talked about hopefully getting some more state aid to reduce that number, that 4.8 number. Um and it was decided that we would meet um the week before April vacation because some more budget numbers would be coming out. That concludes the March 19th
minutes. We then had a meeting on April 15th. Um we finalized the minutes from the last meeting. We discussed um having a first meeting the first week of May after the house had set some more numbers. We were fortunate um to get another approximately half I think it
was 476,000 so close to a half million more from the house budget. Um we discussed um the talking about we discussed having the committee of the whole today which happened um discussed the budget in front of everyone so everyone's up to date on what's um going
on and again we decided to have a um discussion about the budget and the reserves and have an explanation from Mr. Cruz which happened today and we plan on meeting next week um to further discuss the budget. So, we've gone from 9.1 million down to approximately 2.7.
>> Um, and that concludes the two uh meetings that we've had since our last meeting here. Thank you. Thank you, Mr. Kingston. >> Okay. Um motions. Okay. Uh and we'll go to there are no
hearings. So, unfinished business, we're going to take up the items that were not um finished in the committee of the whole. That would be there's a food service report and personnel. >> Personnel. Yes. Two new hires.
>> Any questions? >> Any questions? No. Okay. And then there was the pardon me. I'm looking for my earlier agenda. >> Acceptance of donations. >> Correct. Okay. Acceptance of gifts and donations for the summer each grants. >> I want that.
>> Yep. I got it. Thank Um yes, we had uh just one um new uh donation I wanted to mention um that the committee hadn't heard about previously and that is a grant in the amount of $15,560 from um the Healey Driscoll
administration for our summer uh summer eats program. Um and so we're really excited about that. That will help us feed more um children in the city um this summer. >> Great. Thank you. That's a good program every year, too. So,
>> agree. >> Okay. Uh, no new school field trips, updated food services. >> So, uh, on the update for food services, this will this will be brief. I did email the committee tonight and I'll just share with you a paper copy of what
I had sent electronically because I sent it so late. Um, but basically, we had our the department of educa of the department of elementary and secondary education. I can't even talk at this hour. Um did their routine audit of our
food services program and identified two school committee policies that are not compliant with the state law. Um uh there are minor fixes. I know this has to be referred to the policy subcommittee. Um and and I know Miss Milbury Ellis mentioned earlier that
she'll be scheduling a meeting soon. Um I just wanted to share uh what you have in front of you are those two findings from the department of education. Uh one of the things that we had to do we have their initial comments what we're required to do and then what our
corrective action response was to that. Uh and basically we said to them that we're going to work with the school committee that I would notify you of this issue this month and that um by August the committee will have uh modified their policies to meet the
state and federal regulations. So >> great. Thank you. And just to clarify this is because this was an outdated policy prior to I believe the full full um school free school lunches for all students. >> That's right. The policy was written
before Riviera became um a part of the uh community eligibility program where all students get free lunch. And so it used to reference and some families might remember this way back when um when parents had to prepay on their cards or they'd have balances that were
due, but now that we have free lunch for everybody, that no longer applies. >> Thank you. Okay, Miss Montrosa. While we're on the topic of food services, could you just clarify, Dr. Kelly, are we still providing options for halal and
kosher meat, not just vegetarian food? >> Yes. So, I think that is um the point that the community members who spoke to the committee tonight um were trying to make uh and it might have sounded like they were saying that they want us to have halal food on the menu. We do have halal food on the on the menu, but it's
not halal meat. And that's what I think they're really asking for. I think that um the most of the halal meals that are offered are um really vegetarian meals like you like you said. Uh and so we will follow up with um Martha from the
food services program and uh see what we can do to address the the issue that the families articulated. I know that in the past we did offer halal meat meals. I was going to say with the past food vendor, I know we got a great
presentation of the calendar of food and we had a hala and kosher. So I would love to know how we can remedy that situation. >> Yep. We will absolutely be looking at that. >> Thank you. And good point, Miss Montroso, because I was going to ask the same question. They they referenced a change and I was we were not aware of
any changes. >> Yeah, >> I had some parents reach out and also some staff members said that it is offered a little bit but not to the extent that the previous vendor did. So that's the change they're noticing. It's not that it may not be offered at all, but it's not offered in the uh frequency, I guess, that it was before.
That was because >> in variety, I would say. >> Yeah, I agree. But I definitely there's been a cut back on that. I realize it might be an expense thing, but it, you know, that's what what we need to provide. Thank you. >> Well, we should find out the get some good information, but glad it was presented tonight. >> Absolutely. >> Thank you. So, so that actually brings
up another point that I didn't get onto the menu, but I'm going to um mention now and we can um work on this at the main meeting, but just so that you have this in your mind. Another piece that came up uh in the audit process was that we are underpricing our meals and that
might be one of the reasons that um the reimbursement rate isn't the same as what it what it was. So, um the purchase price for meals, and this technically applies to staff because the kids all got free lunch, >> um is going to be going up by 40%. And
this will be presented in a more formal way um for your uh May meeting. Um, and then the other issue that we're working on with principles right now is that currently we have um on half days when
the kids are released, we do a grabandgo lunch that the kids can choose to take and and go home with or not. Um, and Desi has told us that we need to figure out a way to formalize that lunch period. Now, in order to still meet that time and learning requirements, it means
that we're going to have to look at um the time between when students get dismissed and when professional development starts for the teachers because that's where that extra time is going to have to come from. So, one of the things that we said to the Department of Education is that that's
going to require contract negotiations. Um and so we'll, you know, work we'll inform the teachers union of this issue and and see where we can get um to begin negotiating on that. >> So they want them actually like in the school having a full lunch.
>> Correct. Yep. And in lunch period, lunchtime does not count as time on learning, >> right? >> So >> So when you >> That would be optional lunch though, right? They could leave. They're saying that it would not be optional lunch that we would have to have them in the
cafeteria eating the lunch and then have dis dismissal occur after that. So, we're still trying to figure out it's a lot. >> I don't even know how you question >> because logistically, how are you going to different all the kids in one room at the same time? >> Yeah, it's going to be tricky.
>> Having breakfast for lunch. >> Yep. >> Uh Mr. Damiano, it's okay. >> Uh thank you, Mr. Mayor. Dr. Kelly. Um, so that grab and go lunch, uh, they do very similar with breakfast. So, are they modifying that as well?
>> They're they're not the breakfast works because we can, um, scan the students ID and they're they're grabbing it and going to their classroom, >> so we know that they're having it. >> The issue that the department takes with the grab and go lunch is that they don't
know that the kids are eating the lunch. Well, is there a way to just have them scan and dismiss? >> No, they won't. We've tried that. >> We tried to do We tried to do the, you know, we'll leave all of the cafeterias open and have one or two staff members that they could um scan, get the
grab-and- go lunch, and go sit in the cafeteria if they so choose and they rejected that idea. So, >> Mr. Demiani, you had another followup. >> Uh, so a followup to that. I mean, once the children are released to the guardians, I mean, it's not >> right. It's about claiming the volume of
lunches served >> is where the trick comes in. >> Data. >> Data. Yeah, >> if I may. So, if they just scan like they do for breakfast, doesn't that solve the problem? >> Not if they then leave and no one's monitoring them eat that lunch. >> Okay. So, they're not quantifying the
guardian or parent as making sure. Well, and I think it's probably a greater issue at the high school level where the kids aren't necessarily being released or even at the middle school level to a parent or a guardian like elementary the littles they're you know oneon-one needing a parent or a grandparent or somebody. Yeah.
>> Well, it's a problem that's going to probably >> it's going to take some time. >> It's going to take some time. >> Yep. >> How do I couldn't >> Mr. Kingston Dr. Kelly? How do other districts have half days? I know they do. You know that too. How how are they or we just got picked? >> I've had No, no. I've had uh two other superintendents who said, "What is
everybody doing about this?" >> Yeah, I know. It seems to be a universal problem. >> I I think it's a new finding that the Department of Education has made for release days that didn't used to be an issue. So, >> they always come up with the ways to make things more difficult. >> Yeah. >> Making making the assistant principal's
job more difficult. >> Guess who has to monitor the lunches, >> right? I mean, no, but I mean, but this is this is exactly what Dr. Gup's saying. They throw all these rules and regulations and someone has to manage it. And granted, it's widespread. Same thing goes for nurses. Say everything.
It's become more complicated, more cumbersome, more people. >> Okay. >> Thank you, Miss Marroso. >> Motion to accept the consent calendar. >> Second. >> Second. >> Roll call, please. >> Mrs. Basella.
>> Yes. Mrs. >> Mrs. Bronson Rizzo. Mr. Kajiano. >> Yes. >> Mr. >> Yes. >> Sorry, Mr. Damiano. Mr. Kingston. >> Yes. >> Mrs. Milellis. >> Miss Montto Roso. >> Yes.
>> Mayor Keef. >> Yes. >> Okay. Next we have is new business. We have Anthony Kajiano with SH collaborative update. >> Okay. Uh the department of education is requiring that. Department of Education is requiring
that we I give an update every three to uh 3 to four months. I'm not sure if everybody knows Shore Collaborative is a school in located in Chelsea which deals with disabilities as well as academic needs. As far as any of the updates we
have, they are looking to expand maybe in uh the surrounding areas. That's the what they're currently doing right now. Also, we're in the budget season. Last year we had an 8% increase, but it looks like this year we're going to have a 4%
increase, which is a good thing because in our budget, I think we budgeted for 5%. >> So that alone will be a cost saving in itself. >> Okay. >> Thank you. >> Thank you. >> Please. >> Saving you saving you money on paper
clips. The uh so that that was uh covering the school choice survey as well. Uh, and so this was actually a a typo. I just wanted to notify the committee that we're going to be making the school choice vote in at the May meeting. Um, by state law, we're required to do that before June 1st. Um,
and just for the new members, I'll explain um this very specifically at the May meeting, but um the school choice survey is basically when the committee votes whether or not we want to allow students from other communities to attend Rivia public schools. Um,
historically we've not allowed that. um p primarily because we were overcrowded and although we've seen a reduction in our enrollment, I wouldn't say we're at the point that where we can open the open the gates to to anyone and everyone. Um we're still up against it
space-wise. Um and so what the state requires you to do is as a committee to vote um yes, we will allow school choice or no, we will not allow school choice. Uh, and it gets a little it's kind of a little bit of a backwards neg double
negative vote. Um, >> uh, but we'll explain that um at the next meeting. >> Thank you. Any Okay, we have uh nothing in executive session. Do we have a motion to adjurnn? >> So moved. >> What?
>> Is there anything else I'd like to make comment anyways? >> Uh, Mr. Kiano. >> Okay. Uh in 2021 I was elected to the vocational school and Rever and Chelsea have the most enrollment and
applications. During that time in uh applications were running in the low 200s. In the last couple years it's grown to as of last meeting 416.
So the growth has been incredible. And of course when people don't make it they give us a call. they give me a call and I I return everybody's phone call and a lot of the uh concerns is is the school
safe now it's about a quality of education and I like to talk about the more negative stuff going on in the school the more enrollment will decline and I think we'll decline again in September
and either I remember during the teachers negotiations schools weren't safe. Now the local uh Facebook pages about the quality of education. So it goes hand in hand. If they keep demonizing the school and go negative in the school, enrollment will
decrease and then we're going to have more budget problems. >> So I just wanted to make that known. And I I give them my phone number and everything and I assure them you know that the uh safety committee which is myself, Mr. Demo, Miss Milbury Ellis, we
meet with the SRO's every other week. Every school incident, we go over. Richie, Richie is there, myself, the superintendent's there, myself. So, we're very hands-on and we just did a safety audit. So, I'm trying to ask the public what we need to stop going
negative on our school or this will continue. Thank you. >> Thank you, Mr. Kajiano. I want to add to that, but I'll let Miss Monttoso go first. I was just I was just going to uh thank Mr. Kajiano, you wear many hats. You are our volunteer to the short collaborative. You're also on the Vulc.
And um just for voicing that I just got a call yesterday from a family in Winthrop asking if there was any way they could enroll in River public schools because they see the quality of education we have over here. I know there's staff that wish their children who don't live in River could also come
to our schools. So the demand is present and it it doesn't help when we aren't all working um for our schools and when people don't know what's actually going on and don't stop to ask questions. So thank you. >> Thank you. >> Yeah, just to echo on u my colleagues,
thank you for bringing this issue up. I think it's something that we all um observe and you know have thoughts on and I think it's important to to vocalize it as well. I think that the amount of misinformation that's out there and repeated and the rhetoric and
the narrative um that does not necessarily reflect what's actually happened in our schools. There's a lot of wonderful things happening. Um that seems to get all of the attention. It gets blown out of proportion. And oftent times, I mean, I have to say that of the
number of times I've seen posts on social media, I've never once received a personal call myself to inquire as to the issue. So, I just I thank you um Mr. Kajiano for bringing this up and I would just ask that the members of the public um whoever they may be if you have
questions about what's happening in our schools, feel free to reach out to any one of us. We're happy to um enlighten you. Thank you. >> Uh thank you. And I I'll say it again. You know, we I I attended a play uh two weeks ago. It was Broadway quality. Your daughter was in it. There was many of
our family and friends uh and the educators. You're not seeing that in a lot of different districts. We're able to provide a a really well-rounded education to 7,600 students at times 8,000 students. Uh we have wonderful educators. We have good team. You know,
there is that bad rhetoric that's out there. The the the the fellowship of the miserable in this world that unfortunately thrives off of uh slandering, whether it's school districts or public safety departments or government in general. And that's okay. That that's always going to be there. I think that we just need to live
above that. We're going to have a graduation on June 10th. Uh we're going to watch kids that are going to leave our schools and go into uh institutions like Colombia and BC and UMass and uh trades and TUS University and all and you name it, the the best and the
brightest where some kids are paying, you know, 20 $30,000 a year in education at private schools and I don't slight them either because they're doing a great job too that couldn't send a kid to Harvard if it was their life dependent on it. Um, so yes, kids that
walk our halls in all of our schools, if they want to find problems and trouble, they will. Just like my kid and just like your kid and just like, you know, you know, if they want to find trouble on the hallways, they'll find it. If they want to do the right thing, they'll stay out of it. That's normal. That's
normal teen and youth behavior and in in these large skill settings. um you know and the hopes is we have enough buffers and guidance to push them into the right direction and they'll and they'll enter that trajectory in life and we do a great job of that. So thank you Mr.
Kajiano for bringing it up again. You know we're going to continue to to to prop our students up and do it honestly and we'll keep having a good product and we'll feel good about it. Thank you. Thank you. >> Have a great night. Well, motion to adjurnn. So moved. Second. Okay. All in
favor? I. So ordered.