--------- with the hearing aids or something else. >> Shut the rabbit off. >> It's an owl. >> It's an owl. Going to be live within seconds if we're not already. >> I can't sleep. >> You good? >> It's the same. Patty.
>> Yes. Uh, good evening everyone. Welcome to Re School Committee meeting of the hall on March 17th, 206. will all rise and salute the flag. Pledge allegiance to the flag of the United States of America and to the
republic for which it stands. One nation under God, indivisible, with liberty and justice for all >> and a happy St. Patrick's Day to everybody. >> Like cornbread, I don't mean >> green. We don't have corn beef. I mean
cornbread on cornbread. It's more like >> bread. >> So, we have the >> Thanksgiving >> approval of the minutes. >> Any questions on the minutes? >> Any questions on the minutes? Any minute questions?
>> Nope. Okay, we've attached warrants. Any questions on the warrants? >> Yes. >> There's nobody else. >> You say yes. No, >> I did. >> I just have one question and it was just an inquiry and I don't have glasses so
I'm not sure out of curiosity instructional materials for like example Dick Bl. I think I picked that one because >> So those are art supplies that um uh
director Williams has ordered for a variety of schools for a variety of reasons. It could be materials for building sets for the theater program or it could be markers for an art class. So
when we have all the instructional can we have like maybe what department it might be going to. >> So the second column shows either department or the school. >> Mhm. >> Um so if there's our materials at River
High. >> Oh yeah. >> She would have put that in purchase order specifically for the high school. >> It's our materials and it's a district-wide count. that it's for the fine arts program itself, which means she could be using it in any location.
>> So, should we assume any of the instructional materials has to do with the art department? >> Well, if you look to the left, look to the right of that, Stacy. I don't know if you're looking at the actual thing right now. >> Is it the
>> What page are we on? right on the second page, which is a good spot to look at. >> This is going to be hard to read, too. You want to borrow glasses, but >> if you look far to the right, it tells you like art supplies. >> Halfway down.
>> Does it say? >> Yeah. Books. >> So, there is a hint there. It doesn't get specific. Sorry. >> Any other questions or words, Mr. President? >> No, I'll pass. Thank you.
>> Mr. D, >> uh, this one might be pretty easy. Just number nine and number 10's obviously police detail cost. Uh, but what is a gang meeting and like what why did we have a police detail ad? What why is that our cause? So the the police detail
so they so I I will show that um they have a grant that's considered it's called gang task force fund. So when they do outreach if they go to like the hill park they have part of the pal league is actually paid for out of >> that task force fund. So when they come
to a high school game, even though they're not there's not necessarily um anti-gang stuff going on, but that's the the grant fund that it's processed out of and this the police department has a very specific um terms on how they pay their employees for some of those extra
grants. So when they do a traffic grant, it gets paid out of traffic grant. It might be someone sitting there on Broadway and they have to do specific things relative to traffic. The gang task force grant is mostly youth engagement. It's more of like
prevention methods getting involved with our youth. It's not necessarily working the door uh in a security role. So that it's a little Yes, it was a little like it got a little confusing. You see that it's more of where that fund uh and where that payment was made from. Uh so
it technically I'm not saying of course it it doesn't ch the school doesn't necessarily get charged. It's more of like a a return and allowance to a little bit of both. >> Yeah. And they do have um regional meetings a couple of times a year. Uh and they usually occur in the evening
outside of their regular shift time. Um so when that happens and if our SRO's go to it, which it would be the SRO's typically who go to those, um they get paid overtime to go to it >> and we pay that over time. >> We pay that overtime. >> Yeah. Thank you. But that we I would say
after seeing that there may be ways to look at how we word that so it's not misleading. >> Um so that we we don't want to you know we're trying to reduce like >> paranoia >> paranoia in our certainly in our schools but even in our environment. >> Um when it's real we should certainly we
should certainly bang the drums. Yeah, it's not. We don't know, you know. >> And I I agree with you 100% on the verbiage because it sounds like there's something going on, but truly the work that they've been doing that the police department, the Rever police, and I know they work with Chelsea, Everett Lynn,
all of the surrounding communities, the work they've done on this task force is the reason that we don't have those issues uh in our in our schools right now. So, >> knock on everything. >> Kudos to all of them for their work. >> Okay. Just just also background on this.
The police department pays the details, >> bills us back. When we receive those, we enter into the accounting system their description. >> Okay? >> So that description is coming through police department >> and the description lets us know which of our accounts has the fund budgeted
for it. Later in this report, you'll see basketball game. >> Okay. >> Or whatever it may be. >> Thank you. just I saw the the G word there and I'm right with this. >> Good point. >> So, thank you for clarifying everyone's Mr. Mr. Mayor if I may. >> Sure.
>> Um and then number 80 >> um Hail Education Incorporated for City Lab. It just seems like a very uh high number for um well, it's an educational program and I'm just wondering what that might be.
So Gail is one of our partners um where the students from City Lab go there. They do a weekend retreat, an overnight weekend retreat for uh the freshman there. They do other um programming. I believe when principal Mulligan was here
um last and I feel like that might have been in the fall so it might have been before the new members came on but she talked about the project that the city lab kids had done at Hail where they uh renamed all of the trails to be uh more inclusive and we do a lot of work with
Hail. It's it's almost like an Outwardbound uh kind of program. Uh they have their own campus. They they do things around like hiking and um self-esteem um support and um >> team building.
>> Team building. Yeah. >> All of those things. >> All of those pieces. >> So is that a for the whole year then or is that that just this month? >> I believe that's for the whole year and that might be grant funded. Can you is that a >> right? The reason the reason you see such a large charge there is that we'll
encumber those funds at the start of the school year. they'll provide their services or a majority of their services and then bill >> okay >> rather than you seeing a dozen or 15 smaller invoices as things peak along. So
there's a few different partners like Northshore Community Colleges in here for $60,000. So we're doing a a program there. They're billing us twice a year. So those service programs can give us larger bills that have been encumbered
at the start of the school year. >> Okay. Wasn't familiar to me. So thank you for familiarizing me. Anyone else? >> I believe Stace is coming back next month. I'll ask her to to to give some more information on what the kids have been doing at H. >> Oh, that's awesome. Yeah. Yeah. It's um
it's a really I I will say like obviously I I see a lot of the updates but I don't just follow a lot of what that school does because in my opinion the transformation at City Lab has been >> has been really very proud moment for us all and enough discounting how what used
to happen at the former school but it was all it was never well known for a school that sent kids on to higher education and now the kids are graduating from City Lab choosing to go into um uh higher education, going into
trades, and also getting tons of college credits. Like, it's not it's it's not wrong it's not wrong anymore. It's it's real education. It's just it's just different. It's it's for it is for a student that may not thrive
in a traditional classroom setting. And I think it's been >> it's one of probably been one of our most biggest success stories in the district in in the last five years. question. >> One question I want to ask. I know 24 is for legal services
uh for John Manilos, but we have a 107 bed 504 services legal services. Is that >> Yeah, I know one is like the grievances and stuff, but I'm talking about the spend one, >> right? So, uh are the lawyers who we contract with. There's two purchase
orders set up for the year. One is administrative for collective bargaining and things to do with the general operating of the district. The other is specifically issues around special education. And so that's a separate set of bills and a separate account that's funding
their work with the special ed director when she has needs specifically around IEPs and placements and those kind of things. So in a given month you'll frequently see two payments >> right >> to the same vendor for legal services but they're differentiated between
regular and special education. >> Does that come out of that will come out of two different accounts? >> Two separate accounts. We do it that way. So we'll pour it into the department of education is just simple to to catalog the special ed portion of that rather than break it out from bills
that have both. >> So that's how we do that. It's a smaller budget for this bed. items. >> And forgive me if I'm out of the loop with this. Um, on page 10, uh, number 299, this one's kind of obvious. Ice ice rink
rental. Um, are we is our hockey not use uh MVC and Chelsea? Is it is that what it's for? Is it for hockey? What was this for? >> It is. It is for hockey. And so we have a a partnership team. We don't have our own hockey team. But they they do still
have to rent rink time, >> okay? >> Um for their practices and and all of those things. >> Okay. >> Pretty often you'll see payments to other districts and the ones that you see is because they have taken the financial responsibility for the rental
and we're coming in and paying our share. Sometimes you don't see it here because we're paying the big bill. Okay. and then I'm chasing them back. So it goes >> in this case it was >> it goes back and forth depending on the >> Everett takes the lead on that
>> a little bit aware of that. So thank you very much for telling me that >> any other questions regarding Lawrence personnel evidence. >> Uh can I just jump in on two other funny things? >> Sure. >> Right. Um at the next meeting April
we'll have a a quarterly report through the third quarter. So that'll be presented to the committee of the whole just see our progress see how the carry forward is shaping up as we move through the year and then we will see the ways and means committee on Thursday afternoon. Robin should have sent you an
abbreviated but a a 1.1 version of the budget that shows a bunch of work that has been done. So we'll be reviewing that. Um, and I don't want to cut out if there's other financial questions. >> I don't. >> All right. So, I'll see ways and means u
on Thursday afternoon report. >> Thank you. >> Okay. >> Great. Thank you. >> Personnel items. >> I just had a question. Uh for the family liaison since they're
ending at the end of the year, will decisions on refilling those positions come once there's a new budget? >> Our intention is to fill those positions. >> That's my question. >> Yes. >> Okay. They're so crucial. >> Yeah. Just to be clear, and I want to
give a a shout out to to Leslie and Anna because they've both done a great job, but one of the requirements for that position is that you have a child enrolled in the Riviera public schools. um and their kids have all metriculated through. They've graduated and finished.
Um they actually finished two years ago and we've been trying to work through how to um you know make these transitions happen. Um and so we did notify them back in January that because they don't have children enrolled, we
need to um look toward hiring uh parents who do. Mhm. >> Um, one of the things that's really important to us in the parent leaison program, they've all it's been an unbelievably important program and helpful to the schools and helpful to the families. Um,
but we know that when you have children enrolled, you are closer to and pay more attention to exactly what's happening and what kids need and and what's important. And that's not to say that when somebody has a recently graduated child, they're not still um have their
ear to the ground of what's going on. They do, but the the longer they're away from that, the further away they get from the youth sports in the community or what's happening at the recreation center or um any of those other things that impact kids. So um in both of these
cases, um their last child graduated two years ago. Um and and we held on a little bit, but we did notify them that it's time for us to transition to uh parents who have kids in the community. Um and you know, hopefully we'll still
be able to fill those two positions. Is it very very important? >> Yes. Okay. That was my only question. >> Yeah. Any other personel question, Mr. Kingston? um on the new coordinator of operations. Um any like any additional information just where they came from
and what >> were they not in the um >> I maybe I missed it. I might have missed it. I apologize if I did. >> Oh no, it's not it's not here. >> Yeah, >> we'll get that for you. >> I was just curious. Yeah, because I don't I recog I didn't recognize the name and I didn't know you know the the
other ones were come from the ranks so to speak I guess. >> Right. Yeah. Um >> it's a little different that one. He is coming to I'll try to find where he is. So I might not >> I didn't see it in the packet and if I missed it I apologize if you >> Yeah, I saw it. >> I was just curious. You usually
>> Oh, there it is right there as we see it now. Ignacio Shapiro. He's actually coming to us from the Department of Education. >> Oh, okay. >> And he'd been working there on their program around middle school students um getting the information they need to
understand what their options are at the VOTE schools. um and helping to expand um opportunities for all public school students to engage in different areas of work um beyond the college pipeline. Um
so we thought that would be helpful to us and >> name didn't ring a bell and I said >> yeah he's not from the district but we'll get his full bio. Uh Robin will get that to you tomorrow. >> Thank you. Any
any other questions? Great. School field trips to get the debate debate team. Correct. >> I think I should nominate myself to go with um because they're staying at my favorite hotel bill. >> Second. >> Thank you. Very kind of you.
>> Um is this the one that just had a change in hotel? >> Did they? I thought they were staying at the marquee. resent >> they were um there there was an over subscription at the marquee. Um so they found another hotel. Uh it's actually
the Weston DC which they said is comparable. Um so that's where the that's where they're going to be. >> Do you want to go to the Western? >> No. >> No. She's out now. >> I know the part >> she's gonna sleep. She'll sleep at ring
station. the MC every um winter at the beginning of the year we hold um get what it's called just went last month but all the states go and that's where we stay and it's
>> the national conference >> it's not the national conference it's usually just um >> forgive me I'm sorry even brother that words >> but >> yeah sure So, everyone's good with the speech and debate team.
>> Yes. >> Washington DC place to be in that late May. Great. Um, okay. Any other business communications? Mr. Kinks? >> I know it's not on the agenda and I hope I'll be given some latitude, but since we were talking about field trips, I'm
considering it somewhat related. A couple of teachers have asked me at different buildings when I was at the dodgeball game about asking there's more elementary kids about um even a token amount of $5 to help defer a a field trip and I wasn't sure if the school committee had a policy or the district
central office does but they asked me and I honestly didn't know so I was talking about >> having the kids pay >> yeah something I'm not saying you know $100 but $5 some nominal amount to defay the cost but that already What I know like
>> they were told some of them some of them were told they couldn't. So there was some $10 for trying to well middle school it doesn't it seems to be it seems to me just based on my information it's more of an issue at elementary than it was at middle. So I was just trying to get some
clarification. If there's a policy maybe we need to look at it. I I mean if you if somebody said to me it can't be more than $10. I don't have a problem with that. I don't want to hurt a family, but at the same time, if you know, if a class can't go to a field trip because they can't raise the money, I feel badly about that. So, >> that's always been one of the main
reasons PTA raises money >> to allow those students. >> Some of the schools the PTA is aren't as strong as others and they just they're struggling a little bit. So, I didn't know what the answer was, so I promised them I would bring it up today. >> So, the question is if we can ask students to pay for field trips because
>> even a normal I'm calling $5 a nominal amount or $10, whatever someone says is nominal. Is that okay? That's what that's my question to the superintendent and also there may be a policy that I'm not aware of on the school committee that I haven't seen or didn't know about. >> So in the standard practice right now is that field trips are free of costs at
the elementary level. >> It has been it is it's been inconsistently applied is not what the challenge is. We recently learned that a couple of schools were um charging kids a nominal fee like John is saying um to go on the field trips and I talked to
the principles about that and said you know the school committee had made the determination a number of years ago that we shouldn't be doing that we shouldn't be charging the elementary kids to go on field trips and um the principles did say that they've been you know they have scholarship available so if somebody
doesn't have the money they would pay the money for them Um, I I just wonder if I'm a parent who doesn't have that $5 and doesn't know that I can go and ask for the $5, like how does how does that work? >> So,
>> um, and I and I think that gets to be a little bit tricky. >> I would think that teachers would know, right? >> I mean, they do. >> Being in elementary and with my kids and seeing other kids, >> teachers know who can do and who can.
They probably know better than anyone in the school. >> So is is there is but is there currently I mean I know that there's an >> there's thought to be some form of a policy but is there an actual policy >> that I don't know I didn't >> maybe meeting the next like regional
meeting with the the principles >> just talking to them about what the I guess what the will what they think works best >> and then you know make a good decision that they can consensus and bring to us. Yeah. that and bring it to the national policy subcommittee. >> Okay. I
>> Well, the issue is some of them are trying I don't I don't try to rush anyone or do anything wrong. It's just some of them are trying to plan for a trip for this year. So, I'm not saying that time is of the essence, but kind of because if we >> Well, why are those raised $26,000 at the dodgeball
tournament? And I have to give a a shout out to Jen Samino. >> Absolutely. >> Who coordinates the whole thing. He did an amazing job for a district. I think that was a definitely part of the fundraising. >> I know. I know. And I want to thank I know that u Mr. Kingston's credit union,
I know the mayor, I know a number of you and other um local community organizations and groups donated heavily to that. Um she did a tremendous job and I I think that that's I said to her that night, you know, Jen, what we need you to do is run a citywide PTO for us so
that all kids and all schools can benefit. And she laughed at me, but I'm still going to push her. They try it. >> She's >> and Paul River will help with that. We really wanted to have a a uniform >> PTO just I mean >> we used to have it. It used to be each
PTO and then Sydney citywide. We met once a month. >> So I know that John and I and I think a few others were there on um >> last week. I know I saw a few of you. >> Um it was really well. I mean I was I was blown away when I couldn't park in the parking lot.
>> I know. And I got a and I was there a half hour early and I was like >> me too. >> Is there something else going on in there? >> I had to create my own spot. So it was wonderful to see the amount of people and families engaged parents because this is where I think that you know we've seen the drop off
>> family engagement in after school programs sports specifically has dropped off right and I think that that's you know understanding time is is tough people are working but the more engaged they're going to be the more involved they're going to be community similar to like what you talk about with the family liaison where they're when they're
seeing what's going on in the fields when they're seeing what's happening before school when they're seeing what's happening in the buildings It just I think you get more out of it. It was nice to see the amount of parents there. That to me was was more more valuable than the the money raised. The money
raised was was certainly excellent. So >> I'm saying this to Jen and I know that everyone feels the same way, but it was wonderful. I was just to the parents that showed up and participated. Thank you. That was really, really good.
Vanessa had a little Yeah. Oh, so to clarify, >> okay, get we don't have a policy. >> Well, we usually don't charge. We'll look, but we don't charge normally, but we're saying now there's
inconsistencies. Some schools do, but I I'm still confused on your issue. You're saying if a certain classroom doesn't fund raise enough, a classroom gets left out of a schoolwide field trip. >> No, no, no, no. It what they're trying to do is down. So, if we if it gets >> But you said something about how like if
some classes don't fund raise enough up, they're left out. I'm confused on what >> I didn't say anything about a CL particular classroom. No, >> no. >> I said some of the PTO's don't have the funding to to some much stronger than others. >> Definitely not.
>> They don't have the funds to pay for a field trip, but the teachers really want the kids to go. So, they when at the dodgeball game, I had a number of teachers come up to me and say, "Hey, we want to go on a field trip, but I we were told we can't charge the kids. Can we or can't we?" I said, "I honestly don't know. We're having a meeting next week. I'll ask." But if there's if
there's a field trip teachers want to go to and the PTO doesn't raise enough, doesn't do teachers not meet with their principal to discuss discretionary funding every school has to see if they're willing to cover the field. >> They should. Yeah, that's what I'm right next to.
>> Evidently, from what I'm told, again, from what I'm told, it's none of them. So they asked if they could ask the kids for like $5 or whatever it was per kid, you know, that raises another $100 or whatever it is number children in school, you know, number of kids to offset the cost. >> I just I'd say and then I'll pass it to
others. I'd say my my biggest immediate concern is if certain schools are charging kids but others are not, then that's where it's not fair. >> I didn't say that. >> Correct. All I said was I didn't say that. >> So the inconsistency >> John's right. there is a desire from
teachers to be able to charge. I will also say that teachers are typically part of the PTO and can help with those fundraising efforts if they want to. >> Okay. Oh, I know others have >> but they were I think they were going to talk about more about the va the judge fall event, but just want to kind of
clarify again. I think the the the marching orders are to get a consensus from the principles, bring it back to us and we can kind of help establish a a policy. >> Vanessa has just say um in regards to how how you
would handle if we did go to that piece about asking the families and figure out who needs scholarships and who doesn't on our permission slips that we do. It's very standard. Every permission slip looks exactly the same. And at the bottom there's a clause that says
>> if you need scholarship reach out to so and so. >> That's a great idea. >> But $5 $10 $10 is more than reasonable. The parents want their kids to have out of school experiences. >> They're desperate for it. It used to be more of a popular thing. It has since
died off especially since co we need to get back to it. The enrichment is it far outweighs the cost. >> So it needs to happen. a a consensus should be come to and we should move forward with it. >> The only thing is just um some parent
probably if they're low income they cannot afford the five. >> That's what we just addressed with the bottom thing saying and if you need a scholarship we will have because the discretionary funding that we're talking about the principles have they don't want generally speaking it's um it's hard to say yeah we'll pay for the skill
trip but then what about this other group and what about this other group and it's just not enough. So, I think the discretionary funding could step in for the scholarship, but most parents by and large will be glad to send in. And I've done it in the past with with my
kids where I know they're at GMS uh or when they were at the Whan, I knew there would be at least one kid in that class that couldn't afford it. I would send in two extra whatever. A lot of parents have to do the same thing. Send in extra. >> That's great. So
>> you can even give an option on the forms and say extra you want a scholarship a child feel free. >> Okay, Stephen, Mr. Deian, >> thank you Mr. Chair. The Mr. Kingston and Mrs. be a solid point. Um I think
it's chapter 70 that says we're not allow uh we're disallowed from prohibiting any student from a right to their education include that would include field trips but based on their ability to pay and I think that's where the we're not allowed to charge kids
comes in. But then also the PTAs are independent nonprofit organizations and they can fund raise for whatever they want. And um I think that I know at least in my experience we're having an issue where the principal is saying uh
we have no money for field trips. If you and speaking to the PTAs, if you want to send the kids on a field trip, that's great, but uh we don't have any money for you. And as far as I'm concerned as u an active PTA person, you know, I'm
fine with raising money and sending my son in with a few extra bucks, but I can't send the whole class. no one really can. Um, and if they do have discretionary dollars, they're not accessing them or maybe they don't want to start a bad trend of just
saying, "Oh, well, yeah, that's fine." You know, oh, $30 field trip. Okay, there you go. So, I think that establishing what we actually go by is going to be important here because I think there is a lot of confusion around town and all
the PT the PTAs are not equal and that's based on participation. >> Um, something like the dodgeball was great because it was a big event and now every elementary is going to get a slice of the pie. So everybody's going to have a little water in their well, but that's
it's not sustainable, you know, practice for the long term. So I think that as a school system, school committee, whatever, however you want to divide it, we need to figure out what is law, what
is policy, and which we're sticking to because nobody really knows. And just just to add to that, I think the other thing that's important, as we all know in our personal finances, when things get tight, we roll back. If we were taking our kids on vacation to
Disneyland and we can't afford to do that anymore, >> you know, we do we do something different. And I think the same applies to field trips. There are a lot of phenomenal free resources right here in the city >> um that the kids can take advantage of, that the teachers can take advantage of.
The Museum of Science is awesome. There's a lot the kids could do at Rumy Marsh. >> Right. >> Right. Um and there's a lot that they could do on the um the walking trails that the city has spent time investing in and uh exploring in. There's so much at the Riviera History Museum. I haven't
been there in about two years, but uh I was on a committee at one point that we used to have our meetings there and every time I was aed by the different information in there. Um, so I think one of the things that we have to think about as well is how do we make sure our
kids are engaged in these external learning opportunities at a young age? I think we do it well at the high school level, but how do we make sure they're engaged in these things at an at an elementary age, but do so at in a way that's affordable. >> Can I just mention also there are tons
of grants out there that are available and it's a matter of hustling. I personally have taken n I just took 90 kids on a field trip not that long the other day to the JFK museum. If you go through the JFK museum, the Commonwealth Museum, the USS Constitution, they not
only pay entrance, but they pay for the bus. >> Yeah. Right. >> So, it's a matter of setting up. It's difficult to the dates and trying to work with them. You have to really be creative. >> You have to be organized and be ready to be flexible, but it can happen. So there's a lot of opportunity out there
as if you're willing to put the work in. >> So just to clarify, chapter 70s does not prohibit students from being charged for ships. >> So let's just make sure we're giving accurate certainly. >> I don't think that's correct. >> I wasn't sure if that was the correct,
>> but let's make if we're sharing something, we should be accurate because it's our responsibility the information we're then giving to the public. >> No problem. I apologize for that oversight. Um, I know it's in the law somewhere and I don't know where exactly. >> Yeah,
>> because I read it at my last PTA meeting, but I didn't make note of it and I didn't bring the notes I was taking with me. So, that's that's fine. Well, I apologize. Um, and I didn't mean to inaccurately represent the law in any capacity. Just I had read in the Mass
General laws that schools schools were not allowed schools are not allowed to prevent any child from access for their inability to pay. So that's all I really wanted to touch on. So I'm sorry if I hit the wrong law. It's important.
>> No, I think we're all ready to go run and try to grab all that money, but >> yeah. >> Yeah, >> wishful thinking. Yeah, >> I know it's not chapter 7, but >> it's it's in there somewhere. I I'm certain it's in the master laws. I just
don't know where. >> There's one other late communication mayor from Dr. I think you sent us a draft letter. >> I did. >> I don't know if you want to touch on it for folks to know what's in their >> Sure. Uh Alex and I had had a quick conversation. I forget we have maybe at the state of the city.
>> Yes. >> Yes. Um and we were talking about um a letter trying to get a letter to send to our elected officials at the state level. Um and I said I'll I'll take a first swing at it and and send it out to everybody. So I I sent it very late. You
may not have even seen it before this meeting, but um it's just some draft language around asking them to try to find a way to support us. Um I mentioned the other gateway cities because I know that often when our state legislators
are trying to um find some additional funding, it's it's helpful to them to have a cohort of of peers that are willing to sign on to some kind of a change in the budget. Um, and so I suggested in the letter that um, they might have colleagues from the other
gateway cities who are hearing the same thing from their um, districts that they represent. I know that they're all hearing it. So, um, it's just a suggestion. I didn't know if the committee wanted to talk about, you know, what one strategy would be to send the letter once on behalf of the school
committee. Another strategy would be for each of you to send it and you can email it to uh our representatives and our senator Senator Edwards and our representatives Turo and Janino. Um you could email it to the three of them, you know, put your own name on it and and do
it that way. It might be a little more impactful for them to see nine letters than one. Um >> also, um MASC holds every spring a day on the hill >> where they'll have speakers come to talk to all the school committees throughout
the state and then you can go they serve lunch all our um schools are um not sure vocational and all the other schools um make food. So that's always a >> I'll send the date. Yeah,
>> my it's not coming up. >> I don't know why. But it's also an important time. You can go to the offices um >> knock they're all there waiting. They know you're coming and they're all there waiting. So it's a great time to be able to ask get some more information, you
know. So we have to ask >> what we can get from them >> push >> and I feel like a lot of everyone would have been more impactful but where they are in the budget cycle it's best to get that out ASAP from folks I know um
they've all have been meeting with leadership and have been really voicing the priorities for the district so they always they try their best for us but I think this plan individual letters will time perfectly since votes are coming up >> and you can edit whatever you want in or out of that it's just It's just a
template for y'all to use. >> Oh, good. >> Thank you. >> So, will you draw that lather up? >> She already did. I read it. I sent it very late today. So, I was saying like people Yeah, I'll use it. You think it's best to email it to send it to? >> I think just email.
>> I think just email. >> They're very responsive to emails from >> by the time I get to them, the vote happens. >> Yeah. Um, and I do have the info on the the day on the hill is March 30th. >> Yeah, that sounds about right.
>> Monday, March 30th. Um, and it it registration start it says registration starts at 9:30. The program will start at 10:00 >> and they have a list. You should have gotten this notification from MAC sent it out as well. >> I think it came in today or
>> I think I saw last week or something. >> Okay. But that makes you >> okay. >> Um, can I give one quick reminder that I'll be on vacation next week so we can
>> we still say tur? >> Yes, we are. All right. So, um, >> do we want to move anything to finish next meeting soon or do we want to break them? >> Do we want to move anything >> like is there anything we can address >> from the 6 p.m.? on the 6 p.m.
>> How about my motion? >> It's easy enough. It's not really >> public. Public is public. >> Well, it's public, but >> Okay. >> I'm sure. >> Would you like to take up the motion by Miss Bronson Rizzo that to relocate all
school committee meetings back to the Fante school committee room? Second. >> Speaks for itself. >> Could I add a friendly amendment? is the maker of the motion. >> What's your final meeting? >> I'd like those meetings to be um recorded.
>> So, actually, you'll hear that in this policy update from Aisha. We're going to work we're going to work on that to put into writing and recommend to people as they wish. >> Okay. So, the committee of the whole it's >> the committee of the whole is recorded. We're live on >> No, I'm at the committee meeting. >> Oh, no.
>> That's a whole different motion. >> Yeah, that's on the agenda. on the agenda for the minute for the policy. So committee >> so the um the motion is to we have a first on the motion second on the motion you you strike your
amendment. Okay, great. Any any discussion on the motion? >> I, you know, I apologize, but I just for them to have to set this up for maybe 40 minutes and then get over there and get ready. And I don't feel it's community
friendly. I'm not saying that we have people that really come, but I know there's when you came one time, you came one time, you're sitting back there back, >> right? >> It's not community friendly. The the original intention was also to one it was definitely to try and incorporate
more community but it was also potential pushing out from needing this the space for classrooms that really didn't happen. >> So >> it was to create an informal atmosphere so that way we can have open dialogue and less structure as we do in the in the full committee and the purpose of
sitting like this is so that way it's we can see each other and kind of have more of a conversation. That's what I recall at least presented. >> You don't want to see >> it's okay. No one wants to see this being honestly. >> All right. So, we'll we'll vote on it officially in the in the in the that
regular meeting. Is that is that correct? >> I thought we would take it up now. >> We can take we can >> take it up now. Okay. Great. So, we have it we have a second uh discussion. Any other discussion? >> That's all. >> Can I ask one quick question? How is it
is it a lot to set this up? Uh it it's not a lot, but to Stacy's point, they are setting up two separate rooms and rearrang like these tables aren't typically like this. They're like those tables over there. >> So more efficient to stay one. >> They have to get the rabbit set up and
make sure that's working properly. >> An owl. >> An owl. >> Rabbit. Owl. They're all the same. >> The Wi-Fi. >> I have one, too. >> We have a roll call on the motion, please. >> Mrs. Bisella. >> Yes. Mrs. Bronston Rizzo,
>> yes. >> Mr. Kajiano, >> yes. >> Mr. Damiano, >> yes. >> Mr. Kingston, >> yes. >> Miss Milberry Ellis, >> no. >> Miss Merroso, >> no. >> Mr. Rini, >> yes. >> Mayor Keefe, >> yes. >> Motion pass.
>> I like looking at all of your faces, but I don't. >> Well, we have time for one more thing. I was going to do this in there, but I It's quick and I can do it here. It's just that they um the Department of Education disembargoed
our uh graduation and um dropout data. Uh it it it looks better. Uh it's still not where we want it to be, but um our graduation our four-year adjusted graduation cohort rate increased by 6%
over the last year, which is good. >> I'll take it. >> Uh so we're at 88.2%. We still want to get back to our precoid over 90% rate that we were at. Um and our dropout percentage has dropped 4.2%
but that's since FY22. So over the five years um it's dropped 4.2% from it was 11.6% and we're down to 7.4%. >> Oh okay. >> So improvement >> improvement
>> still work to do. >> Can I ask you guys a question? when >> procedurally so for my subcommittee I did not include the attendees if I want to amend the minutes >> well >> do I do that >> when I present >> you're fine because they have to go to the subcommittee
>> they still need to go to us in the next meeting then we all approve them >> oh that's right so we don't have to say anything today except the fact that we had a meeting >> and if you had any motions from what we did recommend we can bring them up now if you want to since we had a lot of conversation >> oh should
Knock through those. >> Yeah, >> really quick. >> No, you want to wait till 6:00. >> You still have 15 minutes. >> Did >> I mean we do have ones >> that we were leaving as is that we could >> I don't know if there's anything that
folks might be like I wanted to see them >> and stuff. Why don't you >> Okay, >> up to you. You can give the update and folks want more information. >> Yeah, that's all right. That's all right. We'll do it. We'll do it in a way so that way there's no question question later. I don't want to seem like we rushed things by people and they didn't
have a chance to really see it. >> That's fine. >> Um Okay. If if I can also offer a little bit of a public service announcement. Uh the McKenley school project is uh officially uh they're mobilizing construction this
week. They will have the site um sectioned off and construction will begin on or around April 1st. Uh, so we're going to be, you know, seeing a full construction site. We are going to schedule a small, you know, kind of
artificial groundbreaking sometime in later April. Uh, they'll set something up. It's not going to be as big as as what we saw with the high school. U, but we'll we will certainly invite all the dignitaries to be involved in the groundbreaking. I don't know if we we
can afford all the shovels, but we'll have we'll maybe have little plastic pills and things. We'll have we'll have we'll have a good opportunity to to uh >> Good. cuz I don't even know what the hell to do with that. >> Bring your own eBay. >> Bring your own shovel.
>> Hey, why don't you go in April 2nd? Just go in there. We're like >> it's being wear some neutral neutral colors. >> We're actually And then Part: 2
Good evening. Welcome to the Re School Committee meeting of March 17, 2026, St. Patrick's Day. Will all will everyone rise and salute the flag to the flag of the United States of America and to the republic for it
stands one nation under God indivisible with liberty and justice for all >> Mrs. Bella >> Mrs. Bronston Rizzo >> Mr. Kajiano >> present >> Mr. Mr. Damiano >> here. >> Mr. Kingston
>> present. >> Miss Milberry Ellis >> present. >> Miss Montterroso >> present. >> Mr. Relini >> present. >> Mayor Keefe >> here. >> Okay. >> First order of business. We have recognition. Uh no recognition this
tonight. Right. Well, if we could take Did you have something, Mr. Kingston? >> I thought you did, Mr. May. >> I do. Well, I think from all of us and if >> Well, that's why I thought you should do it. >> Sure. So if I can take a point of personal priv privilege, I did want to recognize the um rea uh the the joined efforts of the PTO this last week and
over the last few months there was a wonderful dodgeball tournament that all of the schools and a lot of the um staff participated in there was a lot big fundraising effort uh joint effort but it was really led by Jen Samino uh a parent but also someone who who
contracts with the city as well. She's a wonderful photographer. Her husband actually works for the Rivia DPW and he's a wonderful employee as well. But just overall super super job and I just wanted to thank I think the whole committee wants to thank Miss Samino and her her team for putting together such a
wonderful event. And I do want to compliment the amount of engagement that we saw from staff, faculty, um principles and of course the parents that were involved. There was not a parking spot to be found in the entire school parking lot at the high school which is means that there was thousands
of people in attendance. So wonderful job. Thank you Jen for leading that. Appreciate it on behalf of the school committee. >> Good enough John. >> Yes sir. >> Thank you John. And John reminding me to do this. So thank you John. >> Okay motion for the consent calendar.
>> Do we have a motion? >> Motion to accept the consent calendar. >> Second. >> Roll call. Yes. >> Mrs. Basella. >> Yes. >> Bronson. >> Rizzo. >> Yes. >> Mr. Kajiano. >> Yes. >> Mr. Damiano. >> Yes. >> Mr. Kingston. >> Yes. >> Miss Milberry Ellis.
>> Yes. >> Miss Montteroso? >> Yes. >> Mr. Rolini? >> Yes. >> Mayor Keefe? >> Yes. >> Okay. Student representative report. Who are? >> Uh, good evening all. I'll be delivering
a student rep report. One second. >> Okay. As always, we're in accordance with Massachusetts general law. Funka Hill Community College partnered with the RHS to host an on the spot admission event. Last week, BHCC admissions representatives met with students in the
LC to assist with completing applications and to share information about enrollment and selective programs. Nearly 55 students received on the spot admissions. Last week, representatives from local organizations, trade unions, employers,
and post-secary education and training programs visited RHS to help students learn more about different pathways after high school. The student center opportunity and inclusion community partnered with the NAM project to host an open community discussion about mental health. Peer
mentors shared their personal experiences with mental health struggles and earned an open dialogue with stu students. This discussion focused on mental health and its impact on rea community. Resources such as the mental health first aid in the NAM project were shared during the workshop
sports roundup. The RHS cheerleaders finished second in the Massachusetts state large co-air division. A goal they've been dreaming about all season. Next stop national stage in Orlando, Florida this March. The RHS girls track finished the GBL season with four champs in the 800 and
600. RHS boys tracks are prepared to head to nationals in New York City. RHS club report. Molly students are prepared for an exciting upcoming conference at Northeastern University. Another opportunity for students to showcase their public speaking skills.
Congratulations to our freshman novice Alpha Maya who will be representing Boston in the Gria National Tournament in DC for speech and debate. The Mock Child team made RHS history being the first to win in their district and moving on to the state semi-finals.
Thank you. That's all. >> Good job. >> Thank you. >> Okay. This [clears throat] is the position where we have public speak. Does anyone in the audience wish to speak or has signed up and or anyone on remote attendance?
>> No one in person. >> No one in person public speak. >> No one online. >> No one online. Okay. >> Motion to close public speak. >> Second. >> All in favor? >> So ordered. All right. Superintendent report. Miss Dr. Kelly.
>> Thank you, Mr. Mayor. Um we have several reports uh to bring to you tonight. A couple of them are from the Paul Rivier School is going to give a presentation. Um, as is Rivier High School. After that, we're going to have an update from the fine arts department. Um, and I had
intended to talk uh just briefly to the committee about uh an update to the state graduation requirements. So, I'll get to that in just a few minutes. But without further ado, I will invite Principal Coyle and his team up to talk to us about um studentled conferences uh
developing agency and empowerment. And I know that he's got a parent and some students and um they're going to talk to us about what the experience has felt like for them to be engaged in student le conferences and Mr. Coyle I know you'll give us an introduction of what
that means right to begin >> that that is correct. Yes. Uh good evening everyone. I'm Mo Coyle principal of the Poly River School. Um we'll get started as soon as the slides pop up but we're excited to share a couple of our students with you today. But then additionally some of the work that's part of our innovation plan. You'll
recall um just back in June or might even have been May that we were here presenting to you our new five-year plan. The center focus of that five-year plan is around um building student capacity with uh autonomy and intrinsic uh motivation for learning, navigating
productive struggle and self-monitoring skills. So really the theme of all that is around um ownership and taking ownership of your learning. So student conferences as you'll see and as my uh my colleagues over here are going to be able to share with you um talks a lot about building ownership for students.
So we are shared we are here tonight with Grace Aborn who is a grade five student and Demetrio Mumbaya who is another grade five student. They're actually going to go through the presentation that they gave to their parents uh when we had the conferences. We also have Owen Martell here who is a
grade five teacher and we are joined by Katie Aborne who is a parent and Anna Maria Ringone who is also a parent. They're going to be welcomed uh we we'll welcome them up if you have any questions for them about this process and how it went for them at the end of the presentation as well.
As I already started mentioning this is part of our innovation plan. Our innovation plan has many different initiatives that are part of it. This is the fourth initiative. when you go through the plan. Um the goal is that over the course of five years that every grade level will start to initiate or
integrate some form of student le conferences. Uh that's going to look different by grade level. This year we started with just grade five. Next year we're going to be integrating grade four and we're going to continue each year to add additional grade levels. U developmentally the kindergarten conference is going to look different than a fifth grade conference. So, we're
going to use the learning from each year to kind of build that down to be able to try to build student capacity and teacher capacity around being able to lead the most effective conference that gives parents the information they need, but still gives students the ownership we want them to have. Uh, we're doing this um actually the leadership for this
has been under the oversight of Mr. Owen Martell. He's a fifth grade science teacher for our school. He also um has made this one of his uh professional practice schools for part of the egg growth system. So, he has taken this on and been working handinhand with the family engagement um and support
committee at our school to be able to get this up and running and he's done a really great job with it. And uh the last part is the intended outcome again is around student ownership and then also for teachers and caregivers to better be positioned to see what our students feel like they're bringing to
the table and what they want to set for themselves for goals and and what they think that trajectory should look like. So, at this time, I'd like to introduce you to Owen Martell, fifth grade teacher. Thank you, Mr. Coell. Um, so as you said, I'm Owen Martell. Um, I'm a fifth grade social studies and science teacher at Paul Rivere. Um, we have been
implementing the student led conferences and they've been going really well. The main focuses of those have been the ownership of learning. So, giving students the accountability of showing their learning to their parents um, and not just having the teachers speak to what the students have been doing in the classroom. Um, and then another focus of
that has been the learning pit, which is something we've been talking about at Paul Rivere for two years now. Um, it's essentially just a visual representation of productive struggle in the classroom. So, it gives us gives the students something to reference um when they're struggling in the classroom or not
getting the answer right away. Um, essentially, you'll see a picture later and the students will be explaining what it is, but um, it shows somebody in a pit and using tools trying to get out of that pit in order to um, find their own way through a problem. And then finally, goal setting, which again is just more
reflection for them. Um, and they're able to work through some weak points they may have in the classroom. Um, and ultimately try to improve those throughout the year. Um, as I said, the conferences have been going really well. Overall, the feedback we got from the parents has been
incredible. Um, 30 out of the 53 conferences that we had were studentled. Um, and the feedback was unanimously positive. up there. There are some quotes um that we're able to get from a Google form reflection um Google form reflection. And then something that we
do want to work on that I'll get into when we talk about the next steps is just having more parents respond to that feedback survey because that was something we didn't really promote as much as we could have um during the conferences. If you could just continue next slide, please. Thank you. Um and now we have
Grace Aborent. Um, I'm Grace Abornne and um this is my fifth grade self-reflection um conference. Um the learning pit is where we think
about like the um problem and then we like think that oh this isn't this is harder than I thought and then we are kind of confused and then we use like
tools um to help us get out of the learning pit and succeed. Um my work habits are I observe class and school rules always. I am prepared for class with all materials always. Um
I am prepared for class with wait no I demonstrate consistent effort always. I take responsibility for choices and actions always. I demonstrate self-control always. I treat teachers and adults
respectfully always. I interact cooperatively with others which is kind of closer to most of the time. And I demonstr I demonstrate problem solving skills always. Um, think about your school year. What
is one moment that made you feel really proud of yourself? One thing that made me very proud this year was when I got 100 on my math test. This made me very proud of myself because it was an because it was a very important test and I am glad that I did
very well on my test. My teacher was also very proud of me which made me feel proud. Everyone gets stuck in the learning pit sometimes when learning something new. Um, one time I got stuck and/or frustrated
was when I had MCATs. This made me frustrated because I was scared I would get a bad grade. I figured out a way to get out of the pit. I got out by calming down and using all the knowledge I know and all the resources. This made me
realize I long as I >> I try my best I know I will be successful. >> What's one goal you have for yourself? >> One goal I have for myself is to read at least 25 books in this school year or
more. >> Um one thing I want to get better at in school is social studies. More specifically is my continents. I am good but not the best. [applause] >> How many books have you read so far?
>> I think like 15. >> 15 is a lot of books. That's amazing. Great job. >> All right. Nice job. Demetrio is up. >> Hi, my name is Demetri. >> You're like 10 beats all three.
Hi, my name is Dimitrio Ambuya. The learning pit is like a place where you get stuck on something and you basically just like do good on it and get out of it. [snorts]
I always >> so I have a hard time reading from far away. >> I observe class in school rules. >> Always I begin and finish my work in groups or by myself most of the time. I
am prepared for class with all materials. Most most of the time I demonstrate constant constant effort most of the time. I take responsibility for choices and actions most of the time. I demonstrate
self-control always. I treat teachers and other adults respectfully always. I inter interact with cooperatively >> cooperatively >> with others always. I demonstrate
problem solving skills most of the time. So, what's a moment this year you felt really proud of yourself? >> When I beat the fractions level on SCM math because I was stuck in that level for like three weeks [laughter] and I was proud because it was one of
the hardest levels I've worked on in in Stie Math. >> Great. And everyone gets stuck in the learning pit sometime. Um, describe a time that you were stuck and what did you do to keep going or figure it out?
>> A time when I got stuck in the learning pit is when we were writing an essay and I didn't know what to write and I read a friend's essay because we were sharing it and it gave me an idea to use it and
get me out of the learning pit. So, you work with someone else to figure it out, right? >> Um, so set a goal for yourself. What's your goal? >> It's right there. >> Gym and science because I I really like doing sports and I also want to learn
more about science because I'm really interested in space and astronomy. [applause] Um, so some next steps we hit on a little bit earlier, but um, we mainly want to up that feedback survey so that we can get more feedback from the
parents. Like I said, it was positive, but I think there's always room for improvement, especially as we're working it down towards the other grades. Um, going into that last bullet there, we are going to be training the grade four teachers to implement the student le conferences next year. Um, as we mentioned, it is going to trickle down.
It's not going to look exactly the same um as it did in fifth grade. And then finally, modifying that template to ensure accessibility for younger grades and maximize conference impact under time constraints. We've done that a little bit and we're going to be trying that in the spring um with a paper copy. Very similar. They're going to be
setting goals, reflecting on the work that they've done um and we're going to see how that goes because it'll also be interesting to have parents see their handwriting and their writing ability, not necessarily using a computer. So that does conclude our presentation, but like I said, we do have um we're all
welcome to uh questions. If you have questions for the students, for the parents, for ourselves, we welcome them. >> Sure. Two quick things. Um first, great job kids. You guys did amazing. [applause]
>> It's not easy to get up and and speak [clears throat] in front of people, is it? But you guys did it. So, however you come up with the tools to to do it, it's wonderful. So, kudos to you. Um, the other thing I was just going to say is that this is wonderful for the students and for the parents, but it also provides parents with, you know, the
tools to generate these conversations as well at home. So, um, you know, anytime that you you can extend the school um, atmosphere at home is always a wonderful thing. So, thank you. This is good work. Thank you so much. >> Thank you very much. One of the things that we didn't mention is that uh the
way the conferences were set up, there was still a few minutes at the very end for the parent and the teacher to directly connect as well. So, you know, we didn't completely eliminate the traditional model in that sense, but it was studentled and there was still that opportunity uh so that they could have that direct connection with the adult
adult to adult as needed. >> I'll I'll echo my colleague sentiments and I just wanted to ask two questions. one, what was the response rate roughly for the survey? >> Um, so I think we had I said 30 conferences, we probably had about 10
responses. Okay, so like I said, it was super low, but um we didn't give the feedback form right away. I think if we had either um like a paper for them to fill out or like a QR code for them to scan >> or even a Chromebook just with the form right there, it would be much better. >> I think all three of those would work
for me. Uh, and so I wanted to ask, so you're saying students fill this out on the computer and then show it to the parents? >> Yes. So we um present it just how it was here. Um, and they stand up and present it to their parents on the Smartboard. >> I see. Okay. Thanks,
Mr. >> Thank you, Mr. Co. That was my question. I was wondering if there was a time when the teacher could talk to the parent because it might be a tough conversation that you can't really have in front of the student. But I I appreciate the effort and I think it's a great idea. Thank you. >> Yeah. And one of the things that um this was not my idea. This was the team's idea and the committee's idea was that
parents should have to opt into it at least as we're starting out right now. So we did give the choice and that's why 30 out of the 50 conferences that were held were done in this format because those parents had opted in for it. But then the other ones wanted a traditional conference that was not studentled. So we gave that grace and we gave that
respect and were able to accommodate both needs. >> Thank you Miss PSella. >> Hi. So good job kids. I'm really proud of you both. I mean, it was amazing just like everyone said already. Um, but kudos to you guys because I have to tell you, I was at a um PD today on special
education and basically the takeaway is they want students to start leading their own IEP meetings because it's all about speaking for themselves, right? So, it empowers the student and it brings in ownership, accountability, responsibility, self- advocacy skills
and resilience. And these are so important. these skills are so important and we kind of come away from them when we're buil when we're um you know in technology all the time. So this is awesome and kudos to the parents being involved in pushing this. You guys are fantastic. This is great. Thank you.
[clears throat] >> No, I'm just going to say last night I was trying to do something at home. My husband came in and I was getting really frustrated. He goes, "What are you in the learning pit?" and it was like [laughter] I think I heard those words before. So
I'm going to take some of your knowledge and bring it back home and finish my project. So [clears throat] thank you very much. >> Build that resilience. Build that resilience. >> Mr. Kajiano. >> Thank you for that presentation. Just want to ask the students each one
of is what is the one thing you took out of this conference that stands out >> that it's just like you know I know I know your hundred stands out but >> is there anything else you felt that you really took away from this conf these
conferences? Um, I think what I was proud of and maybe the learning pit, I think, cuz that's like really important to me cuz it kind it really helps me when I'm
stuck in something. [laughter] >> Thank you. So when you think through this whole process in doing a conference and having to present to your mom uh what's >> like I said does it motivate you to want to go to school more do you feel that
you with interactions with your students was you know a lot better now or increased? Yeah, I think it's more better. >> Okay, >> what's what's more better? >> Let me ask you this. Um, what did it feel like to have to do goal setting? At
the end, you made a goal for yourself. I know part of it was about gym. Not a bad idea, right? But then the other part was science if I'm right. What's it feel like to think about goal setting? Was it was it exciting to think that you of coming up with something for yourself? >> Yeah. [laughter]
>> That concludes our presentation. Anybody [applause] else? Sorry. >> Thank you, Mr. Mayor. Nice job, kids. Uh, I actually have a question for both of you. Um, what is your best advice for your fellow
students at the Paul Rivera or any of our schools when maybe they don't even know that they're in the learning pit, how to climb out of it? >> That's a good one. >> Um, probably to like about their resources and what the question is
asking because sometimes one time I wrote a whole essay about a question and then I didn't read the whole thing which was like about the feelings about their futures and I just wrote about their feelings. So then I had to redo the whole essay cuz I
didn't read the whole part. So, they should probably like read and make sure they like scan more than once. >> When you when you think about resources, what are some examples of resources?
Um, >> Miss Martin, >> I usually think about races for essays because that is really like I keep like a thing in my folder of star and races
and I also like to have like um different resources about like writing like um I have a paper of like all the like correct ways to remember like something that maybe kind easy to forget. One thing for me is like putting
the commas in front of when you start a quote >> cuz that I always forget that. >> Right. Yep. >> Me too. >> Probably restating the question. >> That's a good one.
>> Yep. To be able to get into the answer. That's good. Awesome. >> Thank you. >> Thank you. >> Thank you for the presentation. I was hoping to see the parents up here. I think that their their support of their children was probably really really helpful. But the confidence that you
instill you you can be a Zoho Zoha in a few years up here with confidence to speak in front of large groups. It just keeps building. So good job at fifth grade. It's very impressive. Good work. >> Okay. Thank you. [applause] Uh the next item on the superintendent
report uh Mr. Mayor is an update from Reier High School and uh we have principal Bowen and deputy principal uh St. Lauron here um to present anybody just the two of you. Yeah. Okay. the juice.
>> Hi there. Thank you for having us. Um I'm excited to come tonight with Shay to present out on a few different uh items that we spoke about actually earlier this summer when we were here. We've been trying to give these updates sort of every six months. When we were here this summer, um we shared a little bit about the work we're doing this year for
career concentrations. Going to have an update on that. Um but I think more excitedly um some very interesting exciting work we've been doing this year to prep for next year um the next phase of these career concentrations. So we're going to dig into that a little bit. Um we also have um some information for you
about our work um in our standardsbased grading world and the way that that work syncs with some of this uh career concentrations and program of studies development. Um, and we're going to close out with um some information about a structure we have uh we want to propose to you next year um for sort of
a teacher leadership structure um that we want to bring bring to you for consideration. >> So those are the three the three things, but we want to we thought it would be great for some of the new committee members um to hear a little bit of the work we've been doing and I think more interestingly where we're going next
year um to see where we've been. Okay. >> Hello everybody. I'm Shay Staint Lauren. Nice to see you all and nice to meet those of you who I didn't get to meet earlier this year. I'm going to start by talking a little bit about our career concentrations at RHS. Um Chris
presented earlier this summer and so just to recap what a career concentration is is essentially a major or pathway that we like to offer um to our students in an elective um set of learning experiences. And so up on the screen you can see we we've built a
formula for for what we think that can look like. And so what that looks like is students choosing to op opt into four course choices in their concentration area of an elective. And I'll map out what those are in just a minute. Um capping those four courses off with a
senior capstone experience which I'll walk you through in a few minutes. Adding in an internship service experience, work study experience, something that extends them beyond the classroom into our community. thinking about connecting it to clubs and extracurricular activities such as DECA,
model UN, robotics club. There's many, many more we could list. Um, building a competency aligned portfolio to demonstrate their learning experiences along the way and show evidence of of the work that they're putting in. Capping off with a final presentation their senior year in a senior showcase
and then receiving an RHS certificate of completion on their transcript to show all of the work and recognition that they deserve. So, some of the concentrations that we offer this year, we started off by launching our robotics and engineering career concentration. And as you can see
from the photos, it's going extremely well. We have about 30 students in that cohort. We have a team of dynamic, collaborative teachers that are working together to really give an authentic experience to those students in that space. So, we're really excited to
continue with that. Next year, we're going to be um starting and kicking off our hospitality, business, and entrepreneurship career concentration. We're really excited about that. We'll also be launching an AP business course, which is new to our program of studies this year. And we're going to be
offering an RHS DECA chapter, which is also new to our high school. So, for those of you who aren't familiar with DECA, DECA is an inter international business and marketing club that um offers regional, state, and national conferences to students through business competition and real world experiences.
So, we're really excited to bring that next year. In the 2829 school year, we'll be bringing in our marine science and environmental sustainability career concentration, education and human services, and biomedical and health sciences. So, we're doing the work behind the scenes to start to get those
courses in our program of studies and expand upon them as well. >> Shay, can I jump in for just a second? >> Please do. >> So, I just want to for for the new committee members, um, developing these career concentrations was part of our design for the new high school. And so,
the high school team has been working on, as Shay just described, mapping out what exactly is a pathway, what does it include? And then um the subjects of the pathways are based on the work that we did um with the Metro Boston I'm going to forget the exact name of them. Do you
remember? Um >> MAPC. >> MAPC. Yeah. Um which which identified what the big um fields of um work are going to be in the future in this area. That's how we decided what the career concentrations
would be. Um, so all of that work from when we started the design of the new high school back in um, 2016 and submitted our first application to MSBA, we've been uh, refining and developing these ideas since then. So, we're really
excited. Thank you for that. So, the next thing I'm going to talk a little bit about is our capstone program, RHS Capstone. And we'll be implementing this next year in our upcoming school year. We're really excited about it. If you've ever heard of Capstone, um, some people refer to a
Capstone as a project. We at RHS are referring to it as a year-long interdisciplinary performance-based learning experience for 12th grade students. Um, we're going to be using uh an instructional model that we refer to as discover, design, and deliver. And so
students basically choose a topic of passion or interest. And they go through the discovery phase of really understanding primary and secondary research in connection to an essential question that they identify. And they go through that discovery process of learning as much as they can about that
topic. They go into design mode when they take all of that information and they do something with it. They design a solution. It's a hands-on approach to learning. and then they go into delivery mode when they present their narrative and their findings to a community audience. And that's through a TED talk
style presentation and community poster session. Um it's really a vehicle to to connect all of the wonderful things that they've been learning in grades K to 12 and find a way to to identify that topic um that they really care about and connect it to the standings and learning
targets that they need to graduate and have some real world transferable skills. And some of the skills that we'll be targeting in in this program are critical thinking and problem solving, inquiry and research, collaboration and pro project management, self-direction and ownership. Um, and we're really really
excited to be working with a team of educators to start to develop this. Um, just a couple of months ago, Dr. Kelly invited a small team of us to visit Maynard High School and we got to experience their capstone program and we all left feeling really inspired. Um, so
we're really excited and thankful for that opportunity. Next week I'm bringing together about eight faculty members to start the design work that goes into um, building a capstone program and next year we'll be inviting you all to some community presentations and we're excited to launch our f first cohort in
the fall. >> And now Chris is going to jump in with some standardbased grading updates. Um, another focus for us next school year will be the launch of our standardsbased grade book um that we
have spent several years really refining and building um for teachers, for students, for families um that sort of just four things that are outlined on this screen. Um we'll be at a place next year um where we have a uh platform on P school where the way teachers are
scoring and grading students um helps them score um not just points for an assignment um but rating students on the skills they've demonstrated on the particular learning outcomes of that course. We've agreed on what those are across the entire school for core courses. Um that leads to the next piece
where all courses of the same um course or all sections of the same course will have a consistent grading expectation across the school. Which means that if I'm a student taking Danielle's course and another student, a friend of mine is taking Sha's course of the same course. The way we're graded, the standards
we're working towards, the way our final grade A+ down through F is reported comes from the same exact learning outcomes that the team of teachers has agreed on. Um, and that is huge for consistency, for equity, for our ability to intervene when students are
struggling and have real um real good transparent like learning targets that we need to either help students advance from or perhaps support them get to. Um, and there's consistency across all courses in this. Um, we've got a lot of work we've been doing over the past few
years. This year specifically, we've been in the test server side of P school, which helps a team of teachers, one from every core course, really play around with what this platform looks like. Um, on the teacher input side, on the family side, on the student side,
students still get the the regular grade they're used to getting, like an A+, a B, a B minus, whatever that is. on the on the kind of input side, a lot more clear data on where that A B C came from. Not just what assignment did I miss, but what content do I need to show
you? I know to up my grade. Um, in a very consistent way across the school that makes it uniform. So, we're no longer having to navigate four teachers grade books and understand where those grades come from. there's a consistent way that that grade is calculated in a way that everyone understands colleges,
scholarship committees, families, but is a lot more clearly tied to the learning targets of that course. Um, so we've got a whole sort of implementation plan this spring time for faculty, time for students, and then time for caregivers to understand what that will look like for next year that will continue into
the summer and into the fall. Um, but I think one of the things we're really excited for is we think about the kinds of learning experiences that Shay outlined in that capstone course. How we grade in a course that is so interdisciplinary that pulls together so many kind of innovative approaches to thinking about student learning a
traditional way about thinking about just grade about grading in a very traditional way like doesn't fit the kind of ways we want kids to experience school. Um, and so we're we're really excited about the work we've been doing and we feel like we've learned a lot over the past several years and have a
platform and a process and a and a plan that sort of meets all the struggles that we've had and really sort of fixes them um to make standards rating something that is meaningful for kids, for families, for teachers. We're very excited about that. Um and lastly, we are um really thinking
about as we start to launch and roll out a lot of these um things that we've been talking about for several years. As we talk about the new high school, the new high school coming along. We're that's coming soon. And there's a lot of teacher leadership that we want to start
creating, a lot of opportunities to create teacher leadership um to help build out what these pathways, what these concentrations, what these initiatives look like. Um and so we we we've presented to Dr. Kelly and we're sharing kind of an overview tonight um a structure that we have uh for
departmental leadership. And so um we've been rethinking a little bit about how we um use our uh time with faculty um both in terms of our collaboration time um in Monday Tuesday mornings to really think about um how we embed departmental
teacher leadership to move things forward. At a high school as large as ours, we are organized in departments. That's the kind of organizational system that we have. And we've been really thinking about how we build out these teacher leaders through a lead teachers. We're calling them that would receive not only just a stipen that is in our
RTA contract. Um, and we've figured it out in a way that is sort of costneutral knowing that the budget situation is is what it is. Um, but also builds in time to those lead teachers day. Um, where they teach their classes and their teachers just like every other teacher. Um but they have one period where um
they have departmental time that is very structured and is working with our deputy principal with Shay to think about the leadership moves and needs of those departments. Um but that builds into their day time to get that work done and collaborate with their colleagues to really support teachers and to bring teacher voice into the
implementation of lots of the work that we've been talking about for several years. And now the rubber meets the road and we we we are trying to position ourselves with a team of teacher leaders to really help us kind of make all of this actionable. And so we're we're excited about what that can do for how we move some of this work forward.
>> So if I can just add to this, please >> um this this piece about lead teachers is still in the design phase and we still have work to do um with the teachers union and with others to fine-tune this. Um I know uh Chris is calling it costneutral. It actually in a
way saves us a full-time teaching position. Um, and where that comes from is currently the high school has six full-time full release coaches. One of the things that we're looking at carefully in this budget change is
whether or not we can still support those coaching positions. Um and so one of the things that we had talked about was um if if not all but some of the coaching positions go away, how do we we
how do we still support the work that they've been doing working with these different departments? Um and and so we've been kind of playing with numbers. I'm I'm not promising anything, but just kind of generally speaking, if we were to take away four of those coaching
positions, um right now the coaches have full release, whereas the other high school teachers teach three periods and have a prep. So in in essence, if we have four teachers who are not teaching three
periods a day, that's 12 teaching blocks that we're absorbing into the other classrooms. If we were to and and I'll say that even even at that, we don't have a fine arts coach. We don't have a PE or health
coach. So we've got a number of disciplines that are not even covered with a teacher leader at this point. Um, I know the model that Shay and Chris presented to me last week and that we've been talking about and trying to fine-tune, um, would have maybe nine lead teachers
and each of them if they had one department block. So, they'd be teaching two periods, they'd have a prep and [clears throat] they'd have a department block. That means we're only really absorbing that department block. So, for nine people, that would be nine teaching
periods instead of 12 teaching periods, which is basically the equivalent of a full-time teacher who teaches three periods. Do you get my math? Does that make sense? Um, so that's kind of what we're looking at. It's not finalized. As I said, we still need to work on it, but
I do think that it's very important, especially in a in a school that is the size of this high school, that we don't just think we can eliminate all of the teacher supports that we've had over these years. We still need to think about ways that we can have teacher leadership and and build teacher
supports into the school day. Um, you know, when everybody is is working together. So, I'll just add that context, but thank you for bringing that online. Thank you. I'll take any questions anyone has. >> I feel like I have a lot now with that
comment. Uh so I'll just so first to start off with the concentrations. My first question is in what grade do students enter the concentrations? >> They can start in grade 10. >> Okay. And then is there a cap to how many students can participate in the pathway? Nope.
>> Is there any selective criteria for students? >> Not yet. No, we're we're in the very beginning phases. We want to create entry points for every student to be able to personalize their learning experience. And so, right now, we're in the, like I said, the design phase and trying to find a formula that works in a
sustainable model. >> Um, the long-term goal is that every student will be in a pathway. >> Okay, great. >> Every student will pick a pathway ultimately, but we're still figuring it all out. Yeah. >> And I think I just wanted to echo like my support for the standard based
grading. I think at one point or another, I've always heard an A in one class may not be the same as an A in another class. And I think something like this doesn't just have consistency, but it ensures there's high expectations for all students across all classrooms.
Um just, you know, going beyond any bias that might lie within educators if there is any. So I think I think that's really great. My question for that was what is teacher buyin looking like to change into this system? >> Yeah, I mean I think that's one of the things that we were um very excited
about. Um we pulled together this uh group of uh faculty members, one from every core course that was part of a uh a feedback group that got to actually play around with and practice in this grade book. >> How many teachers?
>> There were over 20. Um, and there was one from every core course team represented, which matters a lot because it's kind of getting feedback from colleagues in in their courses. And lots of the questions and and um things that came up were sort of uh technical questions that come about down to
implementing in the department. What does this look like in my course, in my department, and where we are in relation to the school's goals? Um, uh, there was not um what I would call like philosophical opposition to thinking about standardsbased grading. And I think in other iterations of this work,
sometimes that has come up. Um, and I think we've done a lot of work over the past several years to be grading in standards aligned ways. That's work that different courses have all been doing. Now we're at a place where we're able to be consistent across those courses within departments and I think that has
to do with sort of the work we've done over the past several years to get ready for this. >> Okay. Thank you. And my other last question was, what is the the polls you're getting from teachers on the possible elimination of coaches for the creation of a lead teacher role?
>> Yes. See, I guess I I sort of see those as two sort of um parallel tracks, right? We we tremendously value the work that our coaches do. Um we are in a spot where instructional coaching, working with teachers on their practice, on the way that they're delivering instruction,
they're grouping students. Um, sometimes that work instructionally has gotten pulled and because there's support for assessment, there's support for curriculum development, there's support for some of the tasks. And what we're trying to do is sort of tease those out a little bit, saying that instructional
coaching, supporting teachers on the instructional practices we want to see at our high school is one body of work that we value and we need um, and we need that support of our coaches to to move the school forward. And there's other departmental leadership needs that come up. um moving the departments
towards these goals that are sometimes pull coaches away from coaching because they're doing other departmental work. And so we sort of see these as two parallel routes that we need instructional coaching and we also need departmental leadership at the teacher leader level to help um get some of that
work done. And so I don't know if that answers your question. >> So if I if I can in an ideal world we would have coaches and lead teachers, right? >> That's what I was going to say. So, I've heard of the lead teacher concept. It has great success, but I've only heard of it in districts that have coaching
positions because like you said, co coaches do a lot more, right? Like I needed my coach to help me find resources sometimes or sometimes I had a student that needed extra support and my coach would go into the classroom do that extra layer. So >> we do we do still have a mentor program
>> and so every new teacher in their first year has a has a mentor who's assigned to them to do >> more of those kinds of pieces. Yeah. And the lead teacher would be a little bit of a bridge between what the handful of coaches that we have right now in those
hand in those disciplines. >> Yeah. And I mean I I needed it beyond my first year even beyond being a first teacher. So, I think I just I think this conversation is going to bleed into a ways and means conversation, but I just want to share that I am cautious of any
conversation where I I would like clear details as this continues to unfold on who takes on all the other parts that the coach does because a coach does much more than just what's in the description of what a lead teacher could do. And we can save that, but I wanted to make that
very clear. There's nobody else. >> Could you just I I I'm I think I have this but I just want to make sure I understand. Please >> can you can you just paint the picture for me again with the input and the output? >> Yeah. >> Okay. >> Absolutely. So um >> let's start on the output wise in terms
of like what you see as a parent. >> Y >> we'll start there. Yes. So uh your daughter is taking a math class >> and let's say she you look into power school and she has a B+ in that math class. Um that's what you see, right? She has a B+ in that math class. If the
question you want to know is what does she need to do to get the A. >> Right now you look in like you look into P school quick lookup is what we call it on the teacher side, but you get to see the assignments and all like you see a list of points that they earned and you need to decipher well how many points was this assignment and how many points
was that like and what was missing or what needs to be made up or what needs to be revised, right? Um what you'll see you'll see you'll still see all of that what the assignments were >> on one screen and then you can toggle to the other screen and more importantly see what content what learning outcomes
did those assignments cover and which ones were rated a little lower that is contributing to the B+ versus the A. So, it's less about, oh, I need to make up five points on this one assignment I did at the end of February and stopping kids from thinking about what do I need to make up? What do I
need to do? What do I last need last minute need to get done? And saying where's my grade come from? I'm taking a math class in nth grade year and we cover three things in the fall. Solving equations, writing equations, and modeling with equations. So, now the kid
is saying to the teacher, not what do I need to make up? I see my score for modeling is low and I have a C. I want to get at least a B. What do I need to show you about modeling? When's the next time I get to show you that? And the parent, the guardian can look on P
school and see my kid has a B+. These are the assignments they did. This was what was not completed. This was what was missing. >> They did everything. And then can toggle to the side that says, okay, but what are they actually learning? >> Yeah, >> these are three or four learning outcomes, standards, right? learning
targets that we have each of those contribute. So in an old system quizzes count 30% and tests count 50 and homework might count 10. Here what we're saying is well solving equations that counts 10% of algebra 1. The modeling piece that counts 15% of algebra 1. So
they get the score for the content they're learning over multiple opportunities because that same skill is assessed not just in that first unit on that one assessment, right? >> But all through algebra one. I'm using that course as an example. So from the parent side, you get to see both, right? You get to see what's the traditional
grade my my student gets the B+. Your transcript is going to look exactly the same, algebra 1, B+. On the input side though, when you actually dig into P school to see where's this grade come from, you, the student, the teacher have a lot more clear data on what topics
contributed to that grade and where they need to focus their energy. Um, in addition to the work that they did, >> right? So, what's all the fuss? >> I I mean I remember hearing so much fuss about that you like, you know, you're doing away with the typical ABCD, but
this sounds like you were having everything. >> Yeah. >> With a deeper dive into what what comprises a woman. That's the first thing I ask my kid. Well, what do you need to do to do better? Like ask get comfortable asking your teachers what it is that you need to do to do better. And I like the idea that I can go on and see it for myself as a parent, but I I guess
I'm I feel like I'm missing something because >> I I I think one of the challenges when we were trying to roll this out, we wanted to it to be a continuation of what we were doing at the elementary and then the middle school level where you would get a a standardsbased report card
that said uh using Chris's example like um the solves linear equations uh exceeds expectations >> EC but not that he's present presenting now >> and this is this there were some structural challenges around that such
as a lot of scholarship programs and and other things wanted to know what's your GPA well if you're getting grades that say exceeds expectation there's no numerical GPA associated with that so we it it took the learning curve of going
through both to come up with a parallel system that meets the needs of both it tells the parent and the student exactly where they need um to work or exactly where they're excelling. Um, but also tells the colleges and the universities and the scholarship people
>> what this would look like at some other high school. >> Yeah. Great. This is good. >> Thank you for your presentation. One thing I wanted to which stood out uh on one of the new programs that you're introducing is >> DECA. >> Okay. So, uh has you put it out feelers
to the the students yet or anything like that? is >> yeah so we have a lot of students taking our business classes we have a great robust um series of options in our program of studies and so we have been talking to some students um I don't think we've ever been a DECA chapter I'm
not sure and so we reached out to the DECA board of Massachusetts and have applied to be a chapter next year and are excited to market that to our students and onboard some staff to lead that work um so we're really excited to get started >> no because we have it at the vocational school and it's okay. Extremely
successful and they come up and give us presentations. They even got blazers with the the dec and they're all walking around with their blazes and everything. It's a great program. The kids really enjoy it. >> They do. Yeah. I've worked in schools that have had it and um was a DECA adviser myself and it was really
promising for students and great real world world experience for them as well. >> Oh yeah. Yeah. >> They enjoy go going to competitions and so on. >> Thank you. >> Awesome. >> Yeah. Uh thank you principal Bowen and deputy principal Shay about the
presentation. Can you tell us more about other districts or other schools that been successful at this not in the design phase but they already in trenches doing it? Um >> what specifically? Sorry. >> Uh how that successful like how this program is successful already with like
I think you mentioned Maynard High School. >> Oh Capstone. Yeah. So um I have had experience leading Capstone in a couple of different schools. Um, in one school we did it in grades 5, 8, and 12 in the transition years for students. Um, and in my past school it was just grade 12
and um, students have the opportunity to choose a topic of interest. So right away we have them hooked into their learning and then they go through this deep dive of learning research skills and presentation skills and communication skills um, along the way problem solving with peers and teachers
being more like a facilitator in that space than a stand and deliver. Um, so it's a very inquiry based experience for students, very successful. Um, what I've always loved about it is every single student has a different topic, so you never hear the same thing twice. Um, so
one of my favorite stories I like to tell was there was a student who wanted to restore his grandfather's 1957 Ford tractor and he didn't love to write. Um, but he went through that first discovery process that I explained where that he had to do a literature review and he had
to dig into to some secondary research. Um, and he presented to a community panel, but then after that he went and he restored the tractor with his grandfather and that was his design phase. and at our showcase um in the spring, he and his grandfather drove the
tractor to the youth community space um that he presented in and he had this beautiful presentation and and an awesome story to share um that was very authentic to him and his learning experience. So, I have many stories I could tell and you'll get to hear it from our students next year. So, we're
really excited. Yes, >> thank you both very much. Exciting work. >> Um the next um presentation on the superintendence report is from our fine arts department. Um the RPS arts update and our director of fine arts um Kelly
Williams is here to share that with you. Welcome, Kelly. >> Thank you. Um welcome to our new members. I'm Kelly Williams. um for those of you who don't know me and I'm the director of fine arts. I'm just here to give you a little bit of update of what we've been um doing this year. I always enjoy making this presentation
and every as I start to work on I'm like, "Oh, I forgot this. I forgot that." So, it's not everything we've done, but it's definitely um a handful. And I wanted to start a little bit with some RHS um arts data update. Um specifically I I this just shows over
time how our arts have grown in that hire. Um in 2023 24 was my second year as director. Um so that's when we did make a lot of changes to our program of studies and um we now we're you know we're coming down a little bit but in terms of um the push
of how many students are now enrolling in the arts at RHS and wanted to highlight you can see on the pigraphs like the blue is the visual arts um the music is red and theater is the yellow. Um, but something that I'm really proud of and I think that has um really been
wonderful and a great addition to the building is that a lot of our ninth grade students now have access to enrolling in these electives whereas before they were their schedules with the four block were um pushed to junior and senior year getting more time for electives and now um we've become a
little bit more flexible with that. So they're enrolling in electives sooner and this year um we've increased by a lot. Um, so we had like 957 students enrolled in the arts um like precoid and
then um as of this year we now have um 1,236 students enrolled in the arts and for our um you know four years ago we didn't really have any ninth graders in the arts but this year we have 369th grade students participating in in the arts
electives and the second pigraph just shows how that spread out. So we do have more visual art course offerings if you um than we do theater and music. So if you want to go to the next slide. Um I just for our new members wanted to kind of talk a little bit about um those
changes that have happened over the past four years to our program of studies and and why we are seeing these increases as well. But um so in the music department we offer students voice nine. So those are for ninth graders, band nine, music production, intro to voice and choir, um
intro to piano, intro to guitar, and advanced music. So those are our music offerings. For theater, we have theater 9, theater 1, theater 2, tech theater, and dance. Um following falling under theater as a performing arts class, which students can take also as a PE
credit. Um so if they really don't want to take um gym courses, they can take dance in um to meet that credit. Um and then for our visual arts, we have basics to art nine, foundations of art, AP art and design, illustration, draw paint,
sculpture, Photoshop, graphic design, digital photography, intro to fashion design, ceramics 1, ceramics 2, and unified arts. Um, so I just wanted to list those for our our new members of what uh we are offering for the arts here at the high
school. And um on here I put some pictures from our fashion design class which was in my second year as director something when we surveyed students what they're looking for was um dance was one but also an intro to fashion design class. Um, we did have a visitor from
New Balance, a friend of mine who went to school for merchandising that came in this year and talked with the fashion design classes about the different jobs they can have in the fashion industry such as fashion merchandising, not just fashion designing, but designing, merchandising, buying, um, even, you
know, branding, photography, all those things that go into the fashion industry, especially because there's a lot of companies around here that are um, based in in the fashion world. So, we talked to them about that, which was a a great highlight. Um, I also want to just, while we're on this side,
highlight that we do have three seniors that were accepted to Mass Art. Um, which is an increase we don't normally see as many students choosing out of rearview high school to go to art school or even applying. So, we did have in Mass Arts, a very competitive art school to get into. So, we did have three that got into there. We have um one student
accepted to the museum school, which is affiliated with the Museum of Fine Arts in Boston. Um, and then we do have one student who has attended I mean, who was accepted to Salem State University for theater tech and just, you know, over the past two years has um decided that
that's the field she wants to go into in helping with our musical. Um, so that's exciting news. Um, we have our RHSR club has has really had um a growth this year. The club now offers leadership leadership positions um consisting of a
president, a treasurer, and two public relations members. Um in first semester they did a um hosted a drawing day in Boston. Um some school beautifification projects and some a card printmaking workshop. Um for this semester they have
planned a field trip um to do a college tour of mass art but also to visit the Museum of Fine Arts Boston. Um in the past they have gone to the PBS Essics Museum. Uh they're also planning to do another drawing field trip. They're working on a button fundraiser um and a
mural project that's tiles. Um also working with the ceramics club. So we also have an art club and ceramics club. Um this is just our ensembles. So um just just four years ago we only had the rock ensemble. We now have added a jazz
ensemble, a pop ensemble, and the rock ensemble. Um and you can see our numbers in all of those ensembles are also growing. Um, so we have more places for our music students to go and to um, express themselves and and and grow. Um,
we did have a wonderful group of um, six of our seniors. Um, they reached out to myself and I put them in touch with Miss Furrier, who's our music teacher at the high school, um, looking for students that we thought
exhibited um, high honors in choir and singing. So, we did represent really well when we went. A lot of it's it was a small group and a lot of them were from River High School and they spent the whole day at Salem State where they um got to take classes in voice. They
got to work with the the faculty there and then um all the entire day and then that evening had a concert that um Miss Furer and myself also got to attend and it was it was really really wonderful. Um Enemy of the People was our first play back at RHS. I don't know when the
last one was. I know it wasn't 30 years plus like the musical we we added. Um but for the play I would say at least the first play in 10 years. Um so we did do a fall play. So that was great. We had sold um almost 300 tickets for that
coming up soon which I was going to bring the whole cast to sing to you today but then I thought I'd get in trouble if I tried that again. And um >> well I did that my first year and we took up the whole meeting. So um maybe next year. Maybe next year I'll plan
>> someday or is that >> Yeah, that was I was taking too long. So, I didn't bring them because they're actually really busy rehearsing the set. Um I was actually helping them paint the set today. They're really coming along. Um so, we do have Mama Mia coming up. So, I hope you can all all attend. It's April 9th, 10th, and 11th. Um it's a
really special group of of seniors because they did start this program with us from um when I became director and now they're seniors, but also bringing back the musical theater. Um, so they're they've been dedicated and it's it's their senior show. Um, we had a really
successful event also, River Sings. This was um a professional practice school of our one of our music teachers at the high school, Nicole Furrier, where she organized and reached out to all our middle school music teachers as well as this year um we invited our rever youth singers, which is our our youth singing
group. They um performed. We had over a thousand people attend. So that was a wonderful event. And then coming up, the Rivieru Singers will also be performing at our district art show um celebration which is on April 15th at West River. I'll send an invite so you don't have to
remember, but um our River Singers group numbers have grown from 94 students our first year when we started the group to 150 students participating this year. And that's fourth and fifth graders across the district. Uh we had a wonderful production of the Lion King last week where 60 students
were um participated in part of that production. >> Very cute. >> And um over at SBA, we also had a theater production this year. We had Spongebob the musical where 70 students um so a really large number. Our numbers keep growing in theater which is
wonderful um participate. And this year the um SBA drama club is going to be our first um theater club that's going to festival the middle school festival. So that's coming up on they'll on Saturday they'll May 9th they'll travel to Lynfield
Middle School and compete um with a their the play that they're doing is Espironza Rising. So they've been working on that. Um and they will do a small um benefit show the day before at 5:00 [snorts] at SBA if you want to come and attend. and that's what they're they're bringing to festival. So, it's
really exciting um for that to be happening for us to start to compete compete in theater. Um then also at at SBA, we really did a push this year. The rock ensemble has grown. Last year there's 23 students. Um and now this
year we have f 55 students. So, um Garfield, same. The rock ensemble um is up to they have 141 students that are participating in that. um their choir group will have a spring concert. Also participate in River Sings. They did a
new um schedule where ch students are choosing electives and two um special electives they could choose from were ceramics at the middle school level and a digital drawing class where they're learning um to draw on iPads and um making digital art which is which was has been really popular. They also had a
musical and had 70 students participate that was into the woods. Um and then RMA saying things are similar things are happening. Um except somehow their course was really large this year. All sixth graders um in terms of scheduling did take course. They all came to
perform at River Sings. It's a really large group but it was really impressive um to see. Uh and they're putting on High School Musical which will be next week. So the next slide is their poster for that. And then we have um expanded our music option there to add a pop rock
type ensemble um to help with the alignment in the other middle schools but also coming to the high school. So they have their long-standing percussion ensemble that's been there forever and now they have a a rock pop type ensemble as well. And so this is their high school musical um next week Thursday and
Friday. If you want to come just let me know. Um, so overall like our theater programs have been doing really well. We have had over 300 students participating in theater routs this year across the district. And with that comes um a
summer program that we're going to be offering for students and that's going to be based around performing arts, music, theater, dance and we're going to open it to grades four through 12. We did pilot this last year and it we did mostly just musical theater, but um we had 60 students attend. So, we're hoping
um we'll have more this summer. It'll be hosted for Monday through Thursday um in July, the three three weeks in July. More information will be sent out to parents about that in the next couple weeks. >> And I think that's it for me.
>> Thank you so much um >> for everything you've been doing. I I've seen it firsthand. I've seen it because uh my sons were on the GMS uh slide. Mikey was up at the top playing the guitar. >> Oh, he was amazing. He had a whole like Yeah. I didn't know that he was your
son, but he had a whole like jump in the middle of the song and I was like really [laughter] impressed. I was like, "Wow." >> Tapping into Van. >> Yeah. Yeah. >> Um and then Joey was in the bottom because he was in in the woods. >> Oh, awesome. So, thank you for everything you're doing because the trickle down is that my kids are involved in this kind of thing. And the
fact that they have the confidence to be able to get up on stage and perform at that age, I I think back I couldn't have done it. >> Agreed. I was an athlete. I was not into um the arts at all because I think I I think even if it was offered to me, I don't think I could. So, you're building
this confidence in these kids and it's incredible. I've seen a change in in both of my sons through the rock ensembles and uh Joey with the drama. It's just been insane. And watching the girls and you know you were talking about the seniors doing this last play, the mama mia. >> Yeah.
>> The eighth graders that finished this in the woods with GMS. It was a very emotional thing because they had, you know, come up through and then it was their last thing and the um it was it was something to see. They create a community and and they build each other
up and it's just really awesome to see and it's really great that you've been running the show with all of this. >> Yeah, it's it's wonderful. I just I love my job. >> You've got good crew. You've got an awesome crew. >> My we have a wonderful team of teachers and everybody's very dedicated and works
extremely hard to bring them these experiences and >> um it is it is great. >> Um Rachel I just incredible. So all of you and putting all your effort in uh with her over at GMS. Incredible. So thank you very much.
>> Thank you, >> Miss Williams. I'd appreciate the invites because I hate to miss one. You know, I try to be there as often as I can. >> Um I would like to while I appreciate all the teachers and all the work that they do, I have to single out Mr. D. Benadetto for two reasons. one because
he's dealing with kids that much younger elementary kids and I'm amazed. I went to the show last Friday and I could not believe I could not remember that many lines if you gave me a million dollars. And the other thing um I was at the dodgeball game and I happen to look up and I look at the Hill team. Now he just
finished doing a production with 50 kids on stage. I think I'd go home and you know collapse but I saw him on the court playing dodgeball and helping the Hill School. So I just was very impressed. I'm always impressed with him, but I was especially impressed that night and I would literally went up to him and said,
you know, are you crazy? And he goes, oh, I had to be here. So, I appreciate the all of the teachers, but when he takes those kids at such a young age and so many of them and gets them to >> Can you speak to that? Um, I just to add, um, it's great and I love that the Hill has this and I'm I'm really looking
for ways and adding the summer program to expand that to the other elementary schools as well as, you know, so inviting the other elementary kids to come for the summer and to participate. But also, um, we do have a group, I think there's three teachers at the beach that have reached out that I've been in communication with this year. They are putting on a small production
of Wizard of Oz. Um, I believe they're just nailing down the date now. Um, but it's new and just starting. So, um, but I'm helping support with that. So hopefully it will like the theater bug will start spreading and we can have some elementary teachers want to run more productions. And then just thinking
about with the lottery um no longer that um those students that are in Wayland going to SBA and those students that are in Garfield going to Garfield Middle School um to start to think about how we could expand in into the other schools to to bring some more offerings so that
it's not just the Hill students that have access to that. Mr. Milbury Ellis. >> Yeah, I would just echo everything that my colleagues have said. You do amazing work and the variety of offerings that we have is like unbelievable and your enrollment numbers clearly speak for
themselves. I mean, when you do the comparison from just last year to this year and obviously keep growing, it's amazing. It's wonderful. This is all good stuff. I enjoy the shows. I mean, people I hear people talking all the shows long afterwards. So, I mean, and we look forward to going to them. So,
just keep keep it going and kudos to you, Miss Williams. Thank you, >> Mr. Limi. >> Yeah. Thank you for great work. I mean, I witnessed this last week with the Lion King. Now, I don't want to miss Mama Mia. >> You can't miss it. >> You can't miss it. It's going to be It's going to be It's going to be a good one.
>> Yes. >> Thank you. >> We're just going to all continue to give you your flowers because you deserve them. But, thank you. >> We know you go far above and beyond. And in times where the art is the first thing other districts are cutting, we continue to see it grow here. And having
that prioritation is great. And I still have legislators talking about having our pop and jazz ensembles at the state house. We had >> the speaker almost came out of it. We had legislators coming out of their office to do a little dance break in the middle of their day because they were hearing our students perform with the
grand staircase. It was just it's still a talk of the town and it really speaks to the work that you're doing with our community. >> And the students love it. I feel like they're happy. They come like at lunch they come down and they're h practicing singing. They're they're that's what they want to do rather than have lunch. So there it it's great. It's all
everything great. I always feel I'm you know I have the luckiest job because I get to come and report on such great things that are happening and and um how much growth we're seeing in in the students and um thank you. Thank you for your support. >> My daughter doesn't mind coming to the high school on Saturday mornings.
>> Yes. They've been rehearsing on Saturdays. So that Mama Mia is going to be is going to be real real good. snow. We have four snow days. We had to have add four Saturday rehearsals. So, but they they're here. They're here. They're doing it.
>> So, I had the opportunity to work with you for years at McKinley um and was always so impressed with the work with the students and how much respect they have for her. I know it takes a a large community to put these
all together, but with your insight and your knowledge, I have to give you great kudos for the work. Um, >> I mean, it's just wonderful to watch how it went from small to very large and um
the time you put in is amazing. So, Kelly, thank you for everything. >> Thank you. I totally I enjoy it. It really is. I enjoy it so much. Mr. Kingston, >> I just wanted to um note um I know Captain Malone from the police department. >> Oh, yes. I want to mention that too.
>> He's been helping out uh bringing the PAL kids to help with uh >> with um making the set and the stage and stuff like that. And I just wanted to thank him because that's you know, it's a little out of the realm, but he said instead of the PAL just maybe doing basketball or something like that, we're going to do other things, >> which has been great. >> And yeah, and I saw him with his I saw him with his tools one day and I said,
"Where you headed?" And he says, "Well, we're helping build a set." So, I just wanted to thank him publicly for that. Thank you. >> That's awesome. >> Yeah. all the police officers that showed up to help build boat enemy of the people set and then they've been here twice to help with Mamame Mia. >> Are the city kids helping at all? You said I know they help. >> Oh, the city lab kids are Yes, there
some are. We have some on crew and we have some in cast. Y >> Mr. Damiano, >> thank you, Mr. Mayor. Uh thank you for everything you do. Um it's obviously River is a budding theater community. Um I wasn't aware of it. >> Yeah, it it is. Um, so I actually have a
question about the other topics though. Uh, is there in your experience, what's the appetite for like a march for band for marching band? Is it is it growing? Is it >> um >> Well, so one one clarifier, the band that you saw listed, the ninth grade
band is uh like a guitar band, not not a marching band. >> Right. >> Right. I um I asked what the appetite was. >> Thank you though for the clarification, Dr. Kelly. >> Um that's a great question. It's kind of been one of those things that I don't know when the marching band went away at
RHS. I don't know when like I have no idea. I One of those things I want to do is find out when that happened. We do have the uniforms laying around. Um it's a huge undertaking and it's a very big expense. Um we do have a music grant that helps keep our music floating as it
is now, but um to add a marching band that's multiple positions. it starts in the elementary um pulling them to have lessons to build that. So, it's definitely something that's on my long term to do and and think about and bring back um some horn instruments, string
instruments, even exposure to it. Um partly with our summer performing arts um that's part of the goal is kind of to introduce kids to more of those types of instruments because I would love to see some form of of that um back at RHS.
>> Great. Thank you. because um I ask because I have two neighbors and one of them plays a standup bass and when I walk my dog like what's that? It's just so >> different than than what I'm used to hearing. And I said, "What is that
instrument?" And then she told me all about it. And her father told me all all about it. And that's not something that goes in marching band, but that's just something different that I'm not slowly like by adding the jazz ensemble was like student chose. We do want to hear what the students want. So we do survey them, talk to them. Um, a lot of
students last year did want jazz. So we did bring in a part-time jazz teacher after school. So we have the jazz ensemble now. Um but within that space um depending on who we have, what students and what their interests are, we um you know, we kind of go with that. But the jazz has opened up a little bit
to horns. Um we did have a student that that moved here and come with like skills with the flute. Um so we try to incorporate more instruments in that way. Um and kind of see how that's going. But by having three ensembles now, we are moving in the right direction, I would say.
>> Can I add one thing? Um, so I believe you've all met Erin Vander who is doing an internship with me through the Department of Education's Influence 100 program. Uh, if not, I'll bring her in to to meet uh, the new folks. But her ear her research project
that she's going to do for the Rivia public schools is conducting a survey and interviews with students to understand what they are participating in for extracurriculars whether it's athletics or other um why they
participate in it and what they feel is is missing. So I can ask her to make sure band is listed on there. Um, but her whole project is focused on really capturing the student voice to see what are we offering and whether or not it aligns with what our kids are saying
they want us to offer. So, >> more on that to come. >> Great. Thank you. >> If I could I'm sorry. I know we've we've gone long and you've been very accommodating, but you're taking you're taking plenty of accolades, so just keep taking them. >> But um you know, I just need to throw on
that the more opportunities we can give uh creative outlets for these kids. It's it's it's wonderful. We had the choir at State of the City. >> Well, that was what I was I didn't even add that our band did perform at the Rivier Fall Festival. I mean, there's lots of things I left out because I was
like, I only get 10 minutes. So, but and at the state of end up taking more. I know. Um, >> but I agree like these opportunities for them to be out performing in the community is really important. And they did go, you know, to the state. Um, >> so they performed at the state of the
city. They they not only performed at the Fall Fest. Your team assembled all of the all of the background and vocals and all of the the sound for Fall Fest. Um, they put, you know, I asked them to paint a mural my in my office. They painted a mural. I asked them to help uh
do veteran spots in front of the city hall. They did it. So, you know, if we have without overburdening them, they want to do more. And I know one of the students that was at Fall Fest messaged me privately and said, "Can you get me a gig anywhere?" I know I love it. This is the best day ever. And I was like, I
don't have I don't have a concert hall, but you know, the more we can give them as creative outlets in the city, the better off that they're going to be. >> Yeah, they do. They do really look forward to that. And I think um that's a large goal of the music department is to get the students because part of our standards is performing and we get them
those performance opportunities. So um Miss Furer did take her voice class. They traveled to the elementary schools and sang for the younger kids. They traveled to the nursing homes and the walking distance and sang for for them um as well. And um even like the pop ensemble went down and played with the
Garfield ensemble. So there's a lot of that that is happening like in getting out in the community. So any like when we went to the state house if you have any thing comes up like let us know and just a lot like time in advance so that we can >> well good work good work great work
>> I have one question I wasn't waiting for you thank you >> um I just wanted to know if Chris or yourself have any plans of making sure those women upstairs those beautiful wall paintings are coming down to the new high school.
>> We haven't talked about it, but I think it's definitely possible. Even if we absolutely gorgeous make them digital and print them and hang them, you know, that's Yeah, [snorts] they are great. >> They they've been doing a lot of mural projects, >> huh? >> The new school architects have some ideas about how we can get that open.
>> Awesome. Can't wait to hear. >> Great. >> Thank you. >> Thank you. >> All right, we got to move quickly now. [applause] >> Thank you all very very very much. You should you should all go home. It's a school night. [laughter]
Um the final item on the um superintendence report is just an update to the committee and we did mention this at the policy subcommittee meeting um that uh Mrs. uh Milbury Ellis held last week. Uh and it's just to put on your radar that the state graduation
requirements are changing this year. Um and the only new piece is that they're requiring um civics to be included as a graduation requirement. We already require civics of all students before they graduate. So, we are in finestead.
But I thought that you might be hearing from your colleagues in other districts about this change to the graduation requirement and just wanted to make sure you were aware that we are aware and that we're already satisfying that requirement. >> Next, we have the report of the
subcommittees. We have the ways and means subcommittee. Mr. Kingston. >> Um, I would like to defer to reading my minutes. I I inadvertently didn't send them to my subcommittee members. I'd like them to review what I've written, let them make edits and suggestions, and then I'll report the minutes of the meeting. We did meet on March 3rd. Uh,
we discussed the budget. But, uh, the rest of the minutes, uh, I will defer to the subcommittee to, uh, edit or add to my minutes. Thank you. >> Okay. Thank you, Mr. Kingston. The >> Wait, can I >> Sure. Sure. >> Can I just mention a little bit of what we talked about and and what's coming
because I know you have another meeting scheduled >> for Thursday. Um, so just I I wanted to say this in a in a forum that's a little bit more public and that more people uh will see, but as the Ways and Means subcommittee knows, um, we presented the
first version of our budget which had a deficit of $9.1 million. Um it's a lot to overcome and um you know we're I want to thank the school committee all of you not just the ways and means subcommittee but everybody because I know you've all
been advocating very strongly at the state level um to try to help us and the other gateway cities us specifically uh in this really odd and challenging fiscal year. Um it's my hope and I know
it's your hope um that the the state can help us in some way um to close that enormous gap of you know right now we're at $9.1 million. One thing I'm going to be proposing to Mr. Kingston and his subcommittee on Thursday at the next
meeting is that we, you know, sought to look at where are we able to make some cuts that won't be so tremendously painful that they have a strong negative impact on student learning. That's what we want to protect the most. Um, and so
as I've articulated to the whole committee and to the ways and means committee, we started by looking at uh, you know, due to our decreased enrollment, where are there some places that we can capture um, uh, certain teaching positions without uh, really
harming other kids. And we are looking at and I know Mrs. uh, Miss Montto, I heard you loud loud and clear about the coaches. I know how vitally important they are. But that's a place that we're looking at as something that is really great to have that we should always
have, but in a fiscal crisis is someplace that that we have to look to make savings. Um, you know, there'll be there'll be other specifics. I'm hoping that on Thursday I'm going to be showing you a budget that still has a deficit of
$4.5 million or 4.8 million, I forget exactly what it is right now. 4.8. Um so the ways and means is going to have a a lot of work to do with us and and the whole committee will will too. Hopefully the the state will help us somewhat. Um but there is a very very tall hill for
us to climb um to get to a a balanced budget this year. Um one thing I do want to say to our colleagues in the district because I know there's a lot of talk already out there about what position will it be? Will it be my position? Um,
and nothing is set in stone yet. There's a lot that's going to happen over the coming 6 to 8 weeks that's going to inform this. Number one, we anticipate the House budget is going to be released the first week in April. That's going to be incredibly telling to us. Our experience has been that, you know, the
governor's budget comes out first in January and usually we see a little bit of a blip between there and the final budget. Um, I'm hoping that our colleagues at the state level or our representatives, I should say, at the state level are going to be able to help out the gateway cities that are really
experiencing unprecedented student decreases primarily due to different immigration policies that have changed how things are happening um on the day-to-day. Um, so there's a lot still up in the air. People are going to
hear me talking about specific positions. Um, but a lot of that will be fluctuating over the next couple of months. If by some miracle we get a $6 million increase in the budget between the governors and the
house, that's not going to happen. But if it were to happen, then of course we'd be looking at reinstating any positions that I've been talking about, whether they're coaching positions or, you know, whatever the case may be. we can have those conversations over the next coming months. I just want to be
transparent and not have people feel like we're kind of talking behind their backs uh about their positions. But as soon as anything is firm and set in stone, people will know about it. And as we did last year when we had a budget crunch, we will begin by looking at
where are there places where people are electing to leave, whether they're retiring or resigning from their position or um they had a one-year contract. We will look to maximize our ability to keep everybody who wants to be here and is licensed to be here and
who we want to be here in a position. That will be our goal, just as it was last year. We did that very successfully. um last year. I do think that we're in a little bit more of a high stakes situation this year. Um I think that's it.
>> Thank you. >> So, we have the buildings and grounds subcommittee. >> Thank you, Mr. Mayor. Uh the building and maintenance subcommittee met on Tuesday, March 3rd, 2026 at 4:43 p.m. All members of the subcommittee were
present. Uh the subcommittee discussed four agenda items. We had rising costs, operational overview from the director of facilities, future projects and capital plan and a discussion on proactive planning. Um, these items were
allformational and discussion based. No votes were taken and all four items will remain in the subcommittee for further discussion as necessary. I wanted to note that the meeting was not streamed or recorded. Um, but it was properly posted in advance uh for public notice
and the full minutes will be made available after their approval at the next meeting. >> Thank you. Any questions for Mr. Damiano? >> Good work. Thank you. And policies and procedures subcommittee. Miss Milbury
fell. The policies and procedures subcommittee met on March 11th, 2026. We had a very productive meeting and discussed approximately 11 11 or maybe a dozen or so policies. Um all of these the minutes of my meeting will be
presented at the next subcommittee meeting for approval and then we'll come to the full board at the next meeting. >> Okay. >> Thank you. >> Questions? Oh, this >> I just wanted to add um as a member of the subcommittee, I've actually gotten a
few emails from community members about why some subcommittees have not been livereamed like we do in common practice. So, I just want to echo that this is something we're taking up in the subcommittee to make put in writing. It's been something we I I thought we had all kind of verbally agreed on, but
just we're going to decide and give a recommendation to the full committee. That's one of the many things we have on the docket. But since you do, yeah, since I got um outreach from folks, I just wanted to address it for anyone who is watching now that we will be discussing that. >> Actually, I should I might
>> if I may, I should thank you for bringing that up. I should probably just quickly say that for the next meeting, there's a host of topics. Um, if anyone's interested, review of the cell phone policy, review of the Chromebook policy, discussion of school committee member code, possible updates to school
committee operating protocols, um, review of policy involving staff and school committee communications. Um, we're going to continue discussing the alternative school program policy and a review and possible update of the district's equal employment opportunity policy. >> The field trip thing that we discussed.
>> Oh, the field trip. >> Yes. Okay, great. Thank you. Any questions, comments? Good. Okay, thank you very much. We already went through motions uh in
the committee of the whole and that was voted favorably hearings. We don't have any unfinished business. Uh selection of the neighborhood middle schools. I know that we uh were just wanted to get a little more time to read through them in those uh options one, two, and three. Um, does
anyone have any recommendations on the neighborhood school? I do have one, but I don't want to. >> I just wanted to first thank Dr. Kelly. The additional data helped me and actually helped um sway my opinion. You know, in February, I voiced that I was leaning towards model number three, but
I actually saw that over time that would give um a more uneven distribution of English learners to GMS. So with that, I would like to make a motion to select model one um for our middle schools. >> Second. >> Second.
>> Great. Okay. Any any discussion? >> No. Okay. Roll call on the option number one. >> Miss Bella. >> Yes. >> Miss Bronson Rizzo. >> Abstain. >> Mr. Kajiano. >> Yes. >> Mr. Damiano. >> Yes. >> Mr. Kingston?
>> Yes. >> Miss Milberry Ellis? >> Yes. >> Miss Montteroso? >> Yes. Mr. Ralini. >> Yes. >> Mayor Keefe, >> yes. The motion is passed. Can >> I speak to that for a second?
>> I know that I just know that with that vote, there's going to be a lot of questions um from parents about, well, what does that mean? What's model one? What does that mean for my child? the work of the school department over the next uh month and a half will be to uh really identify exactly what what
neighborhood which middle school each student will go to. And we will be sending notices home to each family so that all of our fifth grade parents know which middle school their child will be assigned to for next year. So, just before we get inundated with calls, um
we needed to wait until this vote was taken before we could start that work, but we will get on it post haste. >> Thank you, Dr. Kelly. And again, I do want to thank um we had some extra effort by Tom in planning and development. Everyone knows Tom in the city. He went to the grocery store the
other day. People were nudging him, talking about the the the uh stuff that >> right and between the council meeting. He he he takes a a licking and keeps ticking and and he he was tasked with this project through with MAPC and really put out some great data points
for us to make a a good consensus decision. I I mean I actually I I've firmly believe that this is a was is a really good decision for the district. Uh and it's been long overdue and I'm I think what the process prior was great but uh the time for change has come and
uh and I say this all the time. I don't play the lottery because I always lose and people lose the No one wins the lottery. Okay. So, I'm glad to see it go away. Thank you. >> Motion to >> or motion to wait. If there's any
business >> I have a good evening. Thank you very much. >> Good night.