[0:31] Okay, thank you. Welcome to the Lincoln Public Schools School Committee meeting for September 10, 2026. My name is Matina Madrake, and I am the current chair of the school committee pursuant to the extension of the remote meeting authorization of the open meeting law through June 30th. This meeting of the Lincoln Public School Committee will be conducted as a hybrid meeting, providing the public the opportunity to participate in person or remotely.

[1:00] I am joining from Lincoln, which rests on the unceded territory of the Pawtaka and

[1:05] Masa out of his set peoples whom I recognize as the past, present, and future

[1:09] stewards of this land. I would now like to introduce the members of the

[1:13] School Committee and administration present in the room, followed by those

[1:17] participating through the webinar.

[1:19] Assistant Taylor School Committee.

[1:21] Fiddle Bay School Committee.

[1:23] Jessica Callas School Committee.

[1:24] Perry Graham, Superintendent.

[1:26] Taurus Lewis assistant superintendent. Angel Wayne, the work for business of finance.

[1:31] We support and directorial student services.

[1:33] Rob Ford, Director of Educational Operations and Technology.

[1:38] Miss Michelle, I'm still counting to the zero right now.

[1:43] Michelle, if you're there, just give us a second.

[1:46] Laurel Weirnan will be a few minutes late with a webinar.

[1:53] Oh, I'm sorry. Thank you. And Thomas, Nickerson is not here this evening.

[2:06] Looks like we may not have anybody else on. Nobody's on. Okay.

[2:10] All right. Well, we will go ahead and I will email her in the meantime.

[2:19] Members, reports?

[2:20] It's a bunch of community centers, map of the summer, and meet again September.

[2:31] The word now is scheduled slippage.

[2:35] I've heard of that one again, but they're.

[2:39] Yeah, and they're not making up the time that they lost and then they ran into ledge finally.

[2:47] after they avoided it on the building, they ran into a ledge for the septic tank.

[2:51] Yeah, we found out about that here as well.

[2:54] And they were going to try to drill it, but it was going to take too much time and time.

[2:59] It's not. They have so they hired flasters.

[3:01] Yes.

[3:02] So, if you were around that week, the swimming pool, the water should work a little bit.

[3:08] It's very exciting.

[3:09] But they got it out of there.

[3:11] Oh, it did. The sign will actually the water, like.

[3:14] you could have had funny noises like it felt like the chauffeur you know and then the big boom and

[3:22] the water and I mean it was a big them. I think gentle rumble was out of suspense. It was not

[3:30] a gentle rumble it was a big them. But they were very thoughtful and did it well magic garden was in

[3:36] recess so they did not explain to the small kids what was going on. So that was good and they got it

[3:43] so that was good, but the delays are starting to cost us a lot of money, not to not go pay

[3:51] the contractor anymore, in fact they're finding him, but the architect and the owner's

[3:57] rep have to stay on the job for more and many more months, so still on budget, they're taking

[4:05] it out of the contingency, but it's going to be a much longer haul maybe when they say

[4:12] February, which says to me, April. So, be well and thank everybody for their patients

[4:19] and keeping leap going in the building. I know that's not. Whatever we would

[4:24] expected at this point. And I think it's just great. I was when I came over yesterday to

[4:31] the picnic, the leap kids were out in the field, and it was just really nice. And clearly people

[4:38] or feeling at home here, so thank you very much.

[4:41] I know it's inconvenient, but that's,

[4:44] PTO PITEC, despite the nasty weather,

[4:48] the people who did come state,

[4:50] and so it was a good crowd.

[4:53] Lots of, I mean, I think every five and six year old

[4:56] in town was there, and some of the older kids,

[5:00] and parents were having a good time

[5:02] and grouped all the tables kind of together

[5:04] outside the learning center,

[5:07] So everybody had to bump into each other. So it was it was really well done in my

[5:11] kudos to Bernadou and Alice Brooks for pulling it off. Thank you Torrance for being there.

[5:18] Sarah Colmer was there and stayed in the rain and everything.

[5:22] Geron Green was there. Alice and Bryant made the rounds and everybody they were

[5:29] MCC was there, the scouts, the wait for eight of cell phone folks, and thank you very

[5:39] much to the Lincoln Sudbury High School committee. Jason McClure and Kathy Bitter were both there,

[5:45] and we had a chance to have a good talk and compare notes. So that was a good time, and they are

[5:56] We're gearing up for the statewide cell phone ban, trying to figure out whether that's

[6:04] going to change what they're doing now, and if so, will it happen mid-year or wait until

[6:08] next year?

[6:10] So, that is a common conversation.

[6:13] A lot of people came up to the LS table talking about these other things.

[6:17] The other big one, which also came up from the outreach around table this morning, was the

[6:24] Sherman Bridge is going to be out and so the route, direct route from Lincoln to

[6:32] Southbury is going to be gone for months and that's kind of for that and so it

[6:40] means development bus schedules all kinds of things like that so that was a big

[6:45] topic of conversation and yeah so that this morning I brought it up at the

[6:51] outreach table, and Chief Winner said that,

[6:54] please Chief Winner, says he would link

[6:57] the big, big thing on the town website that tells you when the

[7:01] water mains are going into the whale and police track

[7:04] for the bridge, so he won't get all the way down

[7:08] that road and then find you can't have to turn around and come all the way back.

[7:12] That's a big thing. Yeah, the outreach roundtable was very busy this morning.

[7:20] The PTO chairman, Boyano, do is there and talk that said that, which I didn't know, they've changed their meetings to evenings.

[7:29] And they have a new sort of format. The first one is October 5th, 730. And they're going to do it in person in the library, school library.

[7:38] and they're having a babysitter meet and greet, so it's a big advantage to come and meet the babysitters and have ages with the meetings they're going to ask for a guest speaker for parent enrichment.

[7:51] And John Green has stepped forward to be the first one, but we can nail down one of those as well.

[7:58] we were invited to be come and talk about school communities, you know,

[8:02] have an evening team that you want to talk to PTOB would love to see you.

[8:06] I think it's just like go and slip in.

[8:09] I've been looking for guest speakers.

[8:12] It's going to be a curriculum component too. I'll be working with PTOB as well on my team as well

[8:16] up a few, um, Monday nights as well. All right. Yeah.

[8:21] Um, and she also said that the mini-link is going to change.

[8:25] They found that the thing was getting so long with community notices that they're just going to do a separate, maybe riffing off you or bi-weekly message, do a separate email twice a month of community notices, which is very nice.

[8:43] And that it wasn't clear to me whether they're going to continue as a mini-link or whether because of this new parent square thing and more communication directly from teachers.

[8:53] There's, the mini-link has a, this doesn't have the purpose of, you know, be sure you

[8:59] know like a lunchman, you miss any more because the parents can get it another way.

[9:03] So they're going to stumble through this year trying to figure out what the best answer

[9:08] for the mini-link is.

[9:10] So I thought that was kind of interesting.

[9:15] But most of the meeting this morning, which was every time I go there and hear some of the

[9:22] struggles that the community is trying to support people through, always amazes me at the

[9:29] good work that's being done, but to this time, the police chief started it off and the

[9:34] fire chief came in right after it and then social workers and it was mental health, that

[9:42] they had unprecedented numbers of emergency calls, crises from mental health intervention

[9:50] and the complexity and severity of some of them.

[9:55] And the fire chief just went, I'm honest, what happened?

[10:00] So they are very concerned, but they are old.

[10:04] They are committed with just too late, but they did get it over camp.

[10:09] Renewable of their contract with the Elliott Center in Convert Health Center.

[10:13] So they have resources and they do have spaces.

[10:18] So what they advised us and for our kids and parents is that to go through the Abbey

[10:27] Puts human services because they can get you into the Elliott Center faster.

[10:31] And they can do the paperwork because they do it all the time, you don't have to invent

[10:35] it.

[10:36] And they said there is a longer way for adolescents, but they can get them in.

[10:41] And if this is for anybody who is a resident of Lincoln,

[10:46] or is in the schools in any way,

[10:48] and they said that they have worked it out with tricare,

[10:52] which I guess is the Pantschool Health set up,

[10:56] and that if you need crisis intervention,

[11:00] they will get you into the Elliott Center for Free,

[11:03] and then transfer you over to tricare

[11:07] when someone appropriate is available.

[11:09] So I thought that was pretty,

[11:11] amazing, they really, they really, and the police chief said that Kayola's has a new policy

[11:17] now of if someone's having a mental health order, so if you use crisis on the train, you're

[11:23] just putting them up off at the station and call the police. So they've been responding

[11:29] to the train. So it just sounded like things were top and then also they have run through

[11:39] to have two applications left for emergency assistance that a lot of the cutback last year

[11:50] and social services, not benefits and things like that, have now reached the point where

[11:54] people have hit that limit and things like that.

[11:57] And first time, I've been going to these meetings for years now, because the first time I've

[12:02] heard the word eviction and people having to go to housing court and prove that they have

[12:09] alone to pay the rent and so I love our families and some of our kids are facing things they haven't

[12:17] had to face before so that was but there are people out there so that was sobering I guess

[12:26] and they did a this group that's trying to figure out how to use the opioid abatement money

[12:35] They did their survey results, came in, found that half of all EMS calls are what opioid related here, that's wild.

[12:46] And so they're looking for ways to spend that money in schools.

[12:52] You have, you must have the woman's name.

[12:56] We've participated in something.

[12:59] So some of that money might be coming this way.

[13:03] The eighths of note, special talent meeting is set for Saturday morning, October 24th.

[13:10] There's going to, it's the state of the town where you can bring up any issue, but there

[13:15] is going to be a added in that vote about the library heating system.

[13:21] And the other one, whether the schools get involved or not, I don't know, but the parking

[13:28] Rick Fall Fest is going to be November 1st, and the town, staff, and faculty vaccine clinic

[13:39] is going to be November 18th, which is kind of late, but before the holidays, there was a

[13:45] nutrition camp and town nurse apologize that it was late, but not better late, then.

[13:52] The nutrition was very, it was great about working with us to try to find a time that worked

[13:56] around the PE schedule that day. Oh, is that what I want to say? She said something about Wednesdays

[14:02] being difficult to. Yes.

[14:10] And we will be, I think, we will be presenting at Special Township.

[14:18] They at the, yeah. Oh, yeah. Stay with us. Stayed at the Township. It's on your chair, I think.

[14:24] When I was a pro pro pro pro friend. No no.

[14:28] Okay. Anything anyone else?

[14:31] I just have one. I notice today we have a new half best of all.

[14:39] Yes, we do.

[14:41] So for those of us who lived without it, they're so long.

[14:45] I was so excited. I like it playing and I didn't even think about it.

[14:48] And I was like, Oh my God, wait.

[14:50] It is a big deal that took a lot of doing so thank you to everyone in this room who helped make that happen.

[14:56] I hope that they are enjoying it.

[15:00] I think Jay was able to retire his donated basket. I couldn't quite see you just, campus, but it didn't look like they were there. I'm sure it's probably more excited than any.

[15:10] I don't understand, so we'll play this front door. I couldn't get in the front door because there were two best points. Oh, they're still there. Oh, they were still there. I thought they were gone. It's great.

[15:28] That's great, and I'm sure the lampposts are happy as well.

[15:36] Ari, do we have no online public comment?

[15:39] There seems to be no in-person public comment.

[15:41] We have a donation.

[15:43] Yes, we received a 1,400 donation from the graduated 20th, 20th, 20th, 20th, 20th, 26th from Lincoln School to be deposited into the Legacy Fund for field trips for future classes, provide financial assistance for families you need.

[16:05] So we asked the school committee to vote and accept the commission thanks to the class of 2020.

[16:13] So we accept the donation.

[16:15] I think it's Michelle on now.

[16:20] Do

[16:24] you join us in 10 a minute, one second, I'll promote her.

[16:26] Okay.

[16:26] So we have to roll call.

[16:30] Madrigae.

[16:31] Tell her.

[16:32] Beta.

[16:33] Taylor on.

[16:37] It's not that big of a deal, Michelle.

[16:44] Is that the same as a gift as the gift, like usually the Afraid gives a gift?

[16:49] Is this their gift?

[16:51] Yes.

[16:54] Following class.

[16:58] I'm district improvement.

[16:59] I am second reading and vote.

[17:02] Yes, so this is the second reading of this year's district improvement plan.

[17:05] The big areas of focus are piloting and selecting a math curriculum implementation in fall

[17:09] of 2027, continuing to support the implementation of the EL literacy curriculum while also setting

[17:15] multi-year student growth and achievement targets in literacy, and conducting a comprehensive

[17:19] master schedule review in the development of a revised master schedule for the 2027-28 school

[17:24] year.

[17:25] We have other district-wide work happening this coming year, for example, we will be providing

[17:28] professional development to support the effective and balanced use of technology in the classroom.

[17:32] The leadership team will be working on improving our faculty evaluation and feedback practices.

[17:36] We will be continuing to work on our internal candidate screening and interview protocols and others.

[17:41] But the three areas identified district improvement plan are the biggest rocks we are trying to keep

[17:46] moving forward this year. So happy to answer any questions you might have. I'm asking you to consider

[17:51] approving the district improvement plan for this year. And this is the same document that you reviewed.

[17:56] if you could get some of those changes.

[17:58] There were not any changes.

[18:00] I don't believe there are any recommended changes

[18:01] coming out of the last conversation,

[18:04] so I did not make any changes.

[18:10] I hope that we find a way to create some kind of benchmarks

[18:19] and measurement for our aid work.

[18:22] I know it's supposed to be embedded in everything else.

[18:25] It's hard to know if it's working

[18:28] if we're not measuring somehow. So it was a way. It's one of the core strong areas that we do,

[18:39] but it's hard to judge whether what we're doing is working without some way to measure it.

[18:48] Thank you.

[18:52] Can we move the approval of the district and climate plan?

[19:02] Do you know the right?

[19:03] The H.I.

[19:06] Canada.

[19:07] Madra Guy.

[19:10] Are we?

[19:11] She's on it.

[19:12] Okay.

[19:15] We can't see her though.

[19:17] Can you not?

[19:20] Oh, okay.

[19:21] Um,

[19:23] All right.

[19:23] We'll just move on.

[19:27] Great.

[19:28] And we have our.

[19:31] My goals.

[19:32] I think it's my goals.

[19:35] So this is my annual plan, and this was previously presented as well, so this is the second

[19:40] reading of my goals for the year.

[19:41] The first two goals have a high level of overlap with the district improvement plan goals

[19:45] and focusing on those activities that I will be able to most actively oversee in support.

[19:50] The third goal is my way of maintaining a focus on the cyclical use of the new surveys.

[19:54] We implemented last year and making sure we are incorporating the feedback from the surveys

[19:57] and the strategic planning.

[19:58] When you see the school improvement plans from the principals and the fall, you'll be able

[20:02] to see how they are using survey results to identify some building level areas of focus.

[20:06] And at the district level, we are going to be spending time as a leadership team working

[20:09] on the feedback that we provide to faculty members through the evaluation process that I mentioned

[20:13] just a minute ago.

[20:14] We had an outside presenter come into work with us on this at the leadership retreat and Torrance

[20:18] will be facilitating a follow-up series of meetings with the leadership team on this topic

[20:21] throughout the year.

[20:23] I'm also planning to meet with faculty teams to collect qualitative information on ways

[20:26] that we can improve our feedback processes, so that's going to be a big area of focus and

[20:30] and something I mentioned in my welcome back

[20:33] to the faculty on the first day as well.

[20:36] So happy to discuss, answer any questions.

[20:39] These are not revised from the previous presentation either,

[20:44] but certainly happy to make the decisions.

[20:46] Well, I think I should.

[20:53] Well, it's a question.

[20:54] It's the only thing I'm concerned again,

[20:57] but I wouldn't take anything away from this

[21:00] of having three goals like this are, you know,

[21:04] rather than your old ambitious some of your earlier months feels very good and I do hope at some point

[21:15] we add into this some outward-facing goals. I get it, you get to do the foundational work first.

[21:27] Teachers want up-to-date curriculum, that's a big lift. They've asked for more feedback that's

[21:34] It's really important for the kids' relationship and teachers, but I think that we don't want to

[21:41] wait too long to think about how we appear in the community and how we interact with broader

[21:52] community if we silo too much. I think we'll pay for it later. Yep. That's great. Okay.

[22:05] I move to approve Superintendent Graham's annual plan for evaluation for the 26th school year.

[22:33] If you are welcome to, I think, if you want to keep your camera off until we get to a vote, that's fine. It's up to you.

[22:42] It's okay. Okay. Okay.

[22:49] Our goals. Thank you, by the way.

[22:54] So, I think everything is as we discussed. It's a little bit different than what was written

[23:01] the first time because we added student activity accounts. Is there anything else? I think

[23:15] that was everything we added.

[23:18] We had to present a town meeting page. So that's good. Yep,

[23:22] present budget at town meeting. The state of the town is just uh we did it last year also.

[23:29] All good.

[23:37] I moved from all of our goals for 2026-27. Second?

[23:42] All right.

[23:44] The big eye.

[23:45] Calibime.

[23:46] Madrigal guy.

[23:48] Is

[23:52] that a kinkar?

[23:55] Let's take it as a kinkar.

[23:58] I take it more.

[24:00] All right.

[24:02] Now we have our subcommittee assignments just because these are written and we do we wrote

[24:13] We have, and we vote on them doesn't mean that they can't change, especially as people

[24:23] leave us.

[24:27] Everyone comfortable with this.

[24:29] So how many negotiations are two of this year?

[24:33] We have two negotiations.

[24:35] I was going to do that in a new business.

[24:37] We have food service.

[24:38] Yes, please.

[24:44] Because it's problem.

[24:45] Yeah, we'll have to update that as it goes.

[24:47] If you think food service will get done early, I'd look at it.

[24:55] That has not kicked off yet.

[24:57] I'm not sure about the timing.

[24:59] It would not surprise me that it starts after ESPs, so it might be worth checking in on

[25:07] that.

[25:08] The title.

[25:08] It's the ESPs.

[25:10] Education support professionals, so paraprofessional positions, instructional assistance, special

[25:13] education tutors.

[25:14] the system nurses, assistants, librarians, preschool paraprofessionals, I got all of them.

[25:25] I feel like I should do one of them just to have the experience of sitting in on one of these.

[25:34] If you can make it.

[25:36] I guess the question is, I assume the negotiations are during the day.

[25:41] They will typically happen, it's after the school day ends, so like three, so much between

[25:48] three and three thirties usually the start time and they'll last anywhere from typically

[25:53] an hour and a half to two hours.

[25:55] The LEA's negotiations tend to last longer, the meetings are longer and they span out over

[26:01] a longer period of time, ESPs are the next kind of most complicated group, but we're usually,

[26:06] those meetings are usually about an hour and a half, so three to four, thirty, three, thirty

[26:09] to five.

[26:09] They're not every week.

[26:10] Oh, no, no, no, no, no.

[26:13] What's like an average length of time for these negotiations

[26:17] or just depend on the group?

[26:18] So I would say it depends on the group,

[26:21] but the larger the bargaining unit,

[26:24] the longer it tends to take.

[26:26] So faculty tend to take the longest ESP's kind of the next

[26:28] and then food service and custodians

[26:31] and administrative assistance take less time.

[26:35] I mean, it's definitely going to be at least multiple months.

[26:38] Yeah.

[26:38] And I would say probably no fewer than three months from start to finish.

[26:43] There's not a meeting, like the first couple of meetings might take place, like every three

[26:48] weeks or so, as you get towards the end, sometimes there's a drive to have them more frequently.

[26:55] And most of the, we will have a handful, typically, of planning sessions with the internal team,

[27:01] our internal team to coordinate stuff.

[27:04] But there won't be a ton of those, and people are usually able to be relatively flexible

[27:10] in terms of schedule, but I definitely think it's a good experience, it's a good experience

[27:13] for school committee members.

[27:14] I think to, I mean, at the end of the day, the negotiation is with you and administration

[27:19] is really just supporting you in that process.

[27:22] Yeah.

[27:22] Maybe we can try and do things on Thursdays and Fridays, that's easier for me, but yeah, I can.

[27:28] So, happy to follow up, and we have not scheduled anything.

[27:32] I think ESPs will probably start before food service will, and I wouldn't be surprised

[27:36] if we want to have an opening meeting sometime in the next four to six weeks, so we can

[27:43] certainly follow up.

[27:44] The next year will be the administrative assistance and custodians and then the following

[27:51] years.

[27:51] It's a better entry point for me.

[27:54] The service is good.

[27:56] Anyone is a good entry point, quite frankly.

[28:00] Yeah, it's very interesting so we don't have to I would say I was just thinking macro. Yeah, yeah, I would say we don't have to decide that now. People still want to think about it.

[28:14] And it would be good just to vote on this for the committee liaisons and appointments and we can actually I probably should have done it.

[28:25] we can gray out since there are no current negotiations, all of that negotiation.

[28:30] Why don't you just fill that in as we decide?

[28:34] Deep history, I think it was the teacher's met in the evening because that's when the

[28:41] school clinic had gone. Yeah. So it's not unheard of too.

[28:46] Yeah, but if I can, like for me, I'll make it happen, especially

[28:52] after this month, my schedule might be a little bit more less.

[28:55] Okay.

[28:57] So let's definitely follow up and figure it out.

[29:01] That's great. Thanks. Thanks.

[29:03] Thank you for the video recorder.

[29:06] Have a new video recorder.

[29:08] Oh, I'm sorry. Yes.

[29:10] Okay. So let's, yes.

[29:11] So we need to update that too.

[29:14] You can click on.

[29:16] So let's say that we will vote to approve.

[29:21] The subcommittee leaves ends an appointment with the changes we discussed.

[29:28] Second.

[29:30] We're on the page I.

[29:33] I have some quick question.

[29:35] Like are you some of these.

[29:37] We sail on still on.

[29:39] That's because that passed.

[29:40] Yes, that's because that's over.

[29:42] Yeah.

[29:42] Okay.

[29:43] How are we?

[29:46] A madric eye.

[29:51] Michelle.

[29:52] Hi.

[29:52] Okay, great, all right, flying,

[29:59] bro.

[30:00] All right. Just quickly, we haven't voted on our working sessions. We typically have three in a year. Sometimes they're canceled. Sometimes we add extra. We can vote on them. They will go on the academic calendar on the website. Again, this is one of those things I can change, depending on. Right now, we have been scheduled October 15th, January 7th.

[30:29] and April 8th, the January 7th one is typically around budget, so we're discussing.

[30:37] That was really good last year to have that extra workshop in January.

[30:43] So it's actually, yeah, okay.

[30:48] I move approval.

[30:49] Second.

[30:51] I run.

[30:52] What page are you?

[30:53] Hello.

[30:54] Madrigal guy.

[30:55] Hi.

[30:57] And Laurel.

[30:59] Hey, well.

[31:00] Hi.

[31:01] I think her. Thank you.

[31:10] So Lisa provided us with a ESY programs report in the packet. We did not

[31:20] pressure Lisa to make a presentation, but I think we would open it up for any questions about

[31:28] about their report if anyone has any questions.

[31:31] How did it work with Summer Camp?

[31:33] Did you work with the Summer Camp?

[31:35] Sure.

[31:36] We did a lot of our students that it did participate

[31:39] in Summer Camp.

[31:40] We are sending students with staffing.

[31:44] I think it's really important to recognize

[31:45] Summer Camp Camp and ESY is typically designed instruction

[31:50] for students and specialty care.

[31:52] So in order for our students to access Summer Camp,

[31:55] There has to be IEP goals that would focus on sort of an area where they qualify for ESLI.

[32:05] So it's a limited and the number of students that we actually would send to a summer camp.

[32:11] There are opportunities more so for what I would consider inclusion and socialization

[32:18] and to sort of generalize the skills set at those goals.

[32:21] So very few students go to summer camp.

[32:25] I don't want anyone to think that yes, why is summer camp those two things are incredibly different.

[32:30] We do use parts and of rack.

[32:33] We send our own staff and we have those students receiving services through

[32:38] like above that schools before they're accessing maybe parts and rack came up.

[32:44] So I want to be real careful to say we don't send kids to summer camp.

[32:48] We send them to ESY where they may access parts of the park similar camp.

[32:55] Parents could be fun, but you do try to coordinate with like if a parent is interested

[33:00] in having their child participate.

[33:02] Absolutely.

[33:02] Summer camp is a separate thing from ESY.

[33:05] There are kids who sign up for camp who have tutoring services.

[33:10] And if they're going to camp all week long, we may see them.

[33:14] and pull them out during a certain time in the day in order to do tutoring services.

[33:20] And so we do a lot of work in coordinating with them in that way.

[33:23] We also work to make sure that there's enough slots for Boston residents students

[33:27] because of the timing out of the bus that go home.

[33:31] And so at the end of their ESY programming, at the end of the day,

[33:35] they may come over to Perfcent Rock.

[33:38] And again, we send support staff in order for that to take place.

[33:42] But we really, I just went on anyone watching to think we send kids to camp over the summer

[33:49] because that is not campus camp and ASY's services title special education.

[33:55] But yeah, we have a lot of coordination when working incredibly well with person rec.

[33:59] And I think that was really successful this year.

[34:05] from my own understanding, the folks who do the teaching as part of this program, where

[34:13] do they come from? Is it faculty and staff from the school year agreed to work in the

[34:19] summer and they get paid extra for that or how does that work?

[34:22] Yes, and they are all the ESY positions are posted as stipends. The majority are filled

[34:28] by faculty and staff. However, there are times where we don't have district employees to apply

[34:36] for those positions. This year, we did not have a speech and language methodologist or an

[34:41] occupational therapist applied for the position, not someone who worked with them in the district,

[34:45] and so we needed to use a contracted agency. Other than that, it is our district employees for the

[34:51] part who fill those positions. So it's an excellent. Yeah, I would say the majority is district

[34:58] by step. We always certainly would prefer the higher staff that work in the district, but

[35:04] there are some specialist roles that there's only a few people and if they don't want to work during

[35:09] the summers, we run into a situation where we may have to contract. In the previous years, we've

[35:14] always had that challenge and it's come up at school committee many times that we have that challenge

[35:17] which typically with nursing in this summer,

[35:20] but this year we happen to have it with the teaching language

[35:22] as well as occupational therapy.

[35:25] Thank you.

[35:27] And this is the first year with Scott Dixon.

[35:30] Okay.

[35:31] It is the first year with Scott Dixon,

[35:32] and he was very missed,

[35:34] although Jesse Wiggins having had her

[35:36] as the assistant ESY coordinator last year,

[35:40] she really did learn the programs,

[35:42] essentially, brand and program independently

[35:45] by the end of last summer.

[35:46] and so she stepped into that seamlessly at the beginning and last year.

[35:51] The ASVIC coordinator role is not one that just works during the summer.

[35:54] They work all year long in this type of position because there's a tremendous amount of

[35:59] planning that goes into this role. So as a stand-alone role, it is a stipend position.

[36:04] That test season is also a speech and language.

[36:09] And so she does her speech and language pathologies for us at 1.0

[36:14] and then she is a stepping role for the ESL life coordinator. But she stepped into it,

[36:19] she did it seamlessly this year, honestly. It was incredibly well-run. Scott taught her well,

[36:25] and Jessie is incredibly good at what she does in general. So, you know, and I think, you know,

[36:31] having a new person take on the role certainly opens us to new ideas and opportunities. And so,

[36:37] she's getting creative with the ways that we want to support students. And I think she didn't

[36:43] awesome year, but we did miss Scott. Anyone would miss Scott. I think I saw him it was like he

[36:48] right at the end of the school year beginning of the summer he is doing well. He's doing

[36:54] he has a smile on his face. He look good. He missed us. He missed us. What did Scott do?

[37:01] He was he was a special education teacher for many years at Anscombe and then he was the

[37:05] assistant principal for five through eight for the last two years. Last two years and

[37:11] And as that, he was also the ESY coordinator for many, many years.

[37:14] He was in the ESY coordinator's position principal as well.

[37:17] So he had run the ESY for a very lengthy period of time.

[37:22] And we were a little nervous about the transition,

[37:24] but having an assistant coordinator last year made it.

[37:27] So it was a very serious transition.

[37:31] She's going to do it again this year.

[37:33] Absolutely.

[37:34] She's already started planning.

[37:35] We've had our virtual multi-year conference.

[37:37] Even if not, we are planning for ESY.

[37:39] She's planning to come to the coordinator's meeting in like a week or so. So yeah, she will definitely be joining us next year as well.

[37:48] And I was just I know I asked you before, but do we have any sense of like what percentage of families were offered services take them and we don't really know.

[37:58] You're going to ask me for percentages. Can I get a number?

[38:00] Yeah, that's nice. That's nice. That's fine. You can do the math because I know that this year,

[38:08] we proposed 97 students, 76 attended. There's a combination of reunions that kids do were going

[38:17] to attend. I think the majority of students that didn't attend at the preschool level had to do

[38:22] with student to move out of the district. At the middle school level, it's more about participation

[38:28] and other pro-raming. So it does really vary depending on developmental level and it also depends on

[38:34] what the students needs are. I think the other things that we see is sometimes parents opt out

[38:41] to send their child to a different type of summer campus. I'm just slightly shorter day.

[38:46] It is a shorter day and I mean, it absolutely hits the regulations. So it is a full day for extended

[38:52] school year and covers all of the regulations works in a new school year. But you wouldn't say,

[38:57] Oh, I dropped my kid off at 7.30 and I picked them up at 3.30 and that doesn't necessarily feel a parent's schedule right

[39:07] Thank you. Yes. That does seem like pretty high

[39:10] High percentage of people who take advantage of it. Um, it's around three quarters. It sounds like yeah. Yeah

[39:17] I just didn't want to have to do the math exactly

[39:20] I was just curious like because I know there is really like kicking off our academic assistants two hours a week

[39:26] And like you said, for a middle school kid is going to a different summer camp or sleep

[39:30] week.

[39:31] It doesn't make sense.

[39:33] Yeah.

[39:33] I think there are, there are families who sometimes will take advantage for a certain

[39:39] number of weeks.

[39:41] And then we'll do this versus at the end, you know, there's different ways.

[39:45] We do try really hard to work with our families if there's something else that they have that

[39:50] feeling.

[39:50] This is really important, particularly if it's time to get a disability category and then

[39:55] area of need, we try to be as flexible as possible to make sure that they have a well-rounded

[40:00] summer and get all of their needs met.

[40:03] Thank you.

[40:10] So, Quintenman's report.

[40:11] All right.

[40:12] Before I jump into enrollment and staffing, just a very quick note about the start of the year,

[40:17] we had a really productive leadership retreat over the summer that set the stage for a strong

[40:20] start to the school year, also helped to build the foundation for a number of areas of focus

[40:24] for the leadership team.

[40:25] there will be a number of opportunities during the fall to bring some of that work from

[40:28] the retreat forward to talk about more detail with the committee.

[40:32] One thing that we talked about at the retreat this summer and rolled out for the start

[40:35] of the school year is Parent Square, the new communication platform, which is synced to

[40:39] the website.

[40:39] And I wanted to give Rob a minute to share how that rolled out has gone so far.

[40:43] And so the Parent Square launch has gone very well.

[40:47] The Parent Square something we're bringing in to sort of develop a unified communication

[40:50] and channel for all of our regular school communications

[40:53] from teachers, principals, and administrators.

[40:56] And I believe we started doing this

[40:58] because we heard from parents that, you know,

[41:00] getting, there was one of the things on the survey,

[41:03] feedback survey, after being busy,

[41:06] the second period, the highest period,

[41:07] it's engaging with the schools, lack of information

[41:09] that was going on.

[41:10] We know we've also heard from a lot of families

[41:12] about like too many different channels

[41:13] where like one teacher is using email,

[41:15] one teacher uses CSO, and that can be in principle,

[41:18] might use a blog or something, it's up to that.

[41:20] So we're really trying to kind of streamline things, make it easier for families, give families

[41:24] a choice about how they want to receive messages.

[41:27] So once the family is to activate their account, they have the option of receiving messages

[41:30] in email, text message, through an app, and then they can choose the cadence and which they

[41:35] get them.

[41:36] We hear all the time from some people who say, I get way too much communication from the school

[41:40] and then their neighbors says, I don't get enough communication from the school.

[41:43] So you can't please everybody, but what we're doing is giving folks some choice.

[41:45] and so when you sign up and activate your account and be

[41:48] choose to receive your notifications either.

[41:50] And suddenly, so you get them right away,

[41:51] or you get a digest where you kind of get a collection

[41:53] of all the messages at the end of the day.

[41:56] So even if families have an activity of their account yet,

[41:59] they still get the messages in email.

[42:01] So that's gone really well.

[42:03] Teachers and administrators are posting there.

[42:06] Their newsletters, their classroom's letters,

[42:07] at least once a week, those are all going out.

[42:10] Superintendent will be doing it soon.

[42:11] Yes, yes, yes.

[42:13] Superintendent will be doing it soon.

[42:14] And that all goes out through that, through the single parents for notification.

[42:18] We've trained all of our administrators, teachers, and administrative support staff in the system.

[42:26] We've been focusing right now on that principle in classroom communication,

[42:29] but we'll be rolling out some new features like field trip forms and secure document delivery.

[42:34] We'll have a school committee group up and running suits,

[42:37] or principals will be able to add you to their newsletters and go to Susan that's something he wants.

[42:41] So I'll be coming soon. And so far we've had over 60% of parents have already activated their account and set their preferences and start receiving notification. So almost going pretty well.

[42:51] And we're going to keep focusing on that as the year goes on.

[42:55] I think it's great.

[42:56] Right. I know.

[42:58] I am. I just realized how am I going to have to learn how to go back and change my notifications?

[43:04] Yeah.

[43:05] I think I'm getting I just get something when it comes in, I guess.

[43:08] Yeah.

[43:09] You can have a little tutorial after meeting if you want.

[43:13] And we're going to discuss, do you want us to send out, because we use school messenger.

[43:22] You're like, you're telling me to use for the last.

[43:26] You can definitely do that.

[43:27] I think that would make sense if families are respecting things from school on certain

[43:30] ways so we can definitely set that up.

[43:32] It's acting really nice.

[43:33] It's going to make you do it at some point.

[43:35] It is easier than we'll make you messenger at promise.

[43:51] I am using it. I signed right up as soon as I got the notification. It's very helpful. I will say it's very helpful. That's great. Be sure to feed that. And is that 60% uptake across the world.

[44:07] the district. Yeah, I don't have a broken out by school but it's it's like everything

[44:12] it's always a high the younger the kids are the higher the rate is I think I think I'm like

[44:17] free K through three it's it's almost 90% it's a little bit less cool but we'll keep working on that

[44:23] when we I think when we start to use it to secure document delivery they'll encourage a lot of people

[44:27] to sign up so they can get things like um and cast family portal invitations or report cards that way

[44:35] so I think they'll get that last 30 to 40 percent.

[44:39] Everything coming from the school will, except for.

[44:42] It will, yeah, and the next time that next time, I'm going to let's just go

[44:45] that it'll be for all regular communication.

[44:47] Yes.

[44:48] It's like going to put that on your evaluation, Eric.

[44:52] I assume no project.

[44:54] School messengers are going to continue in tandem until

[44:57] Latina and I could get on and

[45:00] Yes, so we're going to continue to use school messenger for our emergency notifications this year, because we really want to prove out the reliability of parents. Like snow day, there's a snow day. Although El Nino, there may not be any snow days this year. But just like we do with school messenger, we create a special room for school committee that we ask principals and district administrators is to CC the school committee on. We're doing the same thing right now with school committee. So within a week or so, we'll start getting messages from the principals as well.

[45:27] Because I downloaded the app, so if I hit the button, and then I think it goes blank now,

[45:34] it was like, sorry, you didn't quote.

[45:36] Yes, exactly.

[45:37] We'll get you set up with lunch.

[45:39] For real.

[45:40] Yeah, with your account.

[45:43] I have not full disclosure.

[45:44] I have not loaded the app.

[45:46] Once you do, we'll be at 60.

[45:49] I mean, five.

[45:51] That's great.

[45:51] I have disconnected from every single LSD that I could possibly take up instantly.

[46:00] All right, student enrollment. So we'll do a more extensive student enrollment update after October 1st

[46:05] and include written information in the packet for the first October meeting.

[46:08] But I wanted to give you a big picture sense of the enrollment trends we are seeing from the first day of school.

[46:13] The top line takeaway is that enrollment is up at both campuses.

[46:16] at hand scum enrollment is 27 students higher than it was at this time last year.

[46:21] Most of that reflects a sizable increase in preschool enrollment.

[46:25] And at the Lincoln School enrollment is up by 25 students,

[46:27] preschool through eighth grade, with a sizable increase in this year's kindergarten enrollment

[46:31] and smaller increases in almost every grade level cohort.

[46:34] So I'll just do a couple piece of information from hand scum.

[46:38] So we see so much movement in and out each year that it's difficult to journey takeaways

[46:41] on patterns at individual grade levels.

[46:43] So like looking at cohorts like kindergarten first grade or first grade second grade isn't really meaningful, but we did see a particularly large increase in preschool going from 49 students last year to 69 students this year.

[46:54] Which led us to open a fifth preschool section of the class sizes. We're going to the point where we weren't able to sustain them.

[47:01] We had an overall increase of four students cross grades K for and an overall increase of three students across grades five eight. So it's essentially the same as last year, but a little bit larger.

[47:11] outside of preschool, where we are adding that fifth section, we are maintaining the same

[47:15] number of sections as identified in last year's budget.

[47:19] And if you remember in last year's budget, we had 18 sections last year, but we lowered

[47:22] that to 16 sections for this year, kindergarten through fifth grade, and that is what we have

[47:26] is 16 sections.

[47:27] So there are two grades.

[47:28] I think it's third grade and fourth grade, where we have two sections, as opposed to three

[47:33] sections, this year is enhanced at hand scopes, so that ended up working out.

[47:37] At the Lincoln School, we have a large kindergarten class of 55 students, which I think is the largest kindergarten class I've had since I came to Lincoln.

[47:45] When we look at cohorts, moving from one grade to the next, so that's like last year's kindergarten to this year's first grade, last year's first grade of this year's second grade.

[47:52] We saw increases in every cohort, except for one last year's sixth graders to this year's seventh graders.

[47:58] We have two fewer students who went from sixth grade to seventh grade.

[48:00] But for every other cohort, we saw an average of right around four, just under four additional

[48:05] students per cohort this year compared to last year.

[48:07] So every grade group added somewhere between three and five students.

[48:12] Part of the overall increase is due to an increase in Boston resident students.

[48:16] We have 88 Boston resident students this year as compared to 78 on the first day last year.

[48:22] But the majority of new students that we have this year at the Lincoln School hard link in

[48:25] residents and in general we saw many fewer students moving out more students moving in and

[48:31] then that relatively large kindergarten class.

[48:33] So the enrollment did that we saw last year.

[48:37] We will wait and see what the long-term trend is but that does not at least that was not

[48:40] a trend that carried over to this year.

[48:42] We saw closer back to where we were the year prior.

[48:46] So again we'll have a more detailed report for the first October meeting but I am cautiously

[48:49] optimistic that that dip last year was not necessarily the beginning of the long-term trend but

[48:54] So we will see.

[48:55] And then staffing, staffing update was included in the revised packet.

[48:59] We were fully staffed with our faculty positions for the start of the school year, which is great and not something that every district is is able to say.

[49:06] We still have some open support positions, but overall we're in a very good place with staffing to start the school year.

[49:12] Congratulations to all of our faculty members who received professional teacher status and welcome to all of our new staff members.

[49:18] Thank you to the hiring managers and central office personnel for working hard in the spring and over the summer.

[49:22] to make sure we were in good shape for the start of the school year.

[49:25] And that is my secret answer for you.

[49:27] Can you just briefly explain what professional teacher status?

[49:31] Professional teacher status is actually something that is identified in statute at the state

[49:34] level.

[49:35] After a teacher has worked for three years in the same district, they automatically qualify

[49:40] professional teacher status if they stay in the district.

[49:43] And it is, for lack of a better term, it's equivalent to tenure.

[49:47] It creates additional job protections.

[49:48] People who are in their first three years can be non-renewed or let go at the end of the year without any real personnel action that needs to be taking, but when someone has professional teacher status, they have more significant job protections.

[50:02] And the default assumption is that they continue to remain an employee.

[50:08] Thank you.

[50:09] Absolutely.

[50:09] I got a question about any enrollment in October.

[50:14] Has there been any discussion about staining the format from the previous years to make

[50:19] it so that we see how many kids are in each section rather than each home room?

[50:25] You mean in sixth, seventh and eighth grade?

[50:27] Yeah, that was very confusing, right?

[50:29] There were three or four kids, but it was just that that was their home room teacher.

[50:35] Yeah, so I think we can figure that out, right?

[50:37] We can fit their three sections in a grade level,

[50:42] a larger of the class sizes.

[50:44] That would help.

[50:47] The answer is yes.

[50:49] We will figure out how to do that.

[50:51] We will be doing the staff deployment in a class size report,

[50:54] again, this fall, which also breaks out in more detail

[50:56] what the class sizes are,

[50:58] which includes, if I'm remembering correctly,

[51:00] it shows like it class sizes at each end of the next grade level, right?

[51:03] When you go into the desi report,

[51:06] of which comes off that October 1, right? So if you go into the website, it shows class size,

[51:14] right? But that's across the old days. I've looked at that. Yeah, the DC class size report is

[51:21] purely based on actual classroom enrollment. So it's part of the SEMS and SCS report that

[51:26] is capturing on October 1. So it's a little complicated, but there's some classes against records

[51:32] which count to those average and something we don't.

[51:35] But your major classes in English math were not,

[51:39] they get inclusion in that, and it's just a straight average

[51:42] of all the classes you need to read though.

[51:44] So the people that are looking at our report

[51:46] and looking at that report, and the numbers look different.

[51:50] Wait, there's a way to explain that.

[51:54] That might be helpful.

[51:55] So on October 1st, whenever we get the enrollment,

[51:58] so that we could explain to people why

[52:01] they're not taking the exact same report. Yeah, it's a different measure but we can figure out how to make it

[52:06] more clear. Thank you. Thank you. I

[52:13] like that.

[52:17] That's Torrance. All right. Y'all saw the summer projects.

[52:21] We have another successful season and some projects this year. We're not going to go over all of them.

[52:27] We're not going to do some highlights this summer. We had continued support for our EL

[52:32] on this implementation. We went to our second year of EL literacy. We also did some of the

[52:37] the mathematics curriculum search, which is going really well.

[52:40] And you'll get an update at school committee in late October.

[52:44] There's also other curriculum department work happening

[52:47] during the summer.

[52:48] We also have special ed program work under Lisa's department,

[52:52] also some deep work foundations.

[52:54] And we also had several groups do some book clubs this summer

[52:58] to build their skillset and knowledge specifically around

[53:01] young adolescents and social social learning.

[53:03] So that was a really good summer.

[53:05] Also, I'm really happy that how we're able to, we're getting more, I can say, more

[53:09] efficient.

[53:10] Well, this is responsible for the summer projects and still getting a lot of good work

[53:13] done.

[53:14] So, any questions about summer projects for 2026?

[53:19] I love seeing this project.

[53:20] Oh, yeah.

[53:21] Yes, I definitely do.

[53:21] This is someone to see that.

[53:22] It's part of my, what I've, this for me, is trying to be more efficient and more clear

[53:26] as well.

[53:27] So, that's, that's going to be a model we'll be using for at least the next few years until

[53:31] I get more efficient.

[53:37] Is this in other districts that you have any, anyone has worked in, is this, it just seems

[53:44] like we are able to do a terrific amount, is this not typical or?

[53:49] Yes, apparently, so I've, in my few districts, we have not had some projects as well as option,

[53:56] and I'm talking about for a plan of Belmont. I mean, here where some projects was new to me,

[54:01] these recently, periods of big help, because in his district, Wayland is able to do this.

[54:05] It all depends on the district's finances, what tradition their traditions are.

[54:11] I think we're very lucky to do this.

[54:13] It's also very important to make sure you're not just doing things really early.

[54:16] So it has to be, you know, I've put on parameters on the summer project, people have responded

[54:23] well to that.

[54:24] That one thing I figured out was that, but I first got here some product, you might have put

[54:29] in, you know, we need three or four days, I'm like, well, most things can be done like in

[54:32] a day or two days, or even half a day.

[54:35] And so start making adjustments and people have made those adjustments.

[54:39] And with that, we're able to be as good as possible, but also really moving things forward.

[54:43] So that's just one of the goals we have to kind of balance as a school district.

[54:48] Is it a perk for working here?

[54:50] Is it something teachers appreciate?

[54:53] I was, yes, I would say yes to answer your question directly.

[54:55] I think it's a perk and also I think it's an awesome way to move a district forward.

[54:59] So, we're, this is, this is Torren's talking, this is, we're a unique profession and that, you know, I always say we are

[55:06] from other parties. We're a seasonal profession. And the way contracts work, you know, you take me, you know, 185 days, but it still, it works

[55:15] to be done over like the two months of summer. So, how do you do that? I'll be in, come say to people barely and not just depending on the goodness of

[55:22] someone's heart to get things done. Because there's things that you need to do during the summer that if you don't do them in summer, they're not going to get done until the next summer.

[55:29] You know, so that's how I think it's a great way that we found it also balanced into

[55:34] one that is district, you know, so, but you also just said you had to have parameters

[55:37] around it and not just be like, oh, yeah, this is what you want, you know, it's going to

[55:40] just $40, you know.

[55:42] Yeah.

[55:42] Well, I think about the literacy implementation, yes, last year and the amount of work that

[55:47] people are able to do over the summer proceeding that and then thinking about math implementation

[55:51] yes, year for now, same thing, but that is, that is a huge gift to have the opportunity

[55:56] for people to be able to do it. And it could as to the faculty members because they could say,

[56:00] I'm not interested in doing this, but they take advantage of it. They do a lot of really high

[56:03] quality work. They take a major advantage of it. One thing that I like is that you'll find this when

[56:07] I have colleagues on the districts where they're all, you know, on the literacy, they ping on a district,

[56:13] they may not be able to pay each other and I'll give them a chance to go through the materials for

[56:18] school starts. So a big thing we did last summer literacy was we got to register curriculum,

[56:22] We called it a delt day, what would allow it up to a day for a team of teachers to go

[56:28] through the materials, get familiar with them, and then we offered us another delt day

[56:31] this year, and in the second year of the presentation, as you went through a first year of your

[56:35] literacy curriculum, now's another time to kind of go through everything again to see what

[56:41] you need to learn or learn more or learn better as going forward.

[56:45] And we'll do the same thing with math this summer, and then the following summer, and as we

[56:48] want to use will offer delt dates like this. I think that's really critical because you can do

[56:55] I say she's a great giving PDs mate but sometimes you need time to sit there and just go through

[56:59] the materials and plan and work with your colleagues and if you can compensate people for that but

[57:03] I work that's a really good thing to do. So this is outside of there contracted but it doesn't

[57:10] contribute to their forget what the retirement MTRS. No I was going to say it doesn't contribute to their

[57:17] continued like professional status PDPs. No and when we're doing that I'm looking at parry because

[57:24] in the negotiations like the you know if they've worked here and had a certain level of education

[57:30] and planes, yes. They don't get graduate credits for it. It's separate. They can potentially earn

[57:37] PDPs. It depends on what we do. That's for recertification. Yes, okay. It's separate from

[57:42] So if you get PDPs, we're not going to pay you money.

[57:46] Okay.

[57:46] Sorry.

[57:47] Yep.

[57:47] So for example, so someone can get paid.

[57:49] This is not as common, but it does happen.

[57:52] Say someone wanted to offer like a force for summer work, they'll get paid for that summer

[57:59] work.

[58:00] But if you take that course, you're getting PDPs, you're not getting paid at that time.

[58:04] So that's how you can also, that can also happen on the summer time as well.

[58:06] PDPs are, you have to earn a certain amount, every five year period, you have to earn a certain

[58:09] a number of what's called professional development points.

[58:11] There's a lot towards research thought law acronyms.

[58:14] Okay.

[58:15] But this does not count towards graduate credits which are part

[58:18] of the salary scale.

[58:19] Yeah.

[58:20] Okay.

[58:20] But there are teachers are paid to do the work during the summer.

[58:25] Yeah.

[58:26] I think the other thing I was really appreciated about is I think

[58:28] there are things where I've seen other districts will have

[58:31] to give at least time.

[58:32] Yeah.

[58:32] So I think I actually benefits the kids to have staff working

[58:36] the summer and not having subs in classrooms when people are doing those curriculum

[58:41] delts and those sorts of things. Which is great. In the summer and also I think how our calendar

[58:45] works, we allow we're limiting the minimal pulling out of where we're not putting you just out of

[58:52] classroom as much as other places are. And you think this is more robust than other districts?

[58:58] Or similar to some districts and some districts don't happen. It all depends on it. It's hit or

[59:03] miss. Like, Wayland has it. Yeah, Wayland had a similar program when I was principal in

[59:09] the show, but we didn't have anything like this. Some districts, a lot of it's around

[59:14] graduate credits, of course. So it's all, it's kind of takes different flavors and different

[59:17] interests. In some places do like, I'm not sure, it changes like some districts do more

[59:22] like a professional development catalog. And it's not really like summer work, so it's more

[59:28] like about the districts offering this. And then you kind of sign up for things that you

[59:31] You may get paid for it, or you may get PDPs for it, depending on the depends on your

[59:35] finances and what kind of conditions you have.

[59:38] Yeah, I was a shocked, like to see this volume, but that's great, it's a variety.

[59:43] And it also probably builds teamwork, sure.

[59:46] And who else is interested in this and might have ideas?

[59:50] I mean, this is budgeted, so we pay for this through the operating budget and also some grants

[59:57] that we get from the desi as well.

[59:59] So

[1:00:00] That's all commations to cover the cost. And like I said before we, I'm doing better about

[1:00:06] we reason point where it's a sustainable cost, I think going forward, unless we got also this

[1:00:10] increase to getting much bigger district or something like that is the point where I think we are

[1:00:16] is sustainable and how we let it spend that for a long time. Thank you. Any other?

[1:00:27] Any questions about summer work? Before we go to the faculty orientation,

[1:00:31] It's all about a beach with palm trees.

[1:00:34] That's just like, um, I think you have to get it to look good, you have to give people

[1:00:37] a taste.

[1:00:37] You know, they're going to feel warm as they're reading through this.

[1:00:41] Yeah.

[1:00:44] I feel sad.

[1:00:46] It's not work what's going on.

[1:00:47] Oh, yeah.

[1:00:47] It's going to be.

[1:00:53] So new back orientation.

[1:00:55] Yeah.

[1:00:55] So when new faculty members, again, we have a great new back orientation.

[1:01:00] We've gotten a lot of good feedback from people who have been teachers in other districts

[1:01:05] who have come to art.

[1:01:06] and the fact orientation is saying, like, wow, they've had this before, we really focus on,

[1:01:11] you know, the new fact orientation, usually the focus on how do you make people feel comfortable

[1:01:14] and welcome and know enough, but not all well enough as well. I also not say, so, little

[1:01:19] to little I would say, well, don't waste my time. So, yeah, I think we found a good balance.

[1:01:23] And I'd like to thank all of the school district leaders who've helped out through the fact orientation,

[1:01:28] and most importantly, the New Factors Committee who are paid a small stipend to run the

[1:01:32] in fact orientation along with me and that is Brian Kelly.

[1:01:35] He's a Lincoln third grade teacher, Matt Reed,

[1:01:38] four grade teacher,

[1:01:39] Jim Williams, who's at Hanscomb,

[1:01:42] 60 Clark and who's at Hanscomb,

[1:01:44] Rose, Fenty, Vanilla,

[1:01:45] who's a social coach at Hanscomb.

[1:01:47] And then I knew the social coach Courtney Filvin,

[1:01:49] at Lincoln, we'll be joining in the DACA committee

[1:01:52] in our role as well, coming up.

[1:01:55] So we're really excited about what we've created.

[1:01:58] We make sure that we see all the committees of Lincoln,

[1:02:01] We go to, we take a tour of Hanskum, we take up a tour around Lincoln, we go down to Metco

[1:02:05] on a, on the, on the second day, I sent you all a photo, you can look at your email to see that.

[1:02:12] And isn't pretty well old machine, I see the most difficult part, is the Hanskum entry,

[1:02:17] entering the Hanskum, this year Laurel helped us out, it's always something we're going to get

[1:02:21] to better each time and Rob helped out this year where we, you know, it's a whole thing where you

[1:02:26] have to have people's names and information ahead of time.

[1:02:30] If it's not, you have to be sponsored at the gate.

[1:02:32] So Rob and Mary Gage were able to help out with that.

[1:02:36] And it's funny because this year,

[1:02:38] I spend time kind of talking about how

[1:02:39] Hansel's complicated and you need to get in

[1:02:43] and then I'm the one that forgot my ID.

[1:02:47] So the new factor is funny.

[1:02:48] Like, what course do you do a modeling for us?

[1:02:50] What could happen if you forget that?

[1:02:51] That was your intent, right?

[1:02:52] So I said there and waited in the entrance.

[1:02:54] Well, Rob took him on to campus and he came up and brought me back here so that happened

[1:03:00] this year as well, you know, so it was just a great time and I really, I really like

[1:03:04] how everyone, whether you work at Hanscomb or Lincoln, you get to see all parts of our

[1:03:08] history.

[1:03:09] And people said each time that we get a lot of teachers who grown up in Massachusetts and

[1:03:15] they were in a Metco district growing up but they've never visited Metco headquarters

[1:03:19] and learned about deep Metco.

[1:03:21] So if this year again, we have several faculty members saying that and those who are from

[1:03:25] other places have never even known about it, so they really get a good experience going

[1:03:28] down to doing a square and had quarters to see what's going on with Mecca, so.

[1:03:35] I wonder how many families would take advantage of having a tour like that for parents?

[1:03:41] You talked about it. It was really cool. Yeah, it would be, and also for our leadership

[1:03:46] Council retreat we always we'd spend of our four days one of them is down in

[1:03:51] Beko Headquarters and this year we took a tour, a walking tour of Lugian Square

[1:03:55] which was great and we had a lunch, wasn't any of the place that spoke that they

[1:04:01] they're a lunch after that the restaurant anyway they lunch a local restaurant

[1:04:05] and they get straight yeah yeah so we we did that as well at the

[1:04:09] council, which was awesome.

[1:04:13] Any questions?

[1:04:25] Warrant.

[1:04:28] Then many warrants are signed.

[1:04:31] But yeah, Angela was going to speak to the high AP member.

[1:04:35] So, yeah, you might have already noticed September 1st,

[1:04:40] the council table 4 and was substantially bigger than usual.

[1:04:46] That's because at this far still paying both FY26 and 27 TLS and second, we're paying

[1:04:57] some case tuition in this warrant.

[1:05:00] We see the transportation assessment for this fiscal year from case earlier than usual.

[1:05:07] Usually we receive it sometime in September, late September, we will pay it on the October

[1:05:14] were warrant. But this solution, we received it earlier for the first installment payment.

[1:05:20] We processed it on the warrant on this warrant. So that's why this warrant is bigger. So in October,

[1:05:30] we expect to have a smaller warrant, isn't that? Is that helpful because you were saying that you had a

[1:05:38] our time with the base transportation, but is it helpful to get the bill?

[1:05:44] Yeah, it's helpful to receive the numbers so we can match our budget.

[1:05:50] We pay half of it and then the second assessment will come in probably in spring time.

[1:05:58] That's when we receive the credit for the years that will, you know, work as a discount to the

[1:06:06] second bill that we paid. But we it's going to receive this earlier so we can

[1:06:13] come to the funds at the beginning of the year.

[1:06:18] Thank you.

[1:06:22] Great.

[1:06:23] Pack it on.

[1:06:24] Yes.

[1:06:25] Including the packet.

[1:06:26] Sorry.

[1:06:27] In the packet, we have the FY26 capital plan.

[1:06:33] Brandon and Bob.

[1:06:35] Before I turn it over to them to present on the specific projects.

[1:06:39] I wanted to put out a quick reminder for the committee that since last, since the end of last year,

[1:06:48] we streamlined the process to present both campus needs to the committee following the same timeline,

[1:06:56] although both campuses are having very different capital processes.

[1:07:02] For example, for LinkedIn campus, we work with Capcom, and in September, we presented the

[1:07:10] school committee, which is now, and what we proposed for the next physical year, with

[1:07:16] school committees approval, we present to the Capcom next year's requests.

[1:07:21] and then fast forward to spring, the capcom will put forward their approved

[1:07:30] request to the town warrant and the school committee will be presented with

[1:07:37] the warrant for the March meeting and then in May usually the spring time we

[1:07:45] provide to the committee the five-year plan and then provide that to the Capcom later on.

[1:07:53] So that's been the Lincoln process. In the past, we didn't really have a specific process

[1:07:59] for the Hanscomb capital projects, but we decided to follow the same process with the school committee.

[1:08:09] So whenever you hear from the three of us about the capital projects for Lincoln,

[1:08:14] and we will also present to you the hands-com process.

[1:08:20] For hands-com, it's very different process.

[1:08:24] It doesn't go to the catcom,

[1:08:27] and it's fully under school committees review

[1:08:31] and approval for the budget process.

[1:08:33] So hands-com has a later approval process.

[1:08:37] For today, we're not looking for any votes.

[1:08:40] For the next meeting meeting,

[1:08:42] We're looking for the committee to approve our Lincoln

[1:08:46] projects to be brought forward to the Capcom for their approval.

[1:08:55] Any questions on the process?

[1:08:59] Can I just repeat it out loud?

[1:09:01] Yeah.

[1:09:02] So in the, let's start in the spring.

[1:09:06] Aftertown meeting, you put together the five year capital request

[1:09:12] that goes to Capcom. In the fall you're asking for just the next fiscal years

[1:09:20] capital projects. Does Capcom do anything with the five-year plan in the

[1:09:27] string? It informs their planning so they can look at all the five-year plans of

[1:09:32] all the capital, all the different committees in town. But they're not saying like

[1:09:37] yes or no. What they do is they use it as kind of a preview and guidance for what

[1:09:41] their allocated dollar amount will be in terms of like where do we think projects will fall in.

[1:09:49] So it kind of informs their discussion as to like if they know that something large,

[1:09:54] like a fire mentioned is being requested, it'll kind of help them to guide when they want to see

[1:10:02] or if we speed up or delay projects that we may be proposed.

[1:10:07] And then they've always asked, you know, or not asked, but they've sort of indicated

[1:10:11] unless it's a really exceptional situation, they don't really particularly want to see

[1:10:15] anything in the fall.

[1:10:16] There wasn't on that five-year plan.

[1:10:17] Got it.

[1:10:18] Got it.

[1:10:19] Yeah, the thing they do is a lot of times we give them like an update as to where projects

[1:10:24] that have been previously funded maybe are in terms of the process, so they know if there

[1:10:30] there may be money that is coming back or where things have landed.

[1:10:37] And so then we approve the projects for the next fiscal year.

[1:10:42] You take those to Capcom, they do their magic, and it hopefully appears on the warrant.

[1:10:49] It will definitely appear on the warrant.

[1:10:52] It will depend on what else they have.

[1:10:54] Okay.

[1:10:56] They have a certain amount of money to which they are allocated to spend.

[1:11:03] And some of that money, you know, the whole pretty extensive process.

[1:11:09] But they have borrowing and money that they have allocated for projects that they may be paid.

[1:11:15] You know, let's say they pay $100,000 per year to pay down like a project.

[1:11:21] We'll say like, you don't need to tell a large few.

[1:11:26] Okay, thank you.

[1:11:27] When you sit at town meeting Audrey Kalman,

[1:11:30] who puts up the waterfall path of here's the most high priority project

[1:11:36] and that's at some point.

[1:11:38] This is as much as we've gotten less town meeting wants to raise taxes.

[1:11:43] And then we could do more, but yeah.

[1:11:45] And they know that you're saying that there's a schedule for when they have to buy

[1:11:50] and police cruiser, so they know that those are your screens.

[1:11:57] It actually makes sense.

[1:11:58] The other thing, too, that they do is, like, the couple of projects,

[1:12:04] is they, or I say they typically Dan and Colleen,

[1:12:09] will allocate it to, if it falls under certain buckets,

[1:12:12] like whether they're falling into the historical preservation

[1:12:16] or with the funding source maybe, so it's not.

[1:12:19] Everything is not always a cap and also let me go into other fund and sources within that

[1:12:24] state purview.

[1:12:27] And then the investment stuff just comes out of the operating budget history.

[1:12:31] We don't set a separate budget for capital.

[1:12:35] For capital, we don't have the capital projects within the operating budget.

[1:12:40] We present to the committee for certain projects to be approved and then once that's approved,

[1:12:47] that we're going to take the money, how we reserve to fund those projects. Because in our

[1:12:52] operating budget, we only budget for regular maintenance costs. And I think to say that we did

[1:13:01] however project those costs into a pricing model for the contract. Yes.

[1:13:10] So we're paid first

[1:13:15] for students, those into that student amount is a portion of capital,

[1:13:26] every kid is paying

[1:13:27] a nickel towards the new vehicle, whatever.

[1:13:32] The budgeting proposal process for the Hansken contract is backwards to the way it looks.

[1:13:46] What we do is we figure out what are the costs going to be each where we project costs each year for five years and we build in what do we think different capital projects might be.

[1:13:55] And then we back into here's the anticipated enrollment and here's how much that would then translate into as a per student.

[1:14:05] So what we're giving to them is primarily a per student proposal.

[1:14:11] But we didn't start with how much of a cost educated kid we really started with what's

[1:14:16] our overall projected cost over the five years, which does build in certain capital projects.

[1:14:23] There's also the opportunity to go to DoDIA for some things and we were successful with

[1:14:28] one project, but we can't count on it with them.

[1:14:33] Those are treated just as an annual expense, the capital things, the truth is as an annual

[1:14:42] expensively approved annual budget for hands, including in that.

[1:14:49] So I think, I think we would request for a specific project, right?

[1:14:54] Yes, we would like to treat it separately, like the Lincoln budget, because

[1:15:00] Is our operating budget only or will we source them for that? Is the reserve?

[1:15:06] Yes, it's not good.

[1:15:10] Well, if we have why it's not good, I don't want to make sure we're setting aside money every year that goes into the reserve that's available for capital, but if we're not doing that. So the funding source comes from one, the contract revenue was one source, the processes are different.

[1:15:32] because operating budget follows the budget in process.

[1:15:36] Capital should follow a different process because we record them differently.

[1:15:41] And we like to keep them separate because every year a couple of projects change.

[1:15:46] But our operating budget is how we maintain the building.

[1:15:50] Based on funding sources, the school committee can say we delay this project from this year to next year.

[1:15:56] And that can happen, but operating budget is what we need to run the school every year.

[1:16:03] So it should typically follow two separate processes.

[1:16:09] But the money is from the contract revenue, it's one source, does that answer your question?

[1:16:16] In our, the, let me if I'm wrong Susan, but the concern that you have is if we're always

[1:16:22] paying capital out of the reserve, that means the reserve is always going down and that it

[1:16:26] certain point the reserve is gone. The way we projected out and Angela jump in, if I'm getting any

[1:16:33] of this incorrect, the way we projected out the five years of this proposal is that in the first

[1:16:39] two years we have to draw from the reserve for things. By year three we get to about break even

[1:16:46] point and years four and five we're starting to add back into the reserve. So money coming out of

[1:16:53] the reserve to fund capital does not necessarily mean that the reserve is going down because our

[1:16:57] projection is that the five-year projection was that we are at a point where we are putting

[1:17:01] money into the reserve that then can be used to pay for capital projects. Is that an accurate

[1:17:07] description of the way we forecast it out? Yes. And capital projects, sometimes it's multi-year

[1:17:14] projects. That's true. It could happen in a swing of several years depending on the project.

[1:17:20] So we can't really, we cannot really say we're using FY 28 operating budget for this project if the project goes beyond the physical year.

[1:17:32] So that's why the federal project sort of are following a different process.

[1:17:38] So this 28 budget that will be approaching year three.

[1:17:46] So, we should be looking at, and in close to pre-keyment, yes.

[1:17:50] So, we should be looking at starting to send money back into the reserve, right?

[1:17:56] A year or, I think, was when, year three was sort of the breakeven-ish point, right?

[1:18:03] Am I right about that?

[1:18:05] That was the point.

[1:18:06] Yes.

[1:18:06] I don't want to say anything.

[1:18:08] Yeah, yeah.

[1:18:08] We had the enrollment because we had the different enrollment last year that meant that we used more money from the reserve than we anticipated.

[1:18:19] Although it was not conscious about what I'm about to say.

[1:18:23] I think it ended up not being that much more because we were able to bill for students over the course of the year.

[1:18:31] So all of this depends on enrollment, ultimately.

[1:18:34] But the original projection was that by year three, we were right around break even point, which is this FY28, and then year four is when we would anticipate that we would be putting money back into the.

[1:18:45] But, like, as a townside, we can see where the cap hoop expenses where it's coming from

[1:18:54] and where it is, whether it's what source it is, whether it's direct taxes or whether

[1:19:00] it's a grant from community preservation or wherever we see where that money is coming

[1:19:06] from.

[1:19:06] But, with hands-concapable, I guess, even at all this time, I don't have that same sense

[1:19:16] So money flow for capital, that it's just a reserve.

[1:19:21] Well, it's been a fairly specific reserve account

[1:19:24] for capital projects.

[1:19:26] So that's why I will still report that account

[1:19:30] to the committee as we spend money out of that account

[1:19:35] from the approved projects,

[1:19:38] but that's one of the reasons that we keep it separate.

[1:19:41] So it doesn't get into like mixed up

[1:19:44] with the normal maintenance costs. And that's a remember the hope is that Dogey at pace for

[1:19:52] things that are over $75,000. Once we get in the project, we'll talk to all of those examples.

[1:19:59] Thanks. All right, so I'll take it away.

[1:20:04] Actually, we actually don't have any technology requests this year in Lincoln, so this is going to be

[1:20:09] the branding show. So the request we have on this this request this is you guys have seen the past

[1:20:17] historically but the maintenance request is basically we have always have ongoing building maintenance

[1:20:24] things like painting classrooms, upgraded life safety devices or is there any type of retrofits

[1:20:30] that we need to do in classrooms right. For example there's like you know these window shades and

[1:20:35] that, and we have classrooms that have students with sensitivities and stuff like that, we may have to do things that are above and beyond your normal maintenance and stuff like that.

[1:20:45] So this, that's one, the second one is the hardwell trailer, which is located right outside this double doors here.

[1:20:52] It is a kind of a first generation style, chair lift, and there's kind of a couple of options that we have that we can present to.

[1:21:02] So, as we said, maintenance, it's a $50,000 request.

[1:21:07] This was something that was always done in the past.

[1:21:09] If we agree that we would not print forward,

[1:21:12] because the school was relatively new,

[1:21:15] and so we had taken it off.

[1:21:18] And now that we are five years in to the school,

[1:21:22] it is starting to need as you walk through,

[1:21:25] because still he's doing great job over the summer

[1:21:27] and they try to touch our paint and stuff like that.

[1:21:29] We do not have the staff to do all the classrooms in the necessary areas, so and then again, you know, we are as we develop or as we grow our services and stuff like that.

[1:21:45] We constantly find that there are needs working with decent stuff like that to adopt or to adapt to some of our student states.

[1:21:54] And this was formerly an annual request that we could do every year before the building project.

[1:21:59] Why is it going to be every year?

[1:22:01] So what we have found is that the previous request was 25,000.

[1:22:06] And so what we have found is that by asking for 50,000 every other year,

[1:22:11] it allows us to have a party that is a little bit bigger than it costs that we don't have to wait.

[1:22:17] So what it does is it allows us to budget it internally

[1:22:22] And to utilize the money as we see fit, one thing about capital projects is they do carry

[1:22:30] over.

[1:22:30] So if you don't use all of the money for a year as long as it's for the same project,

[1:22:36] that money does carry over for a year and a year.

[1:22:39] So again, if we have projects that are, say, a $30,000 project, it'll be able to do something

[1:22:47] in fact. For instance, one of the big areas of maintenance that you've got to notice

[1:22:54] as you go through the school is floor repairs. You know, the floors are, you know, with

[1:23:00] we have brave furniture, but sometimes people with the best of intentions, you know, they

[1:23:05] won't wait for additional help, and they'll maybe drag something across the floor, or,

[1:23:10] you know, something will happen. So those repairs can be, you know, tiling costly, so this

[1:23:16] this would allow us to be able to do some multiple areas

[1:23:21] where we could get better bang for a buck.

[1:23:25] The horrible chairlift replacement

[1:23:27] so a couple of months ago,

[1:23:31] we had a person with a disability

[1:23:34] who was utilizing the chairlift

[1:23:36] and actually it failed.

[1:23:39] Luckily, they were in a spot

[1:23:40] where they were at the top of the stairs,

[1:23:42] we were able to get them off without an issue.

[1:23:44] but the main call of the brain of the chillet has head-fried.

[1:23:52] And so we have three options.

[1:23:55] And so what we're actually looking for is kind of some discussion with all of you as to which way we would like to go.

[1:24:03] And so current chillet obviously no longer abuse.

[1:24:07] ADA access is currently limited to we do have.

[1:24:11] If you go up the hill towards Magic Garden,

[1:24:13] there was a ramp that would allow you to enter,

[1:24:15] it's the second floor, there was also a ramp

[1:24:17] that would allow you to enter kind of in the back

[1:24:19] of the building by Perry's office

[1:24:21] or by the facilities and technology area.

[1:24:25] So we do have 88 access.

[1:24:29] So legally, we are not required to have the chairlift.

[1:24:36] And so the three options, we have a replace

[1:24:39] with a retrofit system.

[1:24:41] We have a replace with a brand new system

[1:24:43] that we have removed the old, we cannot leave the system as it currently stands is

[1:24:48] inspected every two years. The current inspection is good until

[1:24:54] 28, but we have to make a decision as to what we want to do. We would need to decommission it

[1:24:59] and actually remove some of the components.

[1:25:05] So the replace with the retrofit system.

[1:25:08] So this allows us to keep the wall between the stairs in place.

[1:25:13] The new list would have new components, everything basically except for the towers and the real system that goes up to the stable right now would be replaced.

[1:25:23] The modernization we need to receive our variance in order to do this retrofit.

[1:25:29] So basically the current platform needs to be up size to the 30 by 48.

[1:25:35] We are currently a 30 by 41 age platform. So our platform does not meet current code.

[1:25:42] Then we would also need to receive a variance from Massachusetts Elevator Board for the capacity.

[1:25:49] Parent weight capacity building code wise has to be over a minimum of 550 pounds. Our current

[1:25:56] unit is rated at like 450 pounds. So we do not meet the current code.

[1:26:04] The project car link includes the removal and discard of any unused components to the existing

[1:26:09] in the cost estimate is about $67,000, and that's for the direct compliance.

[1:26:18] So, the replace with the new system, this is basically the entire unit gets replaced.

[1:26:26] The capacity increases to 660 pounds, which means the current code, the entire wall assembly

[1:26:32] in the middle of the stairs would need to be torn apart and basically structurally rebuilt

[1:26:37] to support the additional weight.

[1:26:38] So that would be an added expense on top of it.

[1:26:43] The variance would be needed for the platform size.

[1:26:47] So even if we were to rebuild the wall going up the stairwell,

[1:26:51] it's still not wide enough to house.

[1:26:53] So we would still need one variance.

[1:26:56] We'd be able to keep the drive box in the same location,

[1:26:59] and we could modify it where the components live.

[1:27:03] And that is estimated.

[1:27:05] So the the new lift components are 78,803 with obviously we need to do the additional kind of design work and structural work to the state well itself. So that's why there's an additional cost associated with it.

[1:27:23] And then the third is we would have to at least remove the old system and do not replace it.

[1:27:29] Okay, and so what this would do is the gentleman need to be removed and probably decommissioned by the state.

[1:27:35] Is the permanent authority a new lift or elevator could be part of a future final parallel project?

[1:27:41] And we can kind of talk a little bit further about that in a little bit.

[1:27:46] The cost for this for like the permanent and something that to decommission it along with the removal of the parts.

[1:27:52] It does fancy me about 15,000 dollars.

[1:27:54] So

[1:27:59] when the when the lip was functional, how often was it?

[1:28:05] That's a big question.

[1:28:08] It was used extremely infrequently,

[1:28:11] up until this current year where Magic Garden actually partnered

[1:28:15] with one of the local organizations.

[1:28:19] And they have some assistants who come in and work with the students.

[1:28:25] And some of them have, one of particular, has a mobility issue with a wheelchair.

[1:28:31] And so it was not heavily used, and actually it had only been used.

[1:28:35] This was the second time, and it was installed in 1992.

[1:28:39] This was the second time it had been used up until this year, where we did have some of

[1:28:46] you who tried to use it.

[1:28:48] And so how inconvenient is it to use the sidewalk in the ramp?

[1:28:55] So it's not inconvenient other than the one time that we did utilize it, it was during

[1:29:00] a weather, it was the winter time that we had a small amount of snow that was on the hill

[1:29:05] that made it just slippery enough that it was a motor ride, a motor ride, a little chair.

[1:29:11] So to prevent any chance of the person, you know, actually slightly that we actually offered them to compliance the length and that's fine.

[1:29:22] And the, I guess because of the size of the stairwell, we are limited to a smaller platform that code requires, is it still big enough to fiddle wheelchair on?

[1:29:34] Yes, yeah, it would still be big enough

[1:29:38] The issue is that the there are real on the sides of the stairwell, and so we we are limited to

[1:29:44] We cannot expand it and the snow and ice it was on the walkway that one time

[1:29:49] And they said

[1:29:50] Because we just weren't shoveling it as often as we should have or no, it was it was actively snowing at the time to which they came

[1:29:57] So we had solved it, but again, it was

[1:30:00] It was pretty heavily snowing at the moment. So we just, we, they had tried to go up and there was sliding. So we said, well, why don't you come in and we'll allow you to, and we didn't get them all over. They had to go down the hell.

[1:30:13] It was used often because this was had classrooms and there were kids who needed the lift.

[1:30:20] So in those days, in the 90s, it was used every day by maybe three kids, but I think

[1:30:28] the thing is, if we had a full-time employee working in the administration, had a motorized

[1:30:34] wheelchair, which takes up space more than people pushing someone.

[1:30:39] So we would, that would be tough and you'd have to, yeah.

[1:30:46] What is the interest in having and because what would you rather have an elevator put in at a later date when heartwell is?

[1:30:57] I think an elevator would definitely serve us better.

[1:31:00] I mean, somebody on a platform is, it was scary.

[1:31:09] It's not the best way, I mean, again, even the person who has used it, did not have the

[1:31:18] best ability, and so you almost need to kind of like walk up behind them and push the functionality

[1:31:25] for that.

[1:31:27] Realistically, it's almost not to be able to come in and operate themselves.

[1:31:30] Yeah, no. My father's in a scooter and there's no way to do it. Yeah, you can't get himself

[1:31:36] on it or up the bottom. Yeah. What is the, I know you're going to get into it but about

[1:31:46] potential plans for this building. So some of the five year capital plan over the course

[1:31:56] of past several years. It's had a couple of projects that were on it. Okay, one is there is still a

[1:32:02] spetus in this bill. And so the spetus remediation used to be put forth at a dollar amount, not at a

[1:32:10] total cost or any spetus. So it was typically, it was like an annual request of $50 or $60,000

[1:32:17] in the theories that they would do a portion of the spetus removal. The reality of it is that

[1:32:25] it never really ever got approved because, quite honestly, by the time you, you know, section on

[1:32:31] an area, you saw through the removals like that, and $50,000 does not go every far.

[1:32:38] The other

[1:32:39] project that was done was to replace the windows. And so all of the windows in the building are along the two

[1:32:47] two long sections are original, and those also contain asbestos content.

[1:32:54] And so, in order to replace the windows, you know, it's referred to as the curtain walls

[1:32:59] because of these structural beams, the outside walls are actually structurally supporting

[1:33:04] the roof, all of these beams support the roof.

[1:33:07] So they're called curtain walls in the industry.

[1:33:11] So the second project was to replace the curtain walls, put new windows and stuff like that.

[1:33:16] But the reality is, again, we would need to basically take the building off line, right?

[1:33:23] In doing these projects, building code requires that any time you trigger over 30% of the

[1:33:29] building's value, you have to bring it up to current code.

[1:33:34] And so that would require all of the ADA necessities, all of these things.

[1:33:38] And so it's 30% over three years.

[1:33:41] So, in other words, like if you took the $400,000 that we put into doing the maintenance shop in the next two years, you didn't, you know, additional projects, it's all out of that.

[1:33:53] I can trigger that.

[1:33:55] And that would all trigger, you know, ADA in any time of safety upgrades that are necessary.

[1:34:02] And so that's where the question is, you know, how do we want to proceed?

[1:34:06] what are the thoughts on the buildings use? Obviously, the building, we monitor the

[1:34:12] asbestos and stuff like that every year. We put out our letters every three years,

[1:34:18] and we have a third party that comes in and does a full assessment by no means. And most of our

[1:34:24] asbestos is actually in locations to which most people are not present. There are a lot of it is in

[1:34:30] underground areas.

[1:34:33] And so the question is, you know, like, what do we, what do we foresee?

[1:34:37] In the future, you know, is there any type of recommendations or repurposing of the spaces

[1:34:45] to better fit the needs of the administration? Is there any possibility of upgrading the current

[1:34:52] ADA entrances like the ramp that goes in to the back of the building.

[1:35:00] I mean all of these are absolutely options that we can look at.

[1:35:04] I mean, currently they are actually our limitations are actually the smokes

[1:35:12] to which gets you to those ramps.

[1:35:15] The back has a pretty steep walkway, paved walkway,

[1:35:19] same thing, I'm sure most of you are more familiar with the

[1:35:23] the Magic Garden entrance. You know, it's the pathway that goes up to it that is more

[1:35:28] the issue as opposed to the ramps. So we have not had issues getting folks into the building.

[1:35:35] It's more just making them logistically from the parking lot to those ramps more approach.

[1:35:45] So, you know,

[1:35:48] what would prop you would say, okay, now is the time to do a big remodel

[1:35:55] of the building, the give-rate, the asbestos, and put it in an elevator and all that, is it?

[1:36:00] So I think it's a combination of, you know, the current building, we have added some new

[1:36:13] positions, right? So we are, by no means outgrown with the building, but we are becoming, we are

[1:36:21] utilizing a large portion of it. And so the question is, are there, is there a layout that may be

[1:36:29] better suited to serve, you know, folks that are coming to me with the battery or with torrents

[1:36:35] or something like that.

[1:36:37] As you kind of think about the bill then right now,

[1:36:41] we have Torrance's office.

[1:36:44] You got to kind of go through two other offices.

[1:36:47] You know, we are adequately utilizing the bill.

[1:36:50] There is no immediate concern.

[1:36:54] But there's nothing that's going to force the issue.

[1:36:57] Like, you could go for another 30 years and not.

[1:37:00] Yeah, what do you think?

[1:37:00] The bill is safe to be within.

[1:37:02] We have put in, you know, Mitsubishi units.

[1:37:04] we have, you know, climate controlled environments to all of our offices and stuff like that.

[1:37:11] So, there is no immediate concerns. You know, the question is going to be, where does it fit

[1:37:16] in line with the town's borrowing capacity? You know, what building is next in line after the

[1:37:22] community center? You know, those are more than things to kind of consider as, you know, where is this

[1:37:28] still can fall under. Yeah, it seems to me the town probably will not have appetite.

[1:37:34] This is probably not high priority. Yeah, for a big project, especially if it's not, you know,

[1:37:40] the school had holes in the ceiling before it was redone. So this was great discussion.

[1:37:56] One of

[1:37:58] is I'm not sure they're doing the new trucking.

[1:38:04] Chill is worth it.

[1:38:05] If we said, listen, we feel that this building

[1:38:08] is gonna be in existence for another eight to 15 years

[1:38:11] as it stands.

[1:38:13] And we felt that we wanted to, you know,

[1:38:16] make the building accessible for folks

[1:38:20] who may or may not come here, you know,

[1:38:24] the retrofit might be the best option.

[1:38:26] You know, otherwise, you know, the other option that I would advise we consider is the

[1:38:32] decommissioning.

[1:38:33] We just figure moving, you know, at that point, you know, we may be, you know, try to come

[1:38:40] up with a plan where if we were to have somebody who has mobility issue, maybe we have some sort

[1:38:46] of a plan in place that we have folks who can assist them up the ramps or, you know, to

[1:38:54] point, we do some small projects and it sounds like you would need to do that even if we have a

[1:38:59] chairlift, right? Someone has to still come and help them with the chairlift going. Correct.

[1:39:05] I mean, I think that the newer lifts have the ability for you to like operate it,

[1:39:10] maybe remotely, for instance, like there would be a control station that is not on the lift itself,

[1:39:17] like doing you would be able to remotely. There's also a difference between someone who's broken

[1:39:22] their leg and someone who's in a wheelchair, right? So like someone who's broken their leg could

[1:39:28] easily use the lift being in a full tower. It's hard to have to go all the way up the

[1:39:33] ramp. That would be harder for the person who broke their leg. Yeah.

[1:39:37] The only two is the lifts have become a lot. So again, with the added weight capacity and stuff like

[1:39:45] that the lift that was currently here was really not designed, there's a jump seat that

[1:39:55] comes down on this lift. It's really designed for somebody who is in a temporary wheelchair

[1:40:00] to get into the, to sit on the lift, ride the lift. You can't put the wheelchair on it.

[1:40:06] You can, but you can't put a weight capacity, a lot of the motorized

[1:40:11] She was very heavy and so we capacity wise it really was not designed for the application

[1:40:17] that we would use it for.

[1:40:20] The kids I remember who used this had walkers and I come in and the adult would help them

[1:40:28] up the stairs and then they got up but they were I'd say maybe three kids who did it used

[1:40:34] it every day but it sounds like what's more likely now I hate I like it would be I mean

[1:40:40] And if God forbid, if one of you guys broke your leg and had to use it every day,

[1:40:45] that's a more likely scenario, but with that even some would you even use a bill of

[1:40:51] some ass or something and the belly and employee they want to stay on the child, how do you

[1:40:55] get them in and out?

[1:40:56] How difficult is it to get a variance?

[1:40:59] Yeah, it's going to be a big question.

[1:41:00] Um, you know, under the, the situation is on the elevator board.

[1:41:09] I am.

[1:41:10] I'm not.

[1:41:10] I'm not on the front of them to ever, to ever ask you from my understanding talking with the buildings.

[1:41:15] I can still like that.

[1:41:17] You know, they do variances all the time, especially in an older building like this where obviously,

[1:41:22] you know, when elevator is not, you know, something that we were just going to readily be able to do, right?

[1:41:27] So it allows functionally and the biggest thing is that because we have technically

[1:41:34] egress or in access to any egress for those who may be on the second floor already,

[1:41:42] it's actually, you know, it's not necessary. So they are probably more apt to actually

[1:41:47] grant it because it is a convenience factor as opposed to the built-in is not actually

[1:41:58] and the difference in price between retrofit and new is 30 billion.

[1:42:06] I wish it was a greater definition for me.

[1:42:12] The new price is a ballpark.

[1:42:15] The components part is accurate.

[1:42:18] 300,000 is kind of the ask, but again, the study would need to be done to find out what is the

[1:42:31] structural need of the stairwell. So your thoughts were really choosing, the best choices are either the

[1:42:40] retrofit or removing it all, I'm not sure how we go about thinking about it.

[1:42:47] Again, you don't need to vote out tonight.

[1:42:50] If you guys gave me some guidance, I would update the request for the second reach

[1:42:57] so that you get more reflected what the force of it to make this request is currently.

[1:43:03] No, I was going to say, sorry, people on the building too.

[1:43:06] Were you going to say something, Rob?

[1:43:08] I was going to request currently reflects the $100,000 option, because it was the high

[1:43:12] consumption of it.

[1:43:14] This is far outside of my area of expertise, and so I rely pretty heavily on Brandon.

[1:43:23] If he's recommending Retrofit or not replacing, I would certainly rely on that.

[1:43:28] that, at least any danger of equal opportunity employment, if we advertise a job for Angela

[1:43:42] decides that she wants to retire, I mean, no, no, no, I'm trying to use an example, please,

[1:43:47] use an example, Susan, not a good example.

[1:43:52] So the position where we would be not following the law and making sure that we are ADA compliant

[1:44:00] without it, right?

[1:44:01] The answer is no.

[1:44:02] Like I said, the state is the one, the state inspector is the one who actually said we

[1:44:06] could decommission this.

[1:44:07] Oh, OK.

[1:44:08] It is not required because we have accessible routes to the two-age floor.

[1:44:13] But he's not equal opportunity guy.

[1:44:16] I mean, did stop me, Perry, if I'm going off too far up here, but we wouldn't not hire

[1:44:24] someone because we didn't have a trailer in this building.

[1:44:26] We have a luxury of having a one-story building over there, and we could always be creative

[1:44:31] about office space.

[1:44:31] Also, from the building, we would always hire the right person.

[1:44:33] So I was just going to ask this might be way far out, but if you were talking about the risk

[1:44:37] of, is there a real risk of outgrowing this building, or if a certain team component did

[1:44:43] that have to move elsewhere, like is that a possibility?

[1:44:46] Are you going to accommodate it?

[1:44:47] Yeah.

[1:44:48] Yeah, yeah, I'm not worried about us not having capacities

[1:44:51] in the building to do what we did to staff,

[1:44:54] the way we want staff.

[1:44:55] And to your point, if someone applied and they had mobility issues,

[1:45:00] We would accommodate them. We would come up with a way to make sure they were able to do their job.

[1:45:07] And I don't, I mean, the parks and rack is in the classrooms upstairs. Right now, once the community center is finished, then that space had been great, you know, cohabitors with us. And that hasn't impacted. I don't think at least I haven't felt, you know, it can impact from them space. And then once they're not there, that space is available for us to use for things like workshops and stuff.

[1:45:31] So I feel very comfortable with the amount of space that we have in the building.

[1:45:36] You know, if I were designing it from scratch, might I, you know, say, okay,

[1:45:39] well, maybe we should have this office here, this office there, but that's a convenience thing.

[1:45:43] That's hard to justify hundreds and hundreds of thousands of dollars from in your own campus.

[1:45:48] I mean, there's some school administration.

[1:45:50] Absolutely.

[1:45:51] Yeah, we'll be able to be able to be in this hall.

[1:45:53] So, and the facilities that we have here are, I've been in a lot of different such office facilities.

[1:45:58] These are good, you know, the end of the day is pretty nice.

[1:46:00] I just feel like it's really high for retrofit compared to the new cost.

[1:46:07] I just feel that I do feel uncomfortable with the access as it exists.

[1:46:15] Yeah, I guess.

[1:46:16] Well, so the difference between the retrofit and the new system is that if you do the new

[1:46:24] system, it can support the weight of an electric wheelchair.

[1:46:28] But if you retrofit it, a person with a broken leg can sit on the seat and go up, but

[1:46:34] you can't get your wheelchair on there.

[1:46:36] So there's part of me that thinks for 30,000 bucks, you might as well get the system that

[1:46:40] can take a wheelchair out.

[1:46:42] On the other hand, if I have an electric wheelchair, assuming there's no snowstorm outside, I'm

[1:46:49] probably more comfortable just going up the sidewalk and off the ramp.

[1:46:53] to get on with some of the

[1:46:57] help me and go all the things.

[1:46:59] I feel like he's like airbags outside.

[1:47:01] Yeah, that's right.

[1:47:02] So it would say just do the one

[1:47:06] that's quickest, easiest and cheapest.

[1:47:11] Can we look into it?

[1:47:13] Like I don't want to ask too much.

[1:47:17] But can we look into like once the

[1:47:21] construction is done, the community

[1:47:24] any center are there ways to make the paths more accessible?

[1:47:30] I've never walked back to that ramp.

[1:47:33] I was thinking, I don't know what the rest of the building really looks like.

[1:47:37] It's probably easier.

[1:47:39] It's really, it's steep.

[1:47:43] It doesn't meet 88, you know, 2% grade.

[1:47:48] And that is hard, but you're in a motorized wheel chair to fill up it because it's incline.

[1:47:53] I'm sorry, you say it doesn't meet the ADA requirement?

[1:47:56] I'm sorry, I didn't ask.

[1:47:57] No, like ADA requirement for a pathway

[1:48:01] to be considered ADA is going to be more or less of a slope.

[1:48:05] And so the slope outback is probably closer to like a 5% slope.

[1:48:11] Gotcha.

[1:48:12] OK.

[1:48:12] The one thing to magic garden with the new graving

[1:48:16] that they're doing is that's going to be improved, isn't it?

[1:48:19] It should be improved, yes.

[1:48:21] So getting from the community center to magic garden should be better.

[1:48:26] Should be better.

[1:48:30] That's what we're talking about today.

[1:48:32] We're not going to make a decision on this tonight.

[1:48:33] Well, you want to ask.

[1:48:35] The direction could be that we continue with the most expensive, right?

[1:48:39] That gives us the fun and source.

[1:48:41] The other thing to obviously consider, right, is this isn't asked.

[1:48:45] And then we're going to go in front of the waivers to see if we're going to get the variance.

[1:48:50] And so the project, if we don't get the variances, it's almost done in the water at that point.

[1:48:57] Do we need a variance for the retrofit option?

[1:49:00] Yes. For both, right?

[1:49:01] Yeah, you need a variance for both.

[1:49:03] And if we don't get the variance, then the only option is to take it out.

[1:49:07] Correct.

[1:49:08] It's also to take it down more structure.

[1:49:11] If we put in the new one, if the building down the line was to be redone.

[1:49:19] But we're just talking about this.

[1:49:22] So we're going to fill it around the.

[1:49:25] So what happens is with building code is you

[1:49:29] have to bring the building up to whatever the car would be.

[1:49:32] And so it's very well could say that those

[1:49:35] trails are no longer allowed unless it's residential.

[1:49:38] You're trying to get to the second floor where you've

[1:49:40] entered.

[1:49:41] So there's always that risk that the cost

[1:49:44] is a temporary thing.

[1:49:46] But again, you know, what is the timeframe to which this building may or may not be

[1:49:52] renovated, right? It's going to be several years, right? So

[1:49:55] it's not only worth the, you know, the bridge of getting us to that point

[1:50:01] and then at that point, you know, you go to whatever the current code is. I mean, same thing's

[1:50:07] going to happen with installations like that. We do a lot of upgrades to

[1:50:12] to Goldman's all the time because

[1:50:14] Matt SAVE currently has incentives.

[1:50:17] And then you go to do something else.

[1:50:20] And I mean, leaves a proper example,

[1:50:22] that building got a whole new roof,

[1:50:24] all insulation, when the tree went through it.

[1:50:26] And three years later, we tore it down

[1:50:29] to build a community center.

[1:50:30] Now, I was at insurance expense,

[1:50:32] not a town's expense, but again,

[1:50:34] building co-changes, what needs to be done.

[1:50:39] I guess we'll discuss it again. I would say if there's anything else that you can think

[1:50:46] of that might help us.

[1:50:49] We need to put in for the 15,000 if we end up having to take it out.

[1:50:56] We still have to, this is a capital request no matter what.

[1:50:59] Yeah, I mean, capital is not so technically anything more than 10,000 is what you're supposed to work to calculate.

[1:51:04] I would still bring it, we can't, we don't want to have to absorb it in our 50,000, I mean,

[1:51:13] correct. That's how I would look.

[1:51:19] When you bring these things to Capcom, do they go back,

[1:51:23] and they ask you to change the numbers and all, what they say. So the numbers can be changed,

[1:51:32] right up until Tommy did so, right? And so, again, they want, they want the numbers to be as

[1:51:37] accurate as possible. The struggle that we have with every one of these is that we are asking

[1:51:41] somebody to quote us. It's a timbre for something that is going to potentially be funded July, right?

[1:51:48] So, you buy a vehicle, the chances of it being the dollar amount that they quoted you is very

[1:51:54] difficult. So that's why we put in things like, you know, it goes from $78,000 to $100,000, right?

[1:52:01] because we're not sure exactly what that additional cost is going to be, so that they've

[1:52:05] always asked if the application itself has a contingency line item built right into

[1:52:11] it.

[1:52:12] But would they say like, we can't give you 100, but we can give you 70 and so then you

[1:52:17] can come back to us and say, well, let's do the rest of it.

[1:52:23] We could ask for the most expensive and we could say, we could say there are three options

[1:52:27] in the tape, if you can give us the whole amount, then we could go with the full, you know,

[1:52:37] $660 pound left, if the money derives on them to be able to get the call rather than

[1:52:42] talking about. Well, they do that a lot. I mean, there's a lot of times where, you know, people

[1:52:46] bring something, a project to them and they say, well, you know, we can't find the whole thing,

[1:52:50] but could you do a portion of it, a lot of our projects. I'm wondering, yeah. We split projects

[1:52:55] projects before, because they're like, this is a great project, but we can't do it all

[1:52:58] this year.

[1:52:58] So we've done it across two perspectives.

[1:53:01] I imagine also if we did the new system, we have to rebuild the wall and everything.

[1:53:05] It's going to shut that stairway down for a while.

[1:53:09] That's a convenient server when it works up there.

[1:53:12] So maybe the retrofit is just the easiest compromise.

[1:53:15] It's, that was expensive, it's less disruptive.

[1:53:18] It still gives an option for people who have mobility issues to not have to go all the way

[1:53:24] on the building. Don't discover investors in that wall.

[1:53:30] Yeah, you know, once you started off. That's what I was going to say, knocking down walls is scary.

[1:53:35] Yep, for sure. I mean, these were all kind of was unknowns.

[1:53:39] I would recommend joining with record business.

[1:53:44] Do you think it's good to have something?

[1:53:47] Yeah, it is.

[1:53:48] And if there's something nicer than, I mean, it actually has improved the design, has improved, even with retrofit.

[1:53:58] Yeah.

[1:53:59] That thing was pretty skated.

[1:54:02] So we're going to, we can talk about it again and take it.

[1:54:07] What I'll do is I will refocus the request based off of doing a retrofit.

[1:54:17] And if you have any insight into that, variances?

[1:54:22] Yeah, we can, I can reach out to the boards and just see what the full entailment would be,

[1:54:32] like, how long does the process take, and stuff like that?

[1:54:35] Thank you.

[1:54:36] What the odds are, and I'll explain to them the current situation that we aren't EVA accessible,

[1:54:42] but we are looking to do something that would help solidify

[1:54:49] that folks could access both of us.

[1:54:51] Is there a way to word the request

[1:54:53] so that if it turned out

[1:54:56] that none of the lift,

[1:54:59] chair lift things works,

[1:55:03] that we could use that money to improve the outdoor access.

[1:55:07] And if you word it in such a way

[1:55:09] that money might still, we didn't have to go back, so say we're just asking for...

[1:55:16] So the answer is yes, we could just say that we are looking to do or accessory.

[1:55:24] The part that's going to be a little difficult is we would need to kind of look at the

[1:55:33] the rear of the building in front of the building and say, okay, what are we willing to allow?

[1:55:38] And what I mean by that is what's going to probably end up happening is you have to cut the trees and you have to make.

[1:55:44] You're going to make it.

[1:55:45] So you're going to make it basically a sidewalk that's exacts back and forth.

[1:55:51] I would just go in and ask for what you want and it turns out we can't do it because we don't get the variance to go back.

[1:55:57] It makes sense.

[1:55:59] Next door neighbors are graining their driveway and it is like a massive operation.

[1:56:05] I think what I would do here is I would say, I can alter the request to say we would like to do a retrofit with the caveat that we may need to do a decommission.

[1:56:21] And so that way there, if they said, yes, we will give you the, you know, called 70,000 for the retrofit.

[1:56:27] And we were to go through the process and find out that it is not we do not get granted the waivers

[1:56:32] That we would at least be able to utilize that money to do the decommission

[1:56:38] I don't see them have an initial with that because they're going to basically get back

[1:56:43] $15,000 and some $15,000 I'm going to ask

[1:56:50] Ask them yes, moving us on to ask them. So start with some good news

[1:56:57] So, we had a compressor go last year and part of our contract with Dodia is that any capital projects exceeding 75,000 for facilities only, not technology unfortunately for facilities products over 75,000 we can request funds from Dodia.

[1:57:13] My understanding is that is not something that we've been successful with in the past with Dodia, but right now put together a really great thorough proposal.

[1:57:23] and we submitted them last year and it went through their internal processes and we were

[1:57:29] very happy to see that it was added to our order for this fiscal year. So they are

[1:57:33] willing to bank for that commercial replacement at a cost of just over $106,000.

[1:57:38] And I just emphasized, it was an extensive process. We had to provide a significant amount

[1:57:43] of documentation. So it was, if we had a similar stuff in the future, I don't know that we'll

[1:57:50] get it, and they're looking at like, they don't have a pot of money, it's like set aside for us.

[1:57:53] They're looking at like a big pot of money that's there for lots of different things,

[1:57:56] and their potential competing priorities, depending on how much happens in it, you get it year.

[1:58:00] I mean, much like with the capital, you got a certain amount of money, and some things are going

[1:58:04] to be higher at low. They actually have their own kind of capital that all military basins are

[1:58:09] pretty hopeless. So this is a good win, yes. So I'm sorry, I didn't realize it in the past,

[1:58:14] this hasn't, and we haven't successfully been able to. Yes, so the threshold used to be 50,000

[1:58:19] So my understanding is the last time you request the funds for a group that have failed,

[1:58:23] and it was not able to fund it at that time, just before it started in the old building.

[1:58:32] So this is the first time we've ever believed that we've gotten these funds.

[1:58:37] So it's like a big win, so very nice work, very generous.

[1:58:43] So for FY 28, we are proposing two handsome school projects versus the placement of the presentation system, the projectors in the K-3 side of the building and then an annual event of maintenance that is similar, but also different from the one in Lincoln.

[1:59:05] On a classroom presentation systems, we are, our systems have gotten to the age where

[1:59:10] they start to need, they are starting to need to be replaced.

[1:59:12] We generally assume a 10-year lifespan on these projectors, these if they're interacts

[1:59:17] with projectors.

[1:59:19] The most of them were installed in 2017, and we wouldn't target the work for the end of

[1:59:28] that fly 28 fiscal year's voting June to be in a summer.

[1:59:32] Great.

[1:59:33] I'm talking.

[1:59:34] My mother's calling me.

[1:59:38] So we would be doing those at the end of the fiscal year.

[1:59:41] And it would, you know, we think that that one will be 11 years into these protectors.

[1:59:46] And it will be time to make these replacements.

[1:59:51] They, the audio systems are working right in the room so far.

[1:59:54] So if you don't think we need to adjust these components.

[1:59:55] And this is really the same project that we have funded from Capital.

[2:00:00] This year in Lincoln, and from an enhanced on the middle school side, we'll be doing this this year as well. So it's just kind of the last big chunk of projected replacement from our first wave of the projectors that we bought 10 to 15 years ago.

[2:00:22] We're going to discuss more during the budget process because hands on the head are different.

[2:00:34] So for the inordinate maintenance, what we did was we projected out a 10 year lifecycle cost for all the major components within the heads of tools during the price development of the current housing contract. So at the time, we weren't sure how long the contract was going to be awarded for it. So we did a 10 year projection.

[2:00:52] And so the school is now going to be between years 10 and 20 is where we currently are at.

[2:01:01] So let's just say it's 10 to 15 at the current contract versus the five-day contract.

[2:01:07] It does not include projects in excess of 75,000 which is eye contract, project we have there.

[2:01:15] or we are eligible towards our request fund idea

[2:01:19] to be funded by that.

[2:01:22] The total cost was estimated at 1.8 million.

[2:01:25] And so what that 1.8 million was

[2:01:27] was I basically went through,

[2:01:29] and I factored in every pump we have,

[2:01:32] every valve we have,

[2:01:33] all of the things that should fail

[2:01:34] throughout the life cycle of this next five to 10 years,

[2:01:38] we put a dollar value on what our placement cost is

[2:01:42] for each of those valves.

[2:01:43] So just to give you guys a little bit of a little understanding, we have 27 water coils,

[2:01:49] we have 50 lower motors that are in our HVAC systems, we have 300 valves, we have 35 toilets,

[2:02:01] all these things that over time as you hit 10 to 20 years old, it starts to need to be replaced.

[2:02:07] So if the total to $1.8 million, and so what we did was we just basically took it to

[2:02:13] temper, you know, it's a tenth of that cost per year.

[2:02:17] So the request is for $180,000.

[2:02:21] That does not mean that we have a specific $180,000 project that is on the table.

[2:02:27] What it means is that we have expenses that are coming up each year to which we need some

[2:02:33] of the additional funding for.

[2:02:35] We will utilize that money, obviously, conservatively.

[2:02:38] We will replace the things that Frank, as the year goes on.

[2:02:41] But we have situations where, you know, in the unit fails, we cannot say,

[2:02:46] well, that classic doesn't get, you know, peed anymore.

[2:02:51] So, you know, we are trying to replace these items.

[2:02:54] And what's happening now is we are, as these large items start to go,

[2:03:00] and we replace them out of our operating budget.

[2:03:02] It is something else that we are happy to sacrifice as a result of it.

[2:03:06] Why is the annual maintenance on hand

[2:03:08] is still much more than working?

[2:03:11] It's more of the age of the building,

[2:03:14] and because just the way that the operation costs the curve.

[2:03:21] It's also because we're self-funding,

[2:03:25] the capital expenses, right?

[2:03:27] Yeah, I mean, it's part of the contract.

[2:03:30] So in Lincoln, I assume if the oil goes, we go to Capcom and say, oh, we need more money, but we don't get enough more money.

[2:03:40] So this answers part of my question from before.

[2:03:45] Of how are we replenishing our pot from our capital pot.

[2:03:50] And then it's reserve or something.

[2:03:53] So, yeah, this is it.

[2:03:55] We're putting money into that zero fund every year.

[2:04:00] Yeah, but it makes me feel good.

[2:04:03] Yeah, and what we're doing is we're able to do, you know, we're at the point now where it's not just preventive maintenance, right?

[2:04:10] We're actually at replacement cost, you know, these units, you know, the pump can only work so long.

[2:04:17] The boilers are saying they're rated for 10 years, we're already at the 10 year mark.

[2:04:22] they have been making very well. So I think we have a couple more years out of them. No problem. But again, you know, once they start to go where at the point where it's not going to fail right at the time that we're here for financial requests.

[2:04:37] Right. It's going to fail at a time where we need it in the middle of winter. So having the money available to us is what we're working for through this process.

[2:04:46] So you might just rename that mate and it's more than, because then we think of it like painting classrooms, which is different.

[2:04:58] I

[2:05:01] love the concept we have money.

[2:05:05] This also just for a little bit of context.

[2:05:08] This also mimics how the town buildings are.

[2:05:12] So the town, the same thing.

[2:05:14] I go to Capcom every year and I do an annual request for maintenance of the town buildings.

[2:05:21] And so what it allows me to do, it allows me to basically call it more,

[2:05:25] like a bunch of amount that I can spend on all of the buildings in the town.

[2:05:30] So things like fire alarms, sprinkler systems, all that stuff that gets expected,

[2:05:35] as opposed to specifically saying it's only for Beemus Hall or it's only for public safety.

[2:05:40] That I'm very limited if something happens in a different location,

[2:05:44] I do not have the ability to utilize the money that's already been allocated.

[2:05:48] So this allows, you know, that's what's nice is this money would be able to utilize,

[2:05:54] you know, if one year we have a $100,000 project I could use that money or if I have a bunch of

[2:05:59] $10,000 projects can be utilized but you could carry your order and so on like that. So it's

[2:06:05] Supposed to come into you every fine. We need a large amount asking for

[2:06:09] One awful and you're saying this is built into the contract

[2:06:14] Yes, this was so pricey. Yes

[2:06:19] So they just

[2:06:22] Seems makes really good sense to me that we would

[2:06:26] And in the other the only two just you know, it's

[2:06:34] It's money that would always remain in the hands-on fund, right?

[2:06:38] So again, if Angela came to me and said, hey, I need to use some of that money back.

[2:06:43] You know what I mean?

[2:06:43] It's not that once you board it to me, it's not deal and I've never done that.

[2:06:49] So you never asked him for money because the other way around, it's the other way around.

[2:06:56] Correct me if I'm—

[2:06:57] Just a toilet.

[2:06:58] I mean, it was something else.

[2:06:59] If both of you correct me if I'm wrong, that what this would mean when we get to this point of

[2:07:05] asking the committee to actually vote is asking the committee to re-approved up to $100,000 from

[2:07:12] the reserve to be used for these types of projects, as opposed to using it from the operating budget.

[2:07:19] Is that correct or not?

[2:07:21] Yes, it's like the school building project money for the HVAC, for the Lincoln's small,

[2:07:27] because that's under school committees for you now, so Brandon will present a list of projects

[2:07:34] that we would like to do for the HVAC system and out of that project, money, fund.

[2:07:43] And so it's not the other way where we're taking 180,000 of revenue and putting it into the capital

[2:07:54] You know, I think I believe what this is is coming with the budget saying, here's the proposed hands-com operating budget and depending upon, here's the hands-com proposed proposed hands-com operating budget.

[2:08:09] Here's what the proposed, what we believe, what we forecast the revenue to be.

[2:08:13] If the revenue forecast revenue is less than the budget, then we're saying the Delta wouldn't need to, if the school committee would need to approve the Delta to come from the reserve.

[2:08:22] or that's for the operating budget for F by 28,

[2:08:24] or if there's if the opposite is the case,

[2:08:26] if the revenue is anticipated to be more than that,

[2:08:30] than the anticipation is that we're going to take

[2:08:31] in more money than we need to spend for the operating budget.

[2:08:34] In addition, correct me if I'm wrong, Angela and Brandon,

[2:08:37] asking the school committee because the school committee

[2:08:39] has to approve any money coming from the reserve.

[2:08:41] We can't do that without school committee approval.

[2:08:43] Proactively saying that the school committee's approving

[2:08:45] up to $180,000 for F by 28,

[2:08:49] for these projects. If it turns out that we have more money coming in as revenue than

[2:08:56] the operating costs than the reserve is getting, the additional money goes into the reserve,

[2:09:04] but this is saying you're telling us you're saying we can use $180,000 from the reserve.

[2:09:10] Now, there may be money going into the reserve separately from that, but it's to have that

[2:09:15] available. Am I getting that right? Yes, revenue is revenue budget is budget. So,

[2:09:22] budget is our plan to what's going to be the cost for the school year for

[2:09:28] operating purposes and capital separately. Revenue is strictly based on

[2:09:35] enrollment. That's why we do projection on how we're going to make even. So, it's

[2:09:43] It's two different processes and after the operating budget is done at the end of the year

[2:09:49] which I will present to the committee about FY26 in future meetings, if we have leftover

[2:09:55] money from the operating budget, meaning that we plan the cost and we overestimate it or

[2:10:04] we didn't spend up to that point and the leftover budget will go back to the reserve fund and

[2:10:12] increase the reserve balance. Does that make sense?

[2:10:16] Yeah, except

[2:10:20] this is this 180 per year was factored into our bid over five years.

[2:10:29] Over five years. Yes.

[2:10:32] And so but now our revenue the bid we didn't know our revenue was going to be based on

[2:10:38] enrollment. We didn't know what the enrollment was going to be.

[2:10:43] I know that we're going to have a dip last year, but if we're,

[2:10:54] I mean, this is going to come up in

[2:10:55] the budget, but they don't really see that we have a choice. We're not going to get more money

[2:11:00] from Dodia for these projects. We're not operating in order to fund this. That's what I'm thinking.

[2:11:07] As we, if we're dedicating $180,000 to capital each year, whether it funds from

[2:11:16] the reserve work comes from revenue.

[2:11:18] It's still we're saying we get it,

[2:11:20] we get it $180,000 a year

[2:11:22] it's going to be needed for capital.

[2:11:25] And I think we have to look at the operating budget

[2:11:28] and say where are we going to get that $180,000.

[2:11:33] So we plan for $480,

[2:11:36] the school committee will prove that

[2:11:39] it's still separate from the operating budget.

[2:11:42] But if Brandon finds out

[2:11:44] We didn't have to replace all the equipment at the building for next physical year, he might end up spending only 100,000 out of the 180,000.

[2:11:56] So that's why this is a budget and actual expenses might vary.

[2:12:01] If we decided something happens during FY28, we needed more than 180,000, we will come to the committee and for additional approvals.

[2:12:11] Because within our budget and reserve fund, we have to maintain the building out of the, you know, similarly, so this is going to be a per year request, right?

[2:12:26] So it's not like you're going today to give us 180,000 every year, right?

[2:12:30] the question is, if available, and the other thing that I will say is to your point,

[2:12:39] I will always spend my operating budget first. What we have found out is as we have these

[2:12:44] emergencies that come up right, if our custodial budget is $20,000 or supplies, and I need to take

[2:12:51] $10,000 out of that to replace an HVDC unit. At some point, I'm going to enjoy going to enjoy

[2:12:58] I need you to, you know, to write this, right?

[2:13:01] And so she's trying to take it from someone else.

[2:13:04] This would just allow us that flexibility.

[2:13:07] You know, it would not be something that I'm going to say,

[2:13:10] oh, I need 180 just because I want 180,000.

[2:13:13] I would really ask for it

[2:13:15] if it was something that each year I needed.

[2:13:19] But you're anticipating the over the 20 years you will.

[2:13:23] So we're not preparing for that if we spend all of our revenue on operating.

[2:13:32] Right, so what I'm hearing you, your concern is operating budget plus $180,000 per year.

[2:13:40] If this year and the next three years that exceeds the revenue, then the reserve just keeps going down and down and down.

[2:13:49] The projection was that this year, revenue is less than what we bring in, sorry, the revenue

[2:14:00] is less than what we spent. That was the projection in our five-year projection for this year.

[2:14:05] FY28, we should be getting pretty close to 180,000 plus the operating budget. We should be getting

[2:14:11] pretty close to that is covered by the revenue. And then starting in year four, again, correct me if I'm

[2:14:16] wrong, Angela, starting in year four, revenue is more than the operating budget plus the

[2:14:21] $180,000.

[2:14:22] That's what we're all working with them with the big asterisk that that poll depends upon

[2:14:27] enrollment.

[2:14:28] The projections that we made, you know, a year ago, on a five year, but that is that is

[2:14:33] the way that it's projected out.

[2:14:34] I keep looking at Angela just to make sure that I'm not screwing up on my map.

[2:14:37] But we don't put both the same at the same time, so what we will now,

[2:14:43] we're going to ask

[2:14:45] for the $188,000 at the same time that we asked for the operating budget, that we propose the

[2:14:50] operating budget, is that right? Yeah, we're going to present no decisions are made today.

[2:14:56] We're going to talk about this again when we...

[2:15:00] When we go through the budget process, it's gone. So my mind, this doesn't change anything. It's part of the cost, the Pans come in. So we're working to get the money. We're bringing in to be more than what we're spending on everything.

[2:15:30] And that's what we want to try even though the budgets are very different and there's all

[2:15:34] kinds of differences.

[2:15:35] We're trying to think about them and have a somewhat similar timeline where we can for

[2:15:41] you all.

[2:15:41] We're talking about capital.

[2:15:42] Let's talk about capital.

[2:15:43] even though the CAPCOM is now going to have its different timeline and process, and this is going to be more on the hands-conbudget process, and then revenue, you know, we don't find out revenue until later.

[2:15:53] Trying to make these as tightly aligned processes as we can to make sense.

[2:16:01] Okay.

[2:16:02] Do you want to finish the last couple slides here? Are we?

[2:16:07] That's hope.

[2:16:08] Oh, okay.

[2:16:09] major heartwell projects, I guess we talked about.

[2:16:11] There was a summary of, oh, just where they were in years,

[2:16:15] one through five.

[2:16:16] Gotcha.

[2:16:17] Where is the heartwell chairlift fit in?

[2:16:19] Would you like to speak to those?

[2:16:21] It's the same as the fact that we put that in for reference

[2:16:24] in the packet.

[2:16:25] And then the major heartwell projects are the wishlet,

[2:16:29] is that out of that?

[2:16:29] That is the groups of projects we pulled off the capital,

[2:16:33] acknowledging at some point, we would have to do a,

[2:16:35] if we just, yeah, the really big stuff,

[2:16:37] that's all of how much that would cost, which is a sizeable amount of money.

[2:16:42] It is. All right, that would be good to move on until we talk about it next time.

[2:16:50] Thank you all for sticking with us on that. That's a lot.

[2:16:55] And thank you, thank you Brandon, for being here.

[2:16:57] Yeah, yeah.

[2:16:57] And Angela, thank you for that.

[2:17:00] And you have anything else, Drs. Update?

[2:17:03] I do have a few updates.

[2:17:05] I want to thank him and his team, the custodial staff,

[2:17:10] who has worked very hard at both buildings

[2:17:15] and school for opening.

[2:17:18] They did a great job and the schools were clean and tidied

[2:17:23] and bear organized at both campuses, especially for the Lincoln building.

[2:17:28] We've had a lot of activities going on until probably two weeks before the school opened.

[2:17:34] And that was a challenge to get the whole building ready and thank you, Brandon and the team for your hard work on that.

[2:17:43] I really appreciate it.

[2:17:46] So for transportation and you might have seen some electric buses running on the road and we have four buses out of the seven bus crew that are electric so far and we're going to add more later in the year.

[2:18:03] So yeah, despite some blank closure challenges in town, and we've had one bus late on Wednesday, and that's it.

[2:18:15] So yeah, that's fantastic.

[2:18:19] Thanks to the work of Dordy's and Eastern Foss company.

[2:18:23] Oh, that's Eastern as well.

[2:18:25] Just one bus late.

[2:18:26] Let's see. This reading, the Boston bus is correct. Yes, last week was on the first day, there was one bus.

[2:18:34] Right. Yeah.

[2:18:36] Sounds fun.

[2:18:39] It's lovely.

[2:18:40] I think it's very fun.

[2:18:42] Not that driver again right here.

[2:18:47] Yeah, it's been the bus company has told me and

[2:18:53] Exactly, it's been very helpful that this year the town has made the effort to just do the lane closures, but to hold the roller closures.

[2:19:04] So we have to make a lot of deep progress, and that's been very helpful.

[2:19:08] So I did confirm it with Dordi, that the lane seems to be getting narrow.

[2:19:16] I couldn't even drive with my small car, and I think the buses are running fine, so it's just the buses in addition.

[2:19:25] Yeah.

[2:19:26] Yeah.

[2:19:26] Who could was to.

[2:19:28] Ragnoli and.

[2:19:30] Empire and for really working to make sure the contract of the airport this year.

[2:19:35] Was was very.

[2:19:36] It's been very common in one single enclosure, not starting anything to operate 30.

[2:19:40] So we really appreciate that.

[2:19:44] Yes, so that's transportation and due to some full safety concerns and incidents during

[2:19:53] the summer, actually, you're all well aware of that nationwide, we have some challenges

[2:20:00] in Kelly.

[2:20:01] Our service director has worked really hard to find the safest possible options.

[2:20:10] to purchase the mastic and food and ingredients for our food service program.

[2:20:18] So, so far, all produce except oranges are transported from a local farm in Massachusetts,

[2:20:29] only. And the only problem she has is she can't keep it up and the kids are loving it.

[2:20:36] And they've always run out of foods.

[2:20:39] So if parents, if your kids are not eating foods at home,

[2:20:42] probably they did as food.

[2:20:46] Which is good.

[2:20:49] And participation.

[2:20:50] So for hands-con, we have a participation for lunch.

[2:20:54] It's 75% and breakfast is over 50% which is kind of normal

[2:21:02] I'm all for hands-con, but it's way high for a school district.

[2:21:07] So we're happy to continue that to see that.

[2:21:10] You know, more kids are taking lunch and breakfast

[2:21:13] from the school.

[2:21:15] For Lincoln Campus, the lunch participation is at 53%.

[2:21:20] And breakfast participation is at 19%.

[2:21:24] We'd like to see that go up and usually it does

[2:21:28] as the year goes on, but we're going to keep an eye on that.

[2:21:34] So, and at the back of school night,

[2:21:36] Kelly told me that she planned to provide

[2:21:39] some food standpoint for parents.

[2:21:41] Here's the food.

[2:21:42] You see, you see her and her crew there at both campuses

[2:21:47] and you know, feel free to ask for a sample and try it out.

[2:21:52] And the food service also catered the first day for,

[2:21:56] were you going to say that?

[2:21:56] Yeah, go ahead.

[2:21:57] No, no.

[2:21:58] You go ahead.

[2:21:59] Yeah.

[2:21:59] So I want you to carry in the team for providing the launching breakfast for staff on the opening

[2:22:05] day.

[2:22:05] That's great.

[2:22:09] And that's all.

[2:22:11] It's one of the things that a couple of people related to each other mentioned to me at

[2:22:17] the picnic.

[2:22:18] It was about lunch and whether there was something going to make the line, the waiting line

[2:22:25] shorter that there were some kids who just said, I spent half my lunch time waiting in line.

[2:22:32] So I just wanted to find out if there was anything going on in that direction.

[2:22:37] Yeah, absolutely. So we always want to open two lines there. Sometimes I think we need to

[2:22:44] buy the kids better to inform two lines instead of one. Yeah, I'll definitely relate the message

[2:22:55] She says I don't want to buy the school lunch papers or I don't want to take the school lunch because then I have to wait in line.

[2:23:01] Yeah.

[2:23:03] Yeah, I think she carries the way out of that and she's been watching the line and sometimes either there's two lines that the serving line and then when they come to the register, there's only one line so we're going to try to fix that as well.

[2:23:19] Yeah, and that could happen.

[2:23:22] That happens with my kids too.

[2:23:24] I have minutes after the long line, especially on talk of Tuesdays or whatever.

[2:23:29] One of the popular days.

[2:23:32] But I will definitely let Kelly know too.

[2:23:37] Thank you.

[2:23:42] I will say to any policies.

[2:23:45] This is a big chunk of policy.

[2:23:47] I think I have way through it, and I was like, oh my God.

[2:23:52] That's generously offered to introduce the JFF.

[2:23:55] Yeah, so I'm going to read through them each year individually.

[2:23:59] So this is a big batch, obviously, there's 37 of them.

[2:24:02] I was looking back at it's on them.

[2:24:05] I think we started these, these are versions of 2023,

[2:24:07] Kim, Kim started that working with, with, in the SS.

[2:24:13] So that they're quite a few here.

[2:24:14] the bulk of these are either adopt the MSE model policies that we don't have right now,

[2:24:23] or their minor updates to existing policies, and a couple of places replacing our policies

[2:24:28] with MSE model language. Those, you know, I'm sure you can see in the back of this, like,

[2:24:33] some strike they're in there, but not a lot of huge changes in there. I do want to call out a few

[2:24:37] though. So there's J.F.A.B.C. that is the enrollment of MECO students policy and choosing

[2:24:46] left, student just left but I should have said it fortunately. She did a great amount

[2:24:52] of editing along with a lot of Thomas on that one. So that one is, there's pretty soon,

[2:24:57] if you're interested in that one. Could I? I just noticed something, but in the

[2:25:01] The parent medical and the second line of the title, I think the last word students should

[2:25:05] be programmed.

[2:25:10] So, yeah, yeah.

[2:25:11] I should cut that one out.

[2:25:16] The policy JKA, the restraint and seclusion, this is a policy, it's timeout restraining

[2:25:22] and seclusion.

[2:25:23] This is a new policy from MPSC and this one actually has time sensitivity to it because there are

[2:25:29] new regulations from the department around particularly timeout and seclusion and so

[2:25:35] So this new policy is one that Mrs. Rebunet is recommending it to make sure that we're

[2:25:41] in compliance with the regulations that have come into effect over the summer.

[2:25:46] And then JLCD and JLCDC, these are also models from MSE.

[2:25:52] You just a few short months ago approved the JLCD because we need to get something in place

[2:25:58] because of the new regulations and there wasn't a model yet.

[2:26:01] But, you know, the recommendation now is to adopt the model ones now that we have these

[2:26:06] sort of more fully developed policies from MSA.

[2:26:10] There's a lot more in here, but I just want to give that kind of brief overview of what's

[2:26:16] here.

[2:26:18] The AI will read through because I'm just curious because some of the things that I looked at,

[2:26:24] but there were fun folks where it said,

[2:26:29] will be the superintendent's sole discretion.

[2:26:31] And the same thing was must be approved by the school committee.

[2:26:35] No, I don't think so.

[2:26:39] Most of the edits in here,

[2:26:41] I mean, a lot of it has stemmed back

[2:26:42] that it's the Kim and the consultant did.

[2:26:45] I'm back in the first pass, but I'm not aware of it.

[2:26:48] At least for the school administration side,

[2:26:50] I mean, yeah, it's just thought might help.

[2:26:53] pick up some of these things, but maybe I'm rid of that's ready or wrong too.

[2:26:59] I found one, and I'm sorry, I didn't read them until today, so I should have sat

[2:27:05] next to you. But there was one little thing I found like that in JFABD, which has two

[2:27:13] two sections that talk about the designated homeless liaison, the JFABG.

[2:27:26] It says in the beginning part, there's a paragraph, the last paragraph of the first section,

[2:27:34] so the superintendent shall designate an appropriate staff person, and then it talks about

[2:27:41] And then again at the bottom it says there's a whole section on the homeless liaison superintendent child designate an appropriate step.

[2:27:49] I didn't know if maybe those two parts to be combined.

[2:27:55] And

[2:27:57] this is just a point of interest.

[2:27:59] And Jay, I see it got rid of the student advisory.

[2:28:03] Is that no longer required?

[2:28:07] We're not supposed to have that anymore.

[2:28:10] We don't need to have that.

[2:28:19] I think that is typically more of a high school.

[2:28:35] Okay. So it's said as required by state law and so it's thinking maybe the state law changed.

[2:28:42] Do we have a student advisory? We do not.

[2:28:45] Do you mean a student advisory to the school committee?

[2:28:48] Yeah, I think that's a high school.

[2:28:50] It's a high school thing, so we never had to have the file saying, okay, that's great.

[2:28:54] Thank you.

[2:29:03] I'm pretty excited that these are going to have a 2020-16 on that.

[2:29:07] I think we kind of have to review them for a while.

[2:29:15] Like that.

[2:29:18] When the belt rolling to make a program,

[2:29:21] some of the, it just needs some grammar.

[2:29:26] It didn't, I mean, when I got edited,

[2:29:28] something's, you know, subject doesn't match the word stuff.

[2:29:32] So

[2:29:38] this is just our first reading, right?

[2:29:40] Yeah.

[2:29:41] Thank you.

[2:29:42] So students, yeah, that's edits on the one version.

[2:29:45] You with the green one.

[2:29:46] Okay.

[2:29:53] So it was kind of a hybrid, so that it's splank and packet, and you have to read it.

[2:30:00] If you have, if I can go through it, yeah, if you want to send it over. There was a, it

[2:30:12] was a couple

[2:30:16] praise of me about call you, pick up, change from, yeah, you told me to go through it, make it mine.

[2:30:28] That's what I said, it's not what I meant. What it makes sense that if we're trying to

[2:30:38] a second read that it's me if anyone has like stuff like that if you email

[2:30:42] Ken and I and then we can yeah can you send me a little box version of that

[2:30:47] policy so I can yes I should have done I should have sent those two guys as

[2:30:53] well I'm sorry yeah I went through and I've changed what I thought

[2:31:01] simplify it or clarify it. Okay, if you disagree, you can set me an email. Okay,

[2:31:09] so this is the

[2:31:12] same. Great. Yeah, I didn't have a sentence.

[2:31:18] Are we good with that? Can we move on to the alcohol policy? Yes. This was amazing. Thank you,

[2:31:24] guys. Yeah, this was a huge amount of work. Thank you. It's tricky. So I'm going to try to give a

[2:31:31] little introduction to the alcohol policy. And then Perry, I hope that's important.

[2:31:38] I will do my best.

[2:31:40] My introduction with additional information.

[2:31:45] So, basically the town has come to us and asked that we apply similar rules to the fields

[2:31:58] as we have at Pierce House and BMS concerning and the community center and the community center.

[2:32:09] Oh, to the community service and the pedagogues that we have at BMS and Pierce House.

[2:32:14] So that organizations that preserve these places

[2:32:19] are the according to Kim Botnar for the purposes of fundraising

[2:32:25] for non-profit organizations, and serve alcohol under very structured arrangements.

[2:32:33] And that's what the policy outlines are, the policy outlines, that we would give town permission

[2:32:39] to do this in the town typically like you have to, you have to have a licensed bartender,

[2:32:45] they have to be insured, they have to sell from sure the town, and it is a, it's not about,

[2:32:51] So it has to be applied event by event.

[2:32:55] Basically this came out of the idea that brain games,

[2:32:58] which is typically held at the Pierce House

[2:33:00] and there's a big successful fundraiser,

[2:33:03] is held on one of the most popular days

[2:33:06] that Pierce House can have a wedding or an event.

[2:33:09] Pierce House needs to support itself.

[2:33:12] Brain games doesn't have to pay the fee.

[2:33:16] Pierce House would like to have that day

[2:33:18] to have a wedding or an event

[2:33:20] that can bring in over $5,000, but brain games always has the beer truck there, which is

[2:33:28] typical for events at your house, and so they're looking for a way to do brain games on our athletic

[2:33:35] fields. That happened, and we also have this community center coming online, and no doubt there will

[2:33:42] be requests to have alcohol in the community center for events. The wrinkle in this is that school

[2:33:50] committee owns the land, the athletic fields, and the community center, even though some

[2:33:56] would consider these town fields, and certainly the community center is honest.

[2:34:02] So that is where the request came for this policy, this change, school committee owns that

[2:34:11] field.

[2:34:12] Yeah.

[2:34:13] Yeah.

[2:34:14] Which is unusual.

[2:34:15] Yes.

[2:34:15] The understanding is that that's unusual in my understanding is that in most communities, the town owns the land and school buildings, and then the school system gets to operate it, whereas here the land is owned by the school system, and the fields are operated operated by the town, but it is technically land owned by the district is my understanding.

[2:34:39] I believe the deed is,

[2:34:44] it's deeded to like the school committee, like versus talent.

[2:34:50] That's a complicate because like we have one set of town fields, like there's one field behind

[2:34:56] town hall but if you go to Sedbury, they have Featherland, they have all these other fields and then

[2:35:02] they have the school fields. So we just have one set of town and school fields.

[2:35:11] The fundraiser on conversation about this morning does not use the house, does not use the

[2:35:19] Pierce House, it just uses the Pierce Park, which is a park.

[2:35:23] But there is a bright schedule to use the house and so you don't want to have big loud fundraiser on top of somebody's waiting.

[2:35:34] So it was just in the last minute and because this fundraiser's October 18th, in the

[2:35:41] morning.

[2:35:43] Well, there's, I mean, this is the impetus, like I don't think it's the, it's that timing

[2:35:51] and it's rushed and stuff.

[2:35:52] I was given direction by the selects that if, you know, it's more important to get this right

[2:35:57] then to get it on time.

[2:36:01] Honestly, you can run brain games without a beer drop.

[2:36:04] Like, if we're not ready to do this, I think you can.

[2:36:08] I don't know other people.

[2:36:10] I asked, how much money do you make actually from a truck?

[2:36:14] If you had some other kind of fancy drink,

[2:36:16] that people would be interested in buying

[2:36:18] in the middle of the Sunday afternoon.

[2:36:21] Would it really cut in?

[2:36:22] No, of course, gosh, people come for the beer.

[2:36:25] But, you know, I would, I agree, I would rather get this right, they're going to be a lot of things that are going to change by sharing this parking lot and a bunch of things with the community center.

[2:36:39] I don't go home on school property is something that I think we have to take some time to do and do, right?

[2:36:48] But I feel I feel bad for in games. I mean, that's just got squeezed out. I feel that's really shame, but I don't want to jump into doing something.

[2:37:00] there's something in between with the lawyers that allow us to do one-off and then it's a lot of policy, but is it?

[2:37:10] Well, my understanding is that everything is a one-off, because everything has to go.

[2:37:15] We give permission and everything has to go.

[2:37:17] It's also a big difference about flipping to the public.

[2:37:21] And also, there's the law that says, no, I'll call it back on what's full property.

[2:37:27] Yeah, so the law, so Massachusetts general law chapter 272 section 40A says exactly what

[2:37:34] you just said that you can't have alcohol in any public school building or in any premise

[2:37:37] used for public school purposes and under charge of a school committee. However, a school

[2:37:42] committee of a city, town or district may authorize a public or nonprofit organization using

[2:37:45] a public school building with its permission during non-school hours to possess and sell

[2:37:49] alcoholic beverages, and then there's some provide such a non-profit organization as

[2:37:55] properly licensed and the provisions of a different law.

[2:38:02] So there is the opportunity, I mean, there is under the law the opportunity for the school

[2:38:06] committee to allow exceptions that I think the town, there's the brain games circumstance

[2:38:14] and then there's also, once the community center comes online anticipating that and the legal

[2:38:18] question of, does that fall within the school committee's jurisdiction or not, do that legal

[2:38:24] counsel seem to be hedging a little bit on that? My own personal opinion is probably wouldn't

[2:38:30] hurt for school committee to have some sort of a policy that says, here's our take on things.

[2:38:35] Is it unclear if that building is school property or not?

[2:38:40] Oh, it is owned by the school committee.

[2:38:43] Yes, so I mean, this is all owned by the school committee.

[2:38:46] So there was a legal question about because the community center will not be a property used

[2:38:56] by the district, and it's not going to be used for educational purposes, doesn't necessarily,

[2:39:02] it could have be exempt, it's certainly worth first the conversation with the attorney,

[2:39:07] my own personal opinion I defer to Ken, because the law degree knows about the stuff, but my

[2:39:14] My own personal opinion is it probably doesn't hurt to have the school committee have a policy that says

[2:39:19] we're okay with this in these circumstances and then leave it to the town to, you know,

[2:39:25] manage the details. But it really isn't two things. There's one question as Susan points out.

[2:39:31] It's one thing to have the community center and kind of that enclosed space and adjacent grounds

[2:39:35] and then having a field. It's open to the public. It's open to the public, yeah.

[2:39:40] And that's the thing that's, I mean, they do their sales.

[2:39:44] Is it open to the public at the Pierce House?

[2:39:46] Yeah, it can't be.

[2:39:47] It's not fenced off.

[2:39:48] Anybody can go there, but it's a public park.

[2:39:50] It feels very different to me from a school field.

[2:39:56] But I swear, I would like to look at it more closely.

[2:40:00] When I'm also coming at it from my experience at the library,

[2:40:05] where we would have fundraisers and wine and cheese fundraisers

[2:40:10] at the library. It was a very, we were told that it could not be when the library was open,

[2:40:19] it had to be a ticketed event so that you had a guest list, and it was a very,

[2:40:24] there were lots, and it wasn't the library's policy, it was a board of health

[2:40:29] question of layman concern about called. So I have the wording of the beam as hall policy,

[2:40:36] and it isn't like that. You rent it out. But I mean you still have to get permission from

[2:40:43] the town. Right. Is it the difference because you have to have like a license? Great. So when

[2:40:49] they have alcohol at BMS you have to bring in like, I don't know who it is, a bartender whose license

[2:40:55] and has the insurance. Is that the difference of the library? That is, we have to do that if it was

[2:41:01] It was more of a question that if the event is open so that children,

[2:41:06] anyone on someone under 21 could come.

[2:41:10] But that's up to the organizers to police that,

[2:41:13] to make sure that kids under 21 don't attend an event that has alcohol.

[2:41:17] Yes, that's true.

[2:41:19] To me, maybe I'm missing something.

[2:41:22] I don't really see what the controversy is here.

[2:41:25] This makes perfect sense to me.

[2:41:28] We're not letting them use any school buildings.

[2:41:30] It has to be at times when school is not in session.

[2:41:35] I mean, I don't, what is the, what is the harm that we're worried about?

[2:41:40] This seems to eliminate any risk of students coming across alcohol

[2:41:46] when they're at school.

[2:41:48] I would have to be when the...

[2:41:52] Well, that's, but that's school in session if they're doing school activities.

[2:41:56] so this would have to be when there's no school activity going on. I don't have a problem with it,

[2:42:05] especially in community center. It's the community center. I mean they should be able to have

[2:42:10] events there and you know they have to be and I think this policy does a really nice job of

[2:42:16] making it clear that what the restrictions are and that it can only be in the community center and

[2:42:22] immediate grounds, and we make it clear that Hartwell is off limits and that the school is off limits.

[2:42:32] The center of sealant is on limits?

[2:42:38] There is the center of sealant and they're asking for carbon

[2:42:44] and deal with. I thought it was brain games. I thought it was just cavern. I don't think that's

[2:42:49] what the problem is. The brain game is just cavern and field but I don't want center of field.

[2:42:58] The policies in athletic fields in general and I could understand if there were.

[2:43:06] If school's not in session. Yeah I guess. I don't. I still think they need to come through. I would

[2:43:11] be less comfortable with the idea of alcohol being served here than with maybe it's a silly distinction,

[2:43:20] but then the idea of alcohol being served at Codman Field and my thinking is this is a field that's

[2:43:24] used every day by students and there's both the possibility of someone's like spilled something or

[2:43:30] you know a bottle on left and there's just like kind of a perception thing as well that this is

[2:43:36] this is school-used daily property. This, the playgrounds,

[2:43:41] Codman Field is an area that gets very rare use. Not that it doesn't get any use, but it gets

[2:43:45] very rare use. It's kind of sectioned off, like the pool is sectioned off as well. That feels less

[2:43:50] like regular-used school property, so I could certainly understand I would certainly support it.

[2:43:57] The school committee said like that, no, we're not interested in that Codman Field feels different.

[2:44:01] So, let's just say we can make the policy say whatever we want.

[2:44:06] I already say that alcohol can only be served at the community center or cotton field

[2:44:12] and not center field.

[2:44:15] Or, yeah, one of the green fields where we, where we call that, where we have the pick

[2:44:20] or we, we can just say only cotton field.

[2:44:22] Not in the top.

[2:44:23] I mean, I agree.

[2:44:24] It's possible to do, to have alcohol in, but I don't think it's just athletic fields that

[2:44:31] seems to think. I'm fine with just being more specific and saying, the only two places are

[2:44:37] Community Center and Codland Field. Well, I like where your mind goes isn't because your

[2:44:41] mind goes to, what are all the places where something bad could happen down the road? Which is where

[2:44:46] my mind goes. I'm not sure if that's a good thing about us or not. But I think and then there's

[2:44:54] a whole question of, as you say, subchism, organizer, too.

[2:45:06] If school property is such a different feel, it's different from a waiting venue, and if there's

[2:45:18] a beer truck and kids figure out a way to take the beer in the woods and something bad

[2:45:23] happens to now? Is the school just completely, not our problem?

[2:45:32] It does specifically say that it cannot happen.

[2:45:39] Alcohol service may only occur during non-school

[2:45:41] hours and outside periods of student programming. So that to me means that kids, if there are

[2:45:47] kids who are present at an event, that is 100% disconnected from the school, but that is

[2:45:52] completely outside of the times when the school is in operation has any

[2:45:56] responsibility. I can see that. Yeah, he did. It's different. Just the way

[2:46:02] Senator Field feels different. Yeah, I think if we look at like, I mean, I'm a

[2:46:06] little bit agnostic, but I'm not sure. It doesn't bother me either way, but I think

[2:46:13] if we look at in practice, the places around us where we know alcohol is not

[2:46:19] allowed on school grounds, typically high schools, there are plenty of bad things that happen on those

[2:46:27] school grounds with alcohol. So I'm not sure that this debate that we're having can

[2:46:36] not know it's you know accomplished. No, I mean whether it's school it says it is policy that it will

[2:46:43] the whole of the school.

[2:46:46] That doesn't mean that's two of us just to kind of add on to it.

[2:46:51] Right. So one, the guidelines for even

[2:46:56] will let's go to the community center now, right?

[2:46:58] The guidelines for the community center to even host the event

[2:47:01] is very strict, right? They're going to have lead in the building, right?

[2:47:04] They have their own very strict guidelines as to whether the event

[2:47:08] could take place.

[2:47:09] The other thing, you know, the policy here is to alleviate the school's responsibility.

[2:47:16] The school is also going to have a direct representative, right?

[2:47:19] Myself or whoever is in the seat is going to oversee every event that gets applied for

[2:47:26] at that community center.

[2:47:28] I oversee that community center from a make standpoint.

[2:47:32] And so the schools will always have an inside knowledge as to any event that is being proposed

[2:47:38] And so, my job is going to be to make sure that there is no conflict of a school event

[2:47:45] that's maybe taken place or an after school sport or something like that.

[2:47:49] And an event that is being requested to potentially involve calls.

[2:47:52] I think Susan, though you're saying, like, if someone on Sunday doing brain games,

[2:47:57] if kids go off with a beer, then...

[2:47:59] If kids won't be at breakfast games.

[2:48:01] Yes, they are.

[2:48:02] Oh yeah, it's a family event.

[2:48:04] Yeah, you know, it's a huge yeah, well then, you know, is that what you were saying Susan?

[2:48:11] I'm just thinking that it's we're just running the beer truck is responsible for checking

[2:48:15] ID.

[2:48:15] That's right.

[2:48:16] Right.

[2:48:17] Yeah.

[2:48:18] No, I can see how it could work.

[2:48:21] I think that there's just a, I don't know, making it too general.

[2:48:28] There is one little thing about this that's really minor and I don't know if we can, but

[2:48:34] But they were actually talking about a beer truck, are they going to drive the beer truck

[2:48:38] on to the athletic fields?

[2:48:40] So they have to park it most, parking lot, and then there will be some food trucks in

[2:48:45] the field.

[2:48:48] But I think we never had a beer truck, but I'm more.

[2:48:53] So what's kind of unfortunate is that we're kind of based on this around one particular

[2:48:59] Exactly. The policy that is going to be, hopefully, put forth to the selects is going to be,

[2:49:08] that it needs to be in a desert-things area, right? So it's going to need to be almost like a

[2:49:14] fenced-off, coned-off, caution-taped-off area is the intent of the community centers policy

[2:49:21] that will potentially be. And again, they are anticipating this to be about two to three events

[2:49:28] a year is like this is not alcohol is not going to be routine so it's pretty

[2:49:34] extensive to meet the policy that they're proposing. It's not going to be

[2:49:39] great wasn't something we talked about in the first meeting it was like we

[2:49:42] don't want to advertise to the Metro West area that you can now have events

[2:49:46] with alcohol at the Lincoln School. So one thing I was going to say is we

[2:49:53] should have any law prepare an identification agreement that anyone who

[2:49:58] serves alcohol, has to sign with the school committee to identify us by. The other question,

[2:50:04] though, is I don't know who runs brain games, but did they actually have any money?

[2:50:09] It's a family thing and they raise money for medicine.

[2:50:13] Yeah, but if they don't have money to pay a judgment, right?

[2:50:17] So they have insurance, right? So it's one of the policies, the town policies,

[2:50:22] acquiring insurance. Do they do know if they require an insurance waiver?

[2:50:28] So again, there isn't a policy in place right now.

[2:50:32] The policies that are in place at the other locations,

[2:50:35] depending on where you are,

[2:50:37] are not good policies to base it off of.

[2:50:42] Well, if this doesn't save,

[2:50:43] they have to have insurance.

[2:50:45] So we might want to add that.

[2:50:46] How we're going to have the ending.

[2:50:47] The part I'm going to get excited about,

[2:50:49] but the organization, yeah.

[2:50:51] Well, if the organization is the town planning

[2:50:54] on having conveyor.

[2:50:56] So the town has its own whole process that they would have to rent the facilities, do they have an insurance requirement to do that?

[2:51:05] So they do being that this is a public case and I don't want it to disclose things that have not been.

[2:51:09] It didn't get it, sorry.

[2:51:12] But that is all, that isn't taken into consideration.

[2:51:16] and when I rented the peer service for my daughter's wedding, we didn't have to personally

[2:51:27] show that we could ensure that the peer service, though, is based off of the building use.

[2:51:33] So that is a rental facility for public events.

[2:51:39] That is the use of it, right?

[2:51:40] This is a school, this is an administration building.

[2:51:45] So every building has its legally certified use of occupancy.

[2:51:51] And so, yes, to your point, like that's why, like, you know, again,

[2:51:55] Pemus Hall, different Pemus requires like deposits, like that.

[2:52:00] They're insurance.

[2:52:03] They typically rent to, now, not every event.

[2:52:07] Some get through, but they typically rent to folks who are affiliated directly with the town,

[2:52:13] right to its boards and committees and stuff like that. So again, that's kind of what they're looking for at the community.

[2:52:18] So my concern is that it's just that we don't have any ability and if somebody drinks too much and then

[2:52:29] runs somebody over on the way home at an event

[2:52:35] and because it was on school property and the school committee or the school gets sued

[2:52:41] We can have indemnification, but if the organization identifying us doesn't have any money, that's not worth much.

[2:52:50] And so then the next question is, do we want an insurance requirement?

[2:52:56] And, you know, what are the terms of the insurance that you can get a bit of amount?

[2:53:01] So I would want to go back to Andy and ask these questions.

[2:53:05] what happens if we can have an identification, but what happens if they don't have any money?

[2:53:11] There's insurance on the books. So is there a difference? Well, do we're just saying if

[2:53:17] we only allow this to through internal organizations rather than private groups?

[2:53:25] Because I think that you have something like the Juneteenth where we have food trucks and stuff out there.

[2:53:31] It doesn't take alcohol and have accidents, but that was a school event, so that made sense.

[2:53:40] But the private fundraisers, I understand, there are very few places where you can hold these.

[2:53:48] And that's why church halls and beamists and other places that are in great demand for

[2:53:54] For groups wanting to do fundraising dinners, they make it very, very difficult and have

[2:54:01] a high fee so that the fundraising organization says, oh, no, I'm not going to make any money

[2:54:08] of that, I'm not going to use your whole.

[2:54:10] So unless you are affiliated with the town, with that church, or whatever, it's really hard

[2:54:16] to find a meeting space in Lincoln.

[2:54:19] And I asked if what about Wangfield, because at least that's very separate, and the purchase

[2:54:25] is not in session, it's really, but then oh, there's nothing of parking, and I said we'll

[2:54:31] have a parent in a bit that lots of space and they've looked around it out, oh but it's

[2:54:35] not visible, it's not, you know, it had to be in the center of town, oh, we're a little

[2:54:41] town, we don't have very many options.

[2:54:43] I think I've done to just talk myself into joining Susan's side, until we get clearer

[2:54:50] more clarity on this liability question. In principle, I don't have an issue with people having

[2:54:57] a beer truck on Codman Field outside of school hours, but I'm just, you know, how do we make

[2:55:04] sure that?

[2:55:05] How about the 92-year-old who has an exhibition lesson line at the cocktail hour? Let's make

[2:55:12] I'm sure that it's, I mean, really, that's going to happen.

[2:55:14] So making sure that we have a way of making sure that we

[2:55:21] are not going to have liability.

[2:55:24] The liability fall into the current, the person who

[2:55:29] adminishes the permit.

[2:55:31] Well, anyone can sue or anyone for anything,

[2:55:33] even if they don't have a good basis for it.

[2:55:36] So the purpose of the identification

[2:55:37] is that if we got sued for some event that someone else had,

[2:55:41] that we are saying like not our problem you pay to fight the lawsuit if there's an award damages

[2:55:49] you pay the damages but what happens if they don't have any money and they can't do that

[2:55:54] then they can't identify us so then it comes back to insurance but

[2:56:01] then the question is do they have enough insurance and what kind of insurance and that kind of stuff

[2:56:07] So can I can I say the beam is tall? I'll say about are you okay with that? Okay, so does this not so the bartender doesn't so they say it be miss bartenders must provide the following insurance and minimum of $1 million

[2:56:22] dollar general liability and a million dollars liquor so that doesn't that's what we don't have

[2:56:29] you know we don't we need terms like that we don't it's okay that's just a bargain up to anything

[2:56:37] I mean you can be fundraising for some pretty that's why I'm nasty stuff it's not a matter of

[2:56:43] going through I don't want to judge what people are having their private party for who gets to decide

[2:56:51] We've got to decide who has events there.

[2:56:54] According to this policy, the town.

[2:56:57] The policy is essentially the school committee saying, town, we authorize you, because there's

[2:57:02] this law, we authorize you to be able to serve alcohol.

[2:57:06] You've got your own process for now handling, determining who does it.

[2:57:11] We've got to use the space.

[2:57:13] I mean, they had that problem that being misused, I would actually go once up further.

[2:57:16] It doesn't actually authorize, we're actually not authorizing them to serve alcohol.

[2:57:20] call for all the residents to make decisions of what they want to do off hours with the

[2:57:26] property tours.

[2:57:27] So within the building or within the immediate fields, you all can, obviously, say which

[2:57:35] ones.

[2:57:36] I think that, again, how I kind of read the policy was it was identifying the schools from

[2:57:44] how than any affiliation with any of these events. Now, if it's our land, to your point,

[2:57:50] there are liabilities of the land itself, and that we could be put into the pockets.

[2:57:56] I'd like to show here we'll soothe the party with the deepest pockets,

[2:57:59] and this school committee has pretty deep pockets.

[2:58:04] Susan, you're saying about then, once we sign off on this, then it would be up to the

[2:58:08] select board to decide who gets to, you said, if some like,

[2:58:14] I don't know. I mean, I don't want us to be in that position, I'd like to know when we do it. I get that we're going because we're sharing this parking lot. We're also sort of sharing the general environment. And we need to think be very thoughtful about what our policy is about sharing those decisions.

[2:58:33] I mean, they didn't have this event at Bemis Hall that was organized by a group from Rhode Island

[2:58:42] who came up and said some pretty nasty things, but you know, it's their right to do it.

[2:58:47] And just as, you know, you can't stop anybody from saying mean and nasty things at a school committee,

[2:58:52] you can't stop it. But it's a school property. I don't know. I like to think it has a different feel

[2:59:02] from just any property in town or a rental function call that's rented out to the public.

[2:59:10] But there's something different about it. And it is, to your point, we don't want to be responsible

[2:59:16] for someone. That's something I get. On the other hand, I also don't want someone else.

[2:59:21] Yeah, I don't have a problem in observing alcohol at the community center for an event that someone

[2:59:26] hopes there, but I just want to make sure that we're not going to be liable.

[2:59:30] Why did I think, for some reason, I thought that the only people who are eligible

[2:59:36] through the town to rent these facilities are going to be first boards, committees,

[2:59:43] residents. Is that not right?

[2:59:48] So again, the policies are being put in place because the building is not even open yet.

[2:59:54] that the rental use policies are cut down just not being developed.

[3:00:00] There is significant debate on what are the criteria or the folks who may or may not be. The existing policies in town are different kind of categories. Who can read the beamists, who can read the, you know, what we are recognizing is the occupancy levels of the community center.

[3:00:30] may warrant that a lot of events are actually not able to be held there, right?

[3:00:35] If we only have an occupancy level of a hundred folks, then we cannot do these giant events.

[3:00:41] And so, you know, the policy might be that we push them or advise them that we have other

[3:00:47] places in town that are better served, be mispireous house and stuff like that.

[3:00:52] So again, the policy is not developed yet.

[3:00:56] And so I know we're trying to do this for one event and so it's causing, you know, decisions to be discussed.

[3:01:05] But the idea is that it is going to be a very small window of folks who are actually eligible.

[3:01:11] And it's almost not even going to be a rental. It's going to be boards and committees.

[3:01:16] would we consider like you said a one-off policy or just I don't know. I mean I

[3:01:24] feel bad this event but I don't want to I mean we can consider doing a one-off

[3:01:32] policy for brain games. Should I have to be a policy can it just be a tractor or

[3:01:37] some kind of a spiky? I mean we still have the issue of yeah yeah but I'm

[3:01:44] accepting ourselves. And they can have them. Yeah. We had a new coverage party. And the police

[3:01:56] said, you know, you shouldn't do it at the library. It's too dangerous to have it at the school.

[3:02:00] I started in the summer. 400 people, no alcohol. We weren't raising any money for the neighbors.

[3:02:07] Yeah, there are a lot of events, you know, two teens and a lot of different events that we've held.

[3:02:13] They don't make that much of a beer truck, the idea is that people come thinking it's going to be a party and they say we get there no beer truck, but they might have something else.

[3:02:23] I mean, you can still do it.

[3:02:26] So we need, we need more advice from Andy, because that's what we're saying.

[3:02:34] And it's more careful.

[3:02:36] You can talk about if you want me to, I'm just going to say, I might want to connect you with him.

[3:02:40] That might be.

[3:02:41] And if we can be trying to translate it between, we're talking the same language might not.

[3:02:45] And I will say that the selects aren't here because their meeting is actually happening tonight as well,

[3:02:50] because Monday was a holiday.

[3:02:52] So I'm sure they feel bad. This is coming on their plates. It's February and this

[3:02:58] spring day again. It is in a month away. And so it's how about we sell the

[3:03:06] school property to the town. They own it.

[3:03:11] For a dollar. I think you should go

[3:03:15] from work that.

[3:03:19] They went to the town in February. That's what she said. No, I don't feel

[3:03:26] so bad. The building was also supposed to be archipiable. Right. This is it's all kind of

[3:03:34] perfect storm. The theory was that there would be policies at place at this point.

[3:03:41] That is what she fits.

[3:03:45] Looking at the legal language and I am cautious about sharing legal languages if I know what

[3:03:51] I am talking about.

[3:03:52] But if in the exception circumstance where it says the school committee could provide an exception,

[3:03:58] it says provided such a non-profit organization is properly licensed under the provisions of section 14 of chapter 138.

[3:04:04] So there are, the school committee can only do it to certain entities.

[3:04:08] I don't know if they are, I don't know what it means to be properly licensed as there's provisions, but that, so I, the idea of a one-off and as much as I might want to support that event, excuse me, the, um, the idea of a one-off, I worry about the door that that might open.

[3:04:28] the issues are the same. Yeah, and like something can happen at that one event and kicking ourselves up.

[3:04:35] I think what I say to this Lex is that our chief concern is that do we have an indi liability

[3:04:42] risk? And we want to be absolutely certain and have comfort that if something happens I have one

[3:04:51] of these events and that's what it's all about. It just doesn't have liability. We're not gonna have

[3:04:56] have to, and we don't have any liability. And identification is only as good as if the

[3:05:03] person demifying you can afford it. Right. And then, you know, if we have to get into

[3:05:09] insurance, we need to understand what looks like and how that reflects what we would need

[3:05:13] for requirements. And that, you know, that's going to take some time for us to show down.

[3:05:17] But is that the only concern or is that concern also?

[3:05:21] I was trying to be eligible to do right because if we say if we put into place a perfect

[3:05:28] policy with perfect indemnification clauses, we still don't want, you know, I don't, you

[3:05:36] know, I don't know.

[3:05:37] We pay for what's renting out there.

[3:05:38] Exactly.

[3:05:39] And having a beer truck.

[3:05:41] Sorry.

[3:05:42] So.

[3:05:43] That's what I was saying.

[3:05:44] this if would this give selects the ability to decide what goes on school property?

[3:05:52] It would, but for some reason I thought that maybe it was just a conversation, right?

[3:05:58] Like as written as says, but I thought that there were guardrails on what the town does.

[3:06:05] But I guess I'm I guess I just make that up for each place because we happen for the schools.

[3:06:10] If you want to rent the learnings common, there's a waterfall of who can do it and how much

[3:06:17] you know, and the money, and if you're a town organization, you can do it for free if

[3:06:22] you pay for the custodian, but if you've been, you know, to do the Girl Scouts, well, that's

[3:06:27] a little different.

[3:06:28] And then if you are a fundraising organization, that's another thing, and so all these organizations

[3:06:37] have different waterfalls, so who gets to use it. I just, I think, the definition of what,

[3:06:46] which spaces on campus are available for this is also really important to me. I don't, I don't

[3:06:52] want to see every organization available to have the trucks and the bouncy houses on set.

[3:07:00] And then we, the first order of business is to figure out the liability clutching, and then

[3:07:04] And we can revisit the question out of our week.

[3:07:08] You know, we could have a policy that says,

[3:07:10] only the community center.

[3:07:11] The rest of ballpark road is school property

[3:07:15] and your school facilities

[3:07:17] and we're not gonna have a lot of alcohol anywhere.

[3:07:20] Including cotton field.

[3:07:22] Or we could say only,

[3:07:23] you could only have alcohol,

[3:07:25] a count cotton field and the community center.

[3:07:27] And we could put up a fencing or something.

[3:07:30] So it took to mark.

[3:07:31] So, like, yeah, there's things that we could do, but it's going to take time, which I'm not trying to drag this out. I'm just trying to get their perspective.

[3:07:41] One of the texts I got from a select was the proposed policy would create a narrowly defined exception allowing limited outlaw service service for permitted fundraising events.

[3:07:54] So, is that you think they're proposing a different policy in hour? Yeah, they're proposing their own policy.

[3:08:00] Yeah, there will be, yeah, the selects will have their own policy from our policy, our policy.

[3:08:08] Like I said, maybe we say the town in China has to identify us.

[3:08:16] We get sued.

[3:08:19] It's their problem.

[3:08:20] They defend it.

[3:08:21] They pay it.

[3:08:23] We don't have anything to do in this.

[3:08:25] I like about it.

[3:08:27] Is it a different pool of money?

[3:08:29] like so it's all linked with taxpayers but then we don't have to deal with the headache of

[3:08:34] becoming out of our budget and we have to hire lawyers and also put more pressure on the town

[3:08:42] to tightly control. Yeah we just sound like look if you want this then you're on the hook for

[3:08:50] since we're the landowners we want you to identify us if anything happens and if then we're alcohol

[3:08:57] policy. Yeah, just

[3:09:05] the alcohol part, isn't it all of it? I don't see how, but no, no, I think

[3:09:11] there is a policy to be had. I think it's going to require a lot of work. And I feel bad, it's running

[3:09:20] up against a deadline. But I just don't see doing it without... Well, that's probably the simplest

[3:09:30] thing it's to say the town will identify us and then you know that they can figure out

[3:09:37] you know the their liability rest and we can also have some sense of what parameters

[3:09:48] are literally the physical parameters yeah but if I'd want to talk to Andy and make sure

[3:09:53] this is something but yeah it seems to me that we on the property we can be sued and I don't

[3:10:00] I doubt very much we have insurance to cover for alcohol related.

[3:10:06] There's state law that says it's

[3:10:07] not supposed to be here. There's all the bad things that happen under the bleachers of L.S. and

[3:10:13] That's what I'm saying.

[3:10:16] I'll say you're no fall, I'll say.

[3:10:19] Please, we're not a high school.

[3:10:22] All right.

[3:10:23] So we're going to...

[3:10:25] I've got a bunch of notes.

[3:10:27] Yeah.

[3:10:27] I kind of like tobacco.

[3:10:29] I mean, it's in the same sentence in the law.

[3:10:32] And we say, oh, well, you can smoke in a certain place.

[3:10:36] You know, well, no.

[3:10:37] Not on school property, sorry.

[3:10:39] So there is a certain philosophy,

[3:10:41] I think behind some of this that yes, if we were a bigger town and there were more venues,

[3:10:47] we wouldn't even be talking about this. But, you know, they say no tobacco, no alcohol.

[3:10:56] We could say, oh, you can smoke over there by the tent sports? No.

[3:11:02] Yeah, but we're not that worried about people having a cigarette and then getting into a car.

[3:11:05] Right. Right. So, I think there's such a figure out the liability issue and if there's a real risk

[3:11:11] here, whatever our options. And then once that's settled, then we can go above or at that.

[3:11:17] I have around how comfortable are we?

[3:11:19] We're limiting the common field, potentially, rather than athletic fields.

[3:11:22] We feel like we'll take advantage of this.

[3:11:24] Yeah, I think we're probably pretty in agreement with limiting to

[3:11:27] codmin fields and the community center. Not the other fields.

[3:11:33] I don't think so.

[3:11:35] Yeah, but I think we need to take time about it.

[3:11:39] Yeah, I mean, yeah, we can't take time, but this is the first thing we've heard of.

[3:11:44] We have a lot of questions, it's a stress place, you know, what do you do? It's great.

[3:11:49] I mean, up to the bridge.

[3:11:51] Okay,

[3:11:54] that's just has my mind reeling about so many other things, we're not intentified about

[3:11:59] the community center. I think that's right. I think there's going to be a lot of these things,

[3:12:05] and I think it was a weird shneet that alcohol was the first one we saw.

[3:12:09] I didn't mean it was an edge of selling the school property back in town.

[3:12:15] And we're out.

[3:12:18] So there's some of Dittison.

[3:12:21] All of a sudden it's not going to be a problem anymore.

[3:12:25] And we can feel for you.

[3:12:27] We like, no, that's okay.

[3:12:29] No alcohol.

[3:12:30] No alcohol.

[3:12:31] It's fine.

[3:12:31] We'll sell it for dollars.

[3:12:34] I started talking about this.

[3:12:36] I called Massachusetts Association of

[3:12:38] School Communities and had a conversation about

[3:12:40] is any other school give up land to the town,

[3:12:45] their town?

[3:12:46] How does that work?

[3:12:48] And Glenn Poocher, I think his name is the head of the executive

[3:12:51] director.

[3:12:52] He laughed and he said athletic fields and that is the thing

[3:12:56] that always comes between town and schools.

[3:12:59] And mainly it's been naming rights where somebody wants to name the field and the school so so no you can't name it after that person and make it in this pretty huge name.

[3:13:09] So it's not we're not alone.

[3:13:13] Okay, so we have no unfinished business and new business they actually I was going to do the union negotiations but we did that no minutes.

[3:13:25] I have a quick just throwing it out there, and if we're going to do another newsletter

[3:13:29] and before October 24th, I'm going to put that on the picture to check this.

[3:13:41] Thank you to Dane who was our new video and TV production coordinator and Brittany for

[3:13:51] her help tonight.

[3:13:52] and thank you, Amy, for taking the minutes.

[3:13:54] Can I get a motion to adjourn?

[3:13:56] I so move.

[3:13:58] Second.

[3:13:59] We're on it.

[3:14:01] Uh-huh.

[3:14:02] But baby, sit around.

[3:14:04] I might have to go.

[3:14:04] Madriga, aye.

[3:14:07] Thanks, Mattel.

[3:14:08] Thank you, Michelle.

[3:14:11] Thanks, everyone.

School Committee 09.10.26

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