001Good evening everyone. Welcome to tonight's Milford School Committee meeting here at the Milford Teachers Resource Center. It's Thursday, April 16th, 2026 and this is our annual reorganizational meeting following our annual town election. Um, so I guess as a senior member per policy, I'm opening the meeting and the first item on the agenda is the again the reorganization and the first item is the election of a new chairperson. So with that, do we have a nomination for chairperson? >> Yes, I'd like to nominate Michael Aeni for chair. >> Okay, Michael, if you're elected, will you accept the position? >> I will. >> Do we have a second? Second by Megan. Uh, do we have any additional nominations? Okay, seeing none, um, all in favor for Michael being our our incoming chairperson? >> That's unanimous. So, with
002that, I'll turn it over to Michael. >> Thank you. U, so the next order of business is the election of vice chair. Uh, do I do you have any nominations for vice chair? >> Yeah, I'll nominate Brendon Ricker. >> Right. Nomination by Brendon Rickert. Any other nominations? Do I have a motion for >> Do have a motion for Brim to be vice chair. >> Motion by Meg, second by Chris. All in favor? Unanimous. Motion passes. Next order business. Thank you, Matt. >> You're welcome. >> Is uh secretary. Do I have a motion to make the superintendent the secretary of the committee? >> So moved. >> Have a second. Second by Matt. All in favor? Yes. Unanimous. Good job. >> How come you didn't ask me if I wanted to if I was going to accept
003the >> He's not very seasoned in this role. Yeah, >> that's great. Thanks everybody. Um just a few things. U I'm excited to be chairperson. Thank you. Um just one thing I want to remind everybody and this is a little personal, a little vulnerable. I am a lifelong stutterer. So, there are times where I might pause that it might seem like I'm forgetting something. It's me probably reorganizing my thoughts. Or if I do stutter, don't complete the sentence for me. Let me stumble through it. And that's okay. All right. So, that's my only only request. Other than that, it'll be business as usual. >> Great. Thanks. All right. So, the next um agenda item is um Emily Chance is our student rep. Floor is yours. >> Thank you. Um, so to start, I'll just give
004a fun update about what's going on at school. So, we just started the last quarter of the year already. Um, AP classes are just about wrapping up curriculum and then AP exams start a week after April break. That will be two weeks of exams and then which takes us to May 15th, which is actually the senior's last day of school already. Um, that will lead them into finals and senior week. The junior class had a very successful prom last week and now seniors are looking ahead to theirs in May. Um, and then the music department left for their trip to Hershey Park today, so they'll compete tomorrow. And I heard they took a double-decker bus, >> which is pretty interesting. Um, >> yeah, I saw it actually. >> You saw it? I'm a little jealous.
005I wish I saw it. >> I saw it, too. I was I was behind it on Congress Street. I was wondering I was wondering what it was. Um, next I want to talk a little bit about something that's been going around at school, which is about technology. So, right now we kind of have two opposing forces clashing heads about personal computers. Um, and I think both sides have pretty solid arguments honestly. So on one side we have u many staff members that are finding that students bringing in personal laptops especially the MacBooks are is really distracting because it's basically like a giant phone. Um and also some students having MacBooks while others can't afford it just creates a larger socioeconomic divide. And then on the other hand, we have many students who are complaining about
006the Chromebooks not being efficient enough or practical enough to get simple tasks done. Um, so because of this, many students have turned to MacBooks, including myself, because they're just much faster and more functional. Um, and then I guess I'll share some of my personal experience with this. I started bringing my MacBook in earlier this year because the Chromebook just wasn't cutting it for me. Um, there were multiple occasions when I couldn't complete any of my classwork in class just because it wouldn't load and I was curious enough to run a speed test to see if it was the internet, which it wasn't. Um, so yeah, my MacBook really helps me get my tasks done faster, more efficiently, and more productive, but also I can see how it can be really distracting because I mean, you
007can literally mirror your phone to it. So, we've been throwing around a couple of ideas for solutions at school improvement council, but we don't have anything solid yet. It's in the works. Um, hopefully I have more of an update next time, but I just wanted to give you a heads up about that. >> That's pretty much all I have. >> Thank you. Any questions or comments? >> That's good to know. >> I have one. Uh there was discussion with technology I think a few years ago where we actually talked about having Chromebooks with a little bit more power for the older grades. >> So maybe we need to bring that back up. >> Interesting. >> Um because you know the the Chromebooks for the younger grades, you know, you don't need as much RAM or
008whatever. And so the question was, you know, for the high school, do we need to have Chromebooks that are a little bit more >> powerful? >> Yeah. >> So I'm not sure where that went. We'll check on it. >> Just add one thing. Yeah. There's another piece of the discussion, Emily, which I think is important. Um, I remember so Robbie did the same with his MacBook cuz he was super into graphics and like that was the only way he could execute on that, right? But I do think as we think about implementing our technology policies, the only way to really do that consistently is via a schoolisssued device. So, as the conversation like just that's an important part of the conversation. >> So, one thing we've definitely been talking about at school improvement council is
009can we get MacBooks, schoolisssued MacBooks for students? I know they just made like those MacBook Neos, which are kind of like the school versions. They're cheaper. Um, but I think we said like however much we're paying for Chromebooks right now, we would pay the same amount for however many MacBooks that would give us, which is less and then we'd put them on carts and teachers could like rent them out for them stu for the students. >> So, we've talked about that a little bit, but yeah. Cool. >> One quick question going back. the slow speed is it more for general classwork or do you find it even like for taking like an online test or anything like that? >> Yeah. Um a bit of both. So last year like in my history class we would
010everything was based on Google Docs and just getting it to type like typing it and getting it to pop up on my screen would take forever. Um but then also now like >> if you bring in a personal computer you still have to use your Chromebook for tests. So when I bring in my chro Chromebook to take a test, it takes forever just to get it up loading and then get my score back. Yeah. So >> thank you, >> Matt. >> Um the only question I really have for you is are you guys opening or do you have a process to open tickets with the tech department to report these issues with them directly? >> We do. Although I don't think it's very like well known or I don't know. I don't think students know
011how to access that. I think that maybe is something that we may want to discuss too about pushing out information. If there's a lot of concern coming to you guys about >> slowness, they're going to want to know because the one of the things they're going to do is try to track which of these devices are older ones >> or if there's a pattern to what's going on so they can try to identify it. So, I would definitely try to share that information, they should. >> Don't feel bad. Open as many tickets as it happens to you and and let them handle it. Certainly, that'll help. Anyway, >> yeah, I liked what you said about um the older devices, too, because I think I think what we do is you have the same device for
012your whole all of your four years throughout high school. My device is pretty old. Maybe that's why it's pretty slow. I don't know. So, >> yeah, you do. You're on a lease plan basically. So, when you get it, generally it's supposed to be new and then you have it and as you've probably seen over the years, things get faster, but the device doesn't because the hardware doesn't change. So, it could be something like that, but That's it. Any other comments? >> Just one call. So, one thing we do, you may have seen I mean on the agendas we always talk about like future agenda items at a future meeting. Would you be willing to come and just bring student perspective on use of AI in school in terms of course yeah just >> kind of
013general how people are using it today. I'd just be curious to kind of hear that from student perspective. Awesome. Thanks. >> Very candid. That is great. >> All right. Thank you. >> Okay. >> Thank you. >> All right. Invitation to speak. There's nobody here. Any announcements, correspondents, or distributions? >> Yes. >> Craig. >> Um I'm pleased to announce that we've selected Okconor Studios as our district-wide um photography partner beginning with the 26 27 school year. Actually, beginning with graduation. Um, Okconor Studios is a locallyowned uh right here in Tukesbury. It's a company with over 60 years experience uh photographing New England schools. Um, their program focuses on a consistent family-friendly experience across the district, which includes a district-wide family plan where the first two children are full price, but any additional children are free, providing
014added value for our families with multiple students. In addition, every student receives a a print ensuring that all families have access regardless of the purchase. So, um we were pretty happy with uh the presentation that um Okconor Studios uh gave to us. It was um myself, all the principles and a couple parents from uh PTO's. Uh so, we um we selected OK Conors from a group of uh four or five different studios. So looking forward to that partnership moving forward. >> When you say we, who's we? >> Uh the school district we >> district or the PTO's picked. >> Okay. >> Ask a question again. >> So who picked the let's talk PTO's pick it or >> the principles and there was a couple parents that were from PTO's. >> Thank you. >> All the
015we invited all the PTO's to send um representatives. A couple people came. Um I yeah I have two things um both about Woodland. Um number one they had their art show Tuesday I think. Um it was awesome. I really liked it last year how they staggered through the floors and the stuff was decorated everywhere. They stepped it up this year with a glow-in-the-dark room in the art room which was really cool. Um the art was fantastic. The way they set it up to flow through so people could see it and come out the other side uh was amazing. I I I think that the kids did a fantastic job. The art was really good and there was a lot of people there. Um and the other piece I was going to bring up was the
016STEM club that just wrapped up that was also at Woodland where um they were doing things with uh robots and rockets. So on Monday, I brought my two younger daughters there early and watched the fifth grades of well their fifth grade sister, but it was I think third, fourth, and fifth launch rockets in the parking lot. And it was very entertaining to watch these things fly all over the place and over the field. The kids were having a great time and uh believe that was put on through community use, but they had really good attendance. There was two nights. I think there was a Thursday night as well. Um but it was great. The kids were very excited about STEM. It's anytime they can work that stuff in, it's it's fantastic to see. So, I'm
017glad they did that and I'm glad was able to host that. >> I have a quick I just have a quick update for our artwork. Um so this these are examples from Stacy Middle School work around optical illusions and illust illustration units. Um the seventh graders created I'm going to get this word wrong but a ga a gamograph drawings which are two images cut reassembled and folded to create shifting visual effects. And then our eighth graders students explored fan art by transforming similar cartoon imagery which included Spongebob Squarepants characters into warped and imaginative designs. So you can see that here on our board for art. >> Thank you. >> I'll just layer in some additional kudos for community use in Woodland. They're also in their second session of newspaper club and my son is participating
018and came home a few weeks ago saying the president of the Celtics was coming to speak to them and I'm like that just can't be right and lo and behold the president of the Celtics is a Milford High alum and came to speak to a newspaper club which I thought was super cool. So very fun. >> That's impressive. >> Yeah, very cool. >> Pretty awesome. >> Any other announcers correspondence distributions? I >> I just have one. I guess I meant to do this in my opening remarks but I think it fits here well enough. I just want to congratulate you and Brendan for coming back and um thanking you because we we need the leadership and stability that you provide here. >> Thank you. >> All right, moving on. Uh general chairperson update. Um since
019I've been chair for all of 18 minutes, I'm going to defer to Matt. >> Thank you. Last one. I thought I was off the hook, but I received a couple phone calls this afternoon. So, I just want to let you guys know I received some feedback um late tonight from Fincom and I also spoke to the finance director. So, we do have to have a few more discussions. They had some more questions about our budget and our discussion with Fincom last night. So, Melissa will be sending something out for Zoom likely Wednesday or Thursday of next week if everybody's around for a half hour. So, >> um otherwise >> that's with them Matt or that's just Sorry. Okay. Thanks. >> Just us and administration. >> Thanks. Um, otherwise I don't think I have anything else.
020>> Great. >> Matt, thank you for all your work as chair for two years. >> Thank you. Appreciate it. >> Take a break. >> All right. We're going to move on uh to the NSBA uh project update. Um we're going to actually move this agenda item. James is on his way. He should be here about se uh 7:30. So, we're going to move on that. This was a request by myself uh with the reimbursement. It's a nice presentation. We we had it at building committee last night or two nights ago. It was great. So, he's coming in. All right. So, let's move on to agenda item seven, annual appointment of the superintendent to the BICO board. >> Uh, you want me to read read this? >> Sure. >> Okay. As required by chapter 43, all
021board members need to be annually appointed to the collaborative board of directors. Um, so this is just a I guess it's a formality that you all have to um you have to vote um appointing me uh to the BICO board of directors. Uh it has to happen before the end of the school year. >> Do I have a motion to appoint our superintendent to the BIO board? Motion >> by Matt, second by Derek. All in favor? It's >> unanimous. Motion passes. >> Thank you. Everybody, I brought a pen today. >> You're very prepared. >> I brought a pen here. >> Sorry. It's a big deal. >> Um, so report of the interim assistant superintendent for teaching and learning. >> All right. So, I have two updates for you. Um, one is around kind of closing
022out the school year. So, I know it's not the end of the school year, but I do think April vacation sometimes um triggers kind of the beginning of the end planning. And so, I wanted to provide you an update with some of the work that's been happening across the district this year um and where we're going for next year. Um so, let's start with the literacy department because I that's one of our priorities this year. Um they're working on closing out year one of expedentiary learning implementation at the K5 level. The week after break, um each school will be engaging in their final learning walk with the TNTP consultant. Um that's a partnership through the Prism grant that we got from Desi. Um and this will be our final learning walk for the school year
023with the outside consultant um to collect the data and really use that data to inform next year's planning in terms of what are the supports for the teachers um in year two of implementation. Um this afternoon we actually had a Prism Council meeting which is um Prism is the name of the grant. So that's why it's called the Prism Council. Um but it's for our literacy teachers K through five. Um and really what the the focus of that those council meetings have been is around what's working, what's not working, what's going on with expeditary learning, um and what is some of the work that this council can do to support the teachers in their buildings. And so today they reviewed some of the professional development survey data that has been collected throughout the course of
024the year um to really identify what was it about professional development that was supportive and what was not supportive and what are teachers looking for more of and so they've started to do some of the planning around that for next year. Um last week in mathematics we had a closeout session for a district-wide math committee. Um this year we focused on vertical advisory, building based planning and their own professional development which was led by um the people on that committee. Um and listening to them about what they want to do next year, it was very obvious that they want to continue to learn together but the importance of teacher le professional development sessions. Um so they have so much to share and they really appreciated when each other kind of got up and led the
025meeting as opposed to an administrator. And so we're thinking about how do we incorporate that more not just in math committee um but back in their building so that they can share some of the expertise that they've developed. The week we come back from break we'll have our closeout prek12 districtwide CTL meetings. Um this year we brought back the I guess districtwide conversations as CTLs that were put on pause a little bit with COVID. Um we've met five times. Most of those conversations have been around vertical alignment and contentbased teams. And so it has given the time for the contentbased teams to have conversations across buildings and what's working and not working. Um the Monday we get back we'll actually meet together as a whole group and I'll facilitate what's worked with the structure, what
026hasn't worked with the structure, what do they need more time to do um across these districtwide conversations that are so important, especially as we think about horizontal and vertical alignment. Um, and then the last one that I'll highlight for you is our mentoring and induction programming. Um, so year one hires work one-on-one with a with a mentor, but it's really facilitated by four mentor coordinators across our district. Um, they check in with the mentor coordinators, but also with myself four times throughout the course of the year. And so I'll be meeting with them to kind of hear what's bubbling up for year one hires that they need more support in. What are they looking for? um especially as we think about rolling out next year with any new hires that we have in our district.
027And so those are just some of the highlights in terms of what we're closing out. Um there's a lot of other great things that are happening across different departments um that I'm not highlighting here, but those are kind of the ones that came to top of mind. So any questions about that? Nick, >> is there sort of an and I know it's not specific to what you just spoke to, but is there sort of like an end of the year kind of recap that gets done for the new ELA curriculum in terms of like how year one went? >> When you say recap, are you >> like debrief? I don't know. Sort of like collecting information as teachers. I'm sure it's going on all the time, but curious. >> Yeah. So in terms of like
028learning walk data and classroom data um there's district benchmarks that we were trying to hit in terms of um I mean one of them is like 95% of the time when we walk into classrooms we want to see high quality texts in front of kids >> and we had a consultant right that sort of independently came in right didn't we have an independent consultant >> TNT sorry so that's the learning walk that we'll finish with um the week after vacation so we'll have this like big learning walk data piece >> um in terms of like an endofear survey or feedback survey. Um I don't know specifically when and if that's happening. I would assume um and can follow up with Carol about that. That's a typical session. And then um the last professional development session
029is typically a like >> what worked, what didn't work, where are we, where do we want to go next year and then a lot of that planning kind of happens over the summer. >> Okay. Just thinking as we launch the second year kind of with those learnings. Okay. And I know that we're having conversations right now around like what does year 2 look like? What is that backwards design? Um >> in math the like story was like unit unpacking, assessments, instructional practices, literature is a little bit different. Got it. >> Um so I don't know what exactly the theme is going to be. Okay. >> We will also be looking at our um >> phonics and funological awareness programs um because there's two sides that make a reader, right? There's knowledge building and then there's
030um the phonics piece of things and the decoding piece of things and so we focus solely on the knowledge building. Got it. We know that we need to do some analysis on the phonics and that'll come into play next year for sure. >> Interesting. Okay. >> What that looks like is still Yep. >> to be determined. >> Super helpful. Thank you. Thanks. >> Anyone else? >> All right. My other update for you is this week I received um a project lead the way research study briefing that I just wanted to share some of the findings because they were really positive. And so Project Lead the Way um completed a longitudinal research study across all districts in Massachusetts. So this does not specific to Milford. Um, we offer PLTW classes starting in grade 5. I mean,
031I'm sorry, starting in grade K through grade 5 with our STEM programming. When students get to Stacy Middle School, that's where we've invested in um an engineering pathway, a computer science pathway, and we're bringing in the medical detectives pathway next year in grade 8. Um, and the purpose of that is really so that the high school students when they're choosing electives, they kind of know what we're talking about when we say, "Do you want to be a part of the engineering pathway or the computer science pathway um or the biomedical pathway?" Um, and so this research is really confirming um that we should continue to invest in PLTW because it's making a difference for kids. So it says that PLTW students see significant learning gains. um it's statistically significant in terms of student achievement gains
032in both math and science specifically at the high school level and that it can translate to two additional months of learning for kids. Um these benefits are reaching across all students. So whether you cut this by low-income families, English learners, or students with disabilities, we're seeing the same type of results for all these different demographics. Um PLTW students are more likely to go to college. Students who take PLTW courses in high school are 10% more likely to enroll in college than demographically and academically similar peers who don't take a PLTW course. And then the last one was that students and teachers see the value. Um, students are reporting being more interested in PLTW than any of their other courses and that PLTW courses are more relevant to their future. Teachers are reporting that they make
033them more satisfied when teaching and more effective in the classroom. And so I think it's really exciting data to see. Um again it's not specific to Milford students but Milford's data in terms of survey collection um and student outcomes was a part of this and this is specific to Massachusetts um not PLTW across the nation. Um so I guess it tells me that we should continue to invest in the STEM fields. Um and a partnership with PLTW is really important for our students because of the student outcomes. Any questions about that? >> Okay, it's Stacy. Is which class is it embedded in? >> It's embedded in our STEM class. Okay. And so in sixth grade they take they engage in something called design and modeling which is around um engineering. >> In seventh grade they
034engage in computer science for innovators and makers which is computer science. Got it. And next year we'll be able to bring in the medical detectives um piece which is biomedical. And with the schedule, everyone would get that at some point during >> Yeah. The only the only thing that's tricky there is when we have students that are in performing arts, they don't get to cycle through all six of the specials that we offer. Um but all students that are cycling through all six specials get >> um >> one and six, one in seventh, and one in eth. >> Awesome. And we have a pathway night coming up. You want to talk about that? That's exciting because would that be tied in? >> Uh PLTW is one of our pathways. >> It's a high school um
035endeavor and happening May 7th, which I believe is also a um school committee night. Um but uh it's it includes like all the engineering, the physics. Um >> great. >> I think it's uh I think we had a >> I don't remember if this is the second year or third year that we've done it, but you know, I remember it was either last year or the year before. There was a a student down there that built his own arcade. >> They were in the hallway. Yes, exactly. And there I don't know there was all kinds of different inventions. >> You could be a weatherman. I recall a weather person with the um the green screen and everything. Yeah. So >> Okay. >> They do a lot of cool things down there. >> That's great. >>
036Yeah. And I I just found the email and it it I guess it's specifically trying to target our seventh and eighth grade students and families so that they can really see what Milford High School has to offer. Um they're going to talk about early college, one goal, clean energy, PLTW, and other pathways that exist. >> Great. and it is 6 to 8 on Thursday, May 7th. >> Thank you. >> Any other questions? >> Thank you for the update. Uh report of the school of business administrator. Um hi, I don't have um much um update on finance because uh the cut off date for FY26 spending is tomorrow and most of the orders should be in tomorrow and um next meeting I'll report um a new budget update. >> Um personnel um the only change um
037from last meeting was that we added the uh column for either grant funded or general fund general funded. So you can see um the pathway showcase um event planning. You can see all the names behind the work and um also the readyet k summer school um is grandfunded. Also the um credit recovery camp during the April break is grandfunded and others just a regular replacement. >> Any questions about personnel? >> Quickly Mr. Chair. Yeah. Thank you very much. And obviously, as you noted, you have that column for whether it's grant funded or just from the general budget. So, really appreciate that. Thank you very much. >> You're welcome. >> Any other questions? >> No. Thanks, Ben. >> Thank you. >> All right. James is not here yet. Um, so let's run into the uh consent
038agenda. Uh, does anybody want to pull anything from the consent agenda? So, we have our warrant. We have the minutes. Professional development and acceptance of gifts. Nobody wants to pull anything. Do have a motion to accept the consent agenda as presented. Motion by Brendan. >> Second by Chris. All in favor? >> Unanimous. Motion. >> I'll abstain. >> Oh, >> I'll abstain. >> Okay. Um, six. Yes. Want to abstain. >> Motion passes. So, Mr. Chair, will you be going over the gifts? >> I will. Excellent. Yeah. I want to say thank you. Um, so we have a gift from from climate uh youth climate solutions for $1,000. Thank you to that. And then we have association of teachers and mathematics for $493. Thank you for that. And Conigi Construction for uh improvement on the scoreboard sign.
039And thank you for that. Any subcommittee updates? Um, so since uh we next meeting we'll reassign the subcommittees. If you can send Melissa what what subcommittees you want to be on and so we can go ahead and appoint them next meeting that'd be great. >> All right. See if James is uh you can try to connect with them. Mr. Chair. >> Yeah. Why don't we do a fivem minute recess? Do you have a motion to make a fiveminute recess? Motion. >> Motion by Matt. Second by Brendan. All in favor? We'll recess for a little bit. Um so everybody, you've met James before. I think you he's our OPM for the >> Hi, I'm John High School. Uh he's here specifically. We have talked about the reimbursement rate. And this is something that um has been
040talked about throughout the town. And it's way more complicated than just saying it's one number. And so I asked James to come to the building committee and then was like, "Hey, let's come to the school committee just to get us um all up to speed." Feel free to ask lots of questions because it's not it's as James said the other night, it's clear as mud. So please, please, please ask a lot of questions. Um thanks James. Floor is yours. >> Thank you, Mike. And and to that end, you know, Craig saw this yesterday, Chris saw it yesterday, Mike saw it yesterday. So please, you guys, you know this group better than I do. you know, feed me the questions that they're asking or not asking and and and we'll go from there. >> Um, kind
041of what kind of what kind of what he alluded to is that, you know, the it's trying to think out the best phrasing for it, but there's a bit of a paradigm shift or, you know, you think you're you're heading at it this way, but really it's this way. You have to come at it from this way and think about, you know, and and and so there's there's there's a shift in how you think. So, hopefully I'll get that across to you guys and and we'll go from there. Um, sorry. This is this is you're getting a sne snippet of our um school building committee and I have do a little report out but um what I wanted to do what what I'm doing is um in the past we would give you like the
042general um you know definitions and you know there's caps and all this but um on this this presentation I am actually using a real project and so the intent here is you know don't focus on the numbers per se really it's just the the the the procedures and and the formula how it's getting done and how that applies to us. So, so that's just so the the warning and caveat, you know, um the to the the point of this slide is really just to show you that uh this is from, you know, this is this is taken from the MSBA website. This is all up there and I'll be using that number just to just to show you. Um this is Agawam and I'm going to be going through um so one of those first
043let's go through what everyone assumes right is is on the left assumed formula the total project budget they had about 229 these are all Agam's numbers you know and so you think okay they had a reimbursement rate assigned to them theirs are 65 ours is like around 73 right now um maximum so multiply easy math and now that's not the MSBA formula and That's not how we should be doing things. The MSBA formula is there's a total project budget less ineligible costs and contingencies and scope exclusions. You take away the ineligible costs, then you get the number that they multiply that reimbursement rate by. And so you think, oh yeah, well, you know, um that's, you know, so 76 million is what those exclusions came to be. That's a $50 million swing. So, if you
044were doing the math your way and then you got the MSBA's math, and by the way, I'm sorry, let me back up and say that these numbers are specifically from the estimated construction and total project cost data at schematic design. All that really is what you need to get from that is this is what we submitted to the MSBA a cost estimate what the total project budget is and this is the number that the MSBA is agreeing to as their maximum uh reimbursement rate I'm sorry their their facilities grant. So that's why this is important, you know. Um so so yeah, how did we where's the where's the swing? Um well, as I mentioned, they pay on eligible costs. Okay, what are the eligible costs? Again, paradigm shift, right? You ask us what they Well,
045they define what the ineligible costs are and subtract that out to give you the eligible costs. So that's one of those fun things that's going on. um ineligible costs are these last three pages in the MGL in in Mass General Law and uh you and I and basically they fall into three buckets um you know there's things that are categorically ineligible there's things that are like over a space limit space you know we only do so many classrooms we're only doing so many you know uh the auditorium can only be so large that's when I say space that's we're talking about And then or over a cost limit, we we also call you'll hear me say cap. And um so examples of categorically ineligible is you know they won't pay for legal services, they won't
046pay for site acquisition, um rental or storage costs, you know, that means modulars and and what a district admin offices or swimming pools, skating rinks, green houses, and indoor tents. One way to think about that for you guys is to justify it. Not every school has district admin offices. Elementary schools don't. Not every school has swimming pools, skating rinks, green houses, or need modular classrooms or need legal services or site acquis. So the MSBA really is trying to have a formula that works for every single project that that will and and and impartially too if you think of it that way. You know, you can imagine if you if if the next town over legal cost and they paid for them but you didn't, that's it's kind of a you could consider that a penalty
047on you, you know, and so they've removed that from and they've removed other things from the equation like that as well. Um to that end I generally want to leave you with they pay for academics and now I even need to define that they pay for the classrooms science you know your your world course what they and you'll see later on what they don't what they have limited participation in is non-academics and what is that well your music drama you know theater athletics site work you know so things outside of the building that kind of fall into the, you know, like that school may have a little bit more, this school may not have any of that. And and so they they've come up with this formula so that they're trying to make a um
048a a formula that universally applies to all and and I'll continue. Um these are so I already went over category. These are space limitations. So, this process, just to let you know, the school building committee knows, um, think of it is that we're going to be issuing three reports to the MSBA and we're we're filtering down from many options what how the building should be and we're eventually going to have one option, you know, whether it's ad rena or new or, you know, and whatever where it is on the site, things like that. Um, within each one they're going to be re the MSBA is going to be reviewing our submission and they're going to come back with comments that look just like this and it's going to have like four academic um, and in
049this in this case there was a central chemical storage room. Well, they allow one and Agawam needed two in their design. Well, the MSBA only pays for one and they stood their ground and said, you know, this is going to be extra on you. Now we're going to health and physical education. There's a there's a general cap and AOWAM in reviewing their program, you know, decided that they needed the extra 2,000 square feet there. The MSBA said that's great. You can have it, but you know, this the the this is going to be excluded from the grant, which means if it's excluded from the grant, that means it's all on the district. So that's money that's shifting 100% to you guys versus the 45 35% you know that that you would have to been paying.
050So and again auditorium and drama right um administrating guidance. Now this the administrative guidance one was interesting where you know they proposed something over the limit but they did allow us to have an extra school resource office s office. So um you know there there is some play but generally as you can see not not much and especially in some of the categories. So >> sorry James, can you clarify? Did you say the administration space is ineligible or a piece of it is eligible? >> Central administration district administration is not eligible because not every school >> that's what I want to clarify. So the high school administration is allowed beyond that. Sorry. Got it. Okay. >> Every school needs ad admin but they don't need they don't have district admin attached to it. >> Thank
051you. >> And finally they have this you know this. So those were the they have those you can see buckets where you know auditorium and drama they give a certain level and they have these other category of spaces that didn't fall into those and so in the case of Agawam they had a district it was housed at the high school and and they wanted to keep it at the high school they determined that's where they wanted and so they understood that this was not going to be eligible and 2,000 square feet um or sorry 1,000 square feet. One thing I also want to point out is is is you know sometimes you think like oh man they must be building Taj Mahal you know I mean why are they why is it in every one
052of these I'm showing like um the first report is called PDP preliminary design program the second one where we you know the second submission is PSR the preferred schematic report and the final is SD so you can see they're whittle they're sharpening their pencil you know they started well we really need Let's get it down to a,000. All right, we can live with a th00and, you know, same thing here. 2860 and they got it to 2,000. And you know, um greenhouse, they they that was a different thing. They together all together. Um but even, you know, this large instructional presentation space 28 to 26. So, you know, they're they're working hard. They're trying to get it down. They're they're not they're not just, you know, freewilling spending. They're they're going to be like they're going
053to they have the same conversations I envision us having. you know, do we really need this big of space? Do we need it not? And um one thing that I found when we were envisioning, I'll just relay again, is that um it is a general we're finding that modern education is needs spaces like this. you know, you know, you need you have classrooms, you have can house 25 people and you have the auditorium that can house 670 or you know, whatever it is, you know, but you don't have these 50 100, you know, people fit in there and Aan wanted it. We want it, >> but currently it's just not part of the MSBA uh model yet. So, >> are there Okay, sorry. I'm going to tee it up for him. >> Yeah. >> Pre
054kindergarten that's not eligible. >> Here you go. In the case of Agawam, they had the unfortunate circumstance I was involved after they submitted the SOI. Um but they did not put in their SOI, which is a very first step. It's really unfortunate. um that they wanted to continue on with their pre-K at the high school and we had it in ours but because they didn't have it in their soi the MSBA says you can build it but you know it's not going to be reimburseable and so that was a and you know they ultimately looked at it and you know we they're where they're going to take the hit. They wanted to keep the prek at the at at the high school. So but that is not the case here. PreK is fully part of
055the design and part of the project and the space will be reimbursed on, you know, as long as it fits within the limits that we're getting to. >> James, on the large presentation space, >> yeah, >> I don't want to say workarounds, that's not the right word, but is there an opportunity where like if you had a divider in here, so it could be two classrooms, but then you have the Is that like is that something >> that is always there? We can have two classrooms with a divider between a dividing wall between them. that you still get the space you need for >> when you need it. If you wanted two classrooms, you do. If you need just one, you can have that. >> Okay. >> Um they also have that even on um
056we saw on the tours, you saw some of the glass doors or glass >> panels >> so that you could spill out into the hallway and utilize that space. >> Okay. >> You know, um just expand this a little more. >> So, I'm trying to keep with that same theme. Um, you saw the two lines before, you know, the ineligible cost and then contingency and the scope inclusion exclusions. I'm giving you the real detail of of what those are. And to be sorry, no, no pun intended, be a thousand% clear, 100% clear, this is all apples to apples. So this 100 everything beneath this adds up to 100%. You know, so all this, but then these are the exclusions, right? Scope exclusions, all of these add up to 100%. So you know what you're sort
057of comparing the apples to apples. What is the you know what's the most common um >> uh exclusion? >> I don't know if no injuries. Sorry. >> I think um explaining just making sure it's clear what what's ineligible and then explain what the 43.73% number is. >> Explanation without going through every single one. I think we'll just focus on the big guys that that that's really you know there are these lower caps that you know million here millionaire assume money right phrase but the big guys so all that space we were talking about they were willing turns out that was that was 10 million and that included the prek >> so 10 million of that 70 was only their their space but what's this other number they just they just happen to have a lot
058of site costs you know new fields whatever or you know paving whatnot. So these are things that we're we're conscious of we're going to be aware of. Um but if there's any idea if there's any desire well if you want nine new baseball fields whoever is going to that we have a cap we have an allowance and you know so it only we're the MSP only pays so much. So we going to be mindful of that. But this one, the eligible construction cost over funding cap. What I didn't go over, this is the main kicker that you know, the MSBA puts an artificial limit on how much the construction cost that they're going to contribute to per square foot. How much? So, for example, the the current limit is $65 a square foot. So, you
059have we estimate the building and we see how much it's going to cost. We have the size of the building in square feet. We divide those two numbers. Well, right now costs are coming in. Well, I mean, >> what was Aguam? >> Awam was 945. >> Okay. >> Yeah. And that was 2024 and they're at 605 and they were at 550. So, they've even increased, but at the time they're at 550, >> you know, so you know, we just we can't dictate the market, you know, we do, you know, low bid and, you know, things like that. Um but but so that's just you know the MCBA's it's it's a wonderful process but it just you know FYI that's that you know I guess you could justify the trying to make sure that everyone gets
060the right amount of funding or that they're spreading the funding around. I don't know. >> Um >> so after all the ineligible things what was the yes >> so when you add all those up this is what we call net reimbursement. They they were they do have a 65% reimbursement. That is the formula. That's the variable, right? But really look at how much is this 152 out of the 229. I'm sorry, this 100 out of the 229. So only 43%. That's your net, your real. What are you really getting? You know, what's their cost share? It's not 65%. It was 43, you know, 43%. Um, >> James, did they use 100% of the contingency? >> I'm sorry. >> Did they use 100% of the contingency? >> No. Excellent point. >> Okay. >> In general, that's
061a great point. This is at schematic design. >> Oh, got it. >> And these are these are max dollars. So on one hand, this is your max reimbursement grant, but that's assuming that you're spending every single dollar above, you know, M. So if you're not, well then, you know, the number changes, too, because if you're not spending it, well, then they're not going to reimburse you on money you're not spending either. So but but yeah, fair point. Question. >> Yeah. So, the the where we're at now, um Josh is about to push out a um draft of the education plan. >> Mhm. >> Can you talk about um the role of the education plan in sort of what's eligible, ineligible? Does it play any kind of a role in this? I Yes, it can. Yes,
062it can. >> Um, remember there was like the second SRO office that they allowed. Yeah. So, there was that's part of the ED I'm sure there was an argument in the ED plan that said we need a second SRO and this is why and the MSBA said that. So there are going to be spaces that you know and HMF and let me just say that HMFH is our awesome partner and they're wellversed and they know what's happened on other pro school projects there. They almost exclusively work on school projects, MSBA school projects. Um and so they will guide us you know so that the ed plan and the drawings inform one another and so that you know the the spaces are going to be ineligible spaces are minimized where they can be. So the the
063ED plan is the narrative for the pictures, right? So basically HMFH has these um these drawings. You want to know what the drawings are all about, you read the ED plan, right? And so if if things are showing up in the this is the way I understand it, correct? I'm wrong. >> If things are showing up in the drawings and they're not in the ED plan, they're most likely going to be ineligible, right? So like um different science rooms or the chapter 74 programming or um you know some of the special ed programming that we have. All those things need to show up in the ed plan. >> Yep. And they and they'll make their way on the drawings >> when the drawings show up. They there's a an argument to be had to why
064those things are important. >> Yep. That's right. Yeah. you know, you know, I guess on the again, so non I'm going to pick on it and I and I hate to I I was I I was heavily involved in athletics, so I I really appreciated it, but you know, if you part of your ED plan says and we plan to have nine athletic fields and you know, okay, well, but but then you also know that there'll be a comment that this is all ineligible based on the side cost and all that. So >> um >> we we will have those conversations as we review the ed plan, you know, so we will offer that lens and advice the best we can so that we understand what you how you want to teach and how you
065want, you know, how you want to operate the school over the next 50 years and then through the lens of okay, how does that impact uh reimbursement and cost? >> Yeah. And so you were talking about Fizz as an example, right? you were talking about um to us a gym is a gym, >> right? >> That's right. >> But to them a gym is a teaching space or three teaching spaces. >> Yes. >> So if you think of Woodland, >> you have multiple teaching spaces because you have the gym and then you have the room next to it. Right. So the total square footage can be broken up into like two different spaces or three or four different spaces, but it's it's all about teaching spaces rather than what it's used for, I guess. >>
066Yeah. No, that was that great. They that was one of those paradigm shifts again. It's like, you know, people commonly ask, are we going to get a new gym? Are we going to get are we going to keep the wrestling room? Are we, you know, um and the the answer is the MSBA is all about academics. So and and they're really focused on PE more so than this is for res, you know. So if you can justify that you need the space as a teaching area to get your kids throughout the day, you know, then we can then we can justify that space and have it, you know. Um so that's but that's you know again that's not how you and I talk. It's like hey we getting a gym you know it's we don't
067we don't we don't refer to as teaching spaces. Um, so there's a really good question last night because we talked about the the rein the the net reimbursement rate and so um >> I I have another slide. I don't know if you want to talk about that one or not. >> Is this the >> Yeah. >> Okay. >> You want this? >> So the question was and it ties into this. >> Yeah. >> Is can you build school today with a 100% of your >> no >> your given >> inel right can you make it 100 can you make zero elig ineligible. >> Yeah. And the answer was no. Yeah. >> Well, and yeah, it was a great question. I want to clarify why, right? You could probably there's three buckets, remember? >> Well, and
068so in automatic, we have that cost cap of construction. I mean, so could you build a school for 605? I I I would say that's impossible. You know, it's in this day and age, that's impossible. There's one strike. Could you have a school that was that followed every single They have a thing called a space summary where all you do is put in a design enrollment and it'll 44 classrooms, 14 science classrooms, 10,000 gym space. You know, can you build towards that? Yes, you could. But there's still going to be, you know, how does it work within your, you know, your teaching models and and things like that? like you've you know so so you know it's hypothetical but but the reality is no you know there's never and to that end these are since
069n 2014 starter construction and I worked on this very low what you're looking at here so historical net reimbursement there's I think 42 43 project high schools you know these are just high schools that have been since 2014 that have been run through the MSBA um and they stopped stop it. For some reason, they only have post data until August 2024. So, it's missing a couple of years already. Um, but so I have their reimbursement rate and the net and I don't even what the variance is just to show. Um, I worked on this I 0.15 that is fantastic. They were almost there, right? Um, I'll tell you how they got there. Gerard Tech is a half a billion500 thou sorry half a million sorry uh Austin Powers moment there. Um 500,000 square foot school.
070It's huge. But what we were doing was uh basically an MEP replacement and with a with a new cafeteria and some science. We didn't touch any um vote spaces. We didn't touch any classrooms. Um I think we touched bathrooms, you know. So there was huge swaths of the building that we did not touch. And so when we're talking about gross square feet, well, you know, you paid $1,000 for the new construction, but then you paid zero for the rest, and then there's your $500,000. There's your $500 square foot, and lo and behold, you make, you know, you're under the that's how that happened. You know, that's a possibility here. That's a possibility. Uh but you know and I want to show you the numbers were relatively low and these is this is you know 12
071years ago um but you start to notice you know things are that's fine and even here well it's getting some big numbers Boston Arts Academy you could you know you know I'm not even sure Waltham I can say that that was site work I don't know if you know anything about Waltham high school it was basically built into the side of a mountain that had tons tons and tons and tons of blasting site work. Site work is ineligible and so that's part of the project and so that's that's what that is. But what I what I what I highlighted this in yellow most importantly well eggs are in the bottom but you know May made May 2021 co we had like a two-year spike you know 20% spike in two years I'm trying to say
072anyway you just see how the numbers are no longer in the teens in 20 or in the in the teens in in single digits and 24 25 you know and there's you know there 21 221 Um, I'd be remiss HMFH projects, you know, theirs is the Bristol Plymouth. They're at 14.55 and I think they had SUS over here at 16 SUS High School. Um, watch out. >> Yep. Thank you. >> So, that's a little feather in their cap their cap. You know, that we it's they they aim for this as well. They know they they that's the proof that they we have an architect that I'll say it, you know, they're not a starchitect, you know, and and they really are here trying to maximize the school for the district, you know, under this MSBA
073model. And I think there's the proof of that. Um I think that was Oh yeah. So, you know, just going to the last just a reiteration that um you know, if you thought that, you know, the MSBA, you know, participates in all needed costs of the school. No, not not that's not the right right or as I already mentioned, if the exclusions are high and they must just be spending like like you know, a drunken sailor. No. Uh the MSBA just created a cost sharing model that can be uniformly applied throughout the Commonwealth. you know, it may or may not cover each district's unique needs. So, >> I think that was it. >> Thank you, James. Do we have any questions for James? >> Chris, thank you very much, James, for coming in. I every
074time, this is in a sense my third time, but I I continued to learn. >> Um, one thing is James did present this last night. Uh, Milford TV was there to record it. So I encourage anybody uh to watch that recording because then also HMFH was there from their side of the side and presentation. So again to continue to kind of keep up you know be up to speed with it do it that way. Um Bristol Plymouth do you know did they bring the general contractor in early like we are hoping to in that? >> I don't I think Bris Bristol Plymouth was one that they actually did not >> did not. Okay. >> Um they did on all their other projects I know but Plymouth there was a what's called the the traditional design
075bid build model where they 100% >> um designed it and then did and then had the GC's bidded up. >> Now they did end up with Conigley >> right >> who was a G who has both hats. They can be both GC and uh CM. >> Okay. And yeah that's and we're hit on it. We're looking at that CM at risk. Does that typically create more savings in the long run and and and prevent that um keep that reimbursement rate high? >> We tend so so it's it's not it's not a black and white thing because you don't have an exact project going on at the same time that's doing the other what is that's doing design bid build. But I can tell you from my perspective and my experience um especially with what we're
076doing here, well, let me back up. Typically, you choose uh a general contractor if it's like a 100%, you know, green field, you know, it's a new site. There's not they just need to build ground up. There's no there's no there's nothing they're tying into, you know, it's super easy construction. CM is good for phasing. They're they're good at managing if if you're like knocking down a portion and building a portion and knocking that's where you want to seem because they're handling that phasing in those logistics. Um not to say that GC's can't do that, but you they they just they own it better and they they they they understand those things. Um, secondly, there really is a I don't want to say psychological difference, but uh, when you bring on the CM, especially when
077he's going to be with us during design, he's now part of the team, you know, and and he's getting his fingers involved in the design and he's getting and he's kind of having some ownership of the project. When you have a GC, well, you can you can you can imagine a scenario where he hasn't been involved. you're giving him something, all of a sudden he has to bid on it in, you know, four to six weeks. He's got to get up to speed. And oh yeah, by the way, this is Massachusetts public procurement. It's got to be low bid. So he's trying to, you know, he's trying to get the lowest number in there. And so once he gets on board, there's this tension of, okay, now I got to make my money, you know,
078whatever. So you can see, so from that perspective, for all the CMS I've worked with, that has been removed. you know, there there's there's tension, but you know, they're a part of your team now. And and and especially when you get them involved in the design here. There's none of this, well, I didn't know about it. You know, he's you were sitting right here when we came up with that estimate. Why are you telling me it's more now? >> So, um, you know, um, does that answer to that? >> Yeah, like I said, I just trying to equate for everybody else. Yeah. You know, we're certainly looking at different ways to maximize our reimbursement and and one being that bring that CM on board early to help in that process. >> Uh to again to
079be able to understand when we go from schematic design and look into the phasing in of the construction side of things and how to best approach it and again to minimize the cost. Um yeah, another guess not necessarily as much into the reimbursement side, but you know how there is a a spreadsheet in in the enrollment and how the architect went through put our enrollment projections and it kind of into a spreadsheet and it spits out kind of an overall size of what the school will be. But then the education plan that the administration's working on that's going to drive basically how we utilize that overall footprint. So that will be something of interest for us too as we move along and see truly how many classroom spaces are going to be within the entire
080footprint and what those classroom spaces will be. So again the ed plan and how important the ed plan is and how much work is going behind that ed plan to really drive that. Um and then the last thing is the chapter 74 vote programs. Josh presented last night there is some change up in that he they added it from nine to from nine programs to 10 programs. Um they changed about three or four programs and I think that was based off some feedback from BBT on what programs um would be best suited. You know what are what are the programs that BBT is is having difficult time having kids be interested in and what programs have high interest. So therefore, let's expand out and and grow the number of students that are going to be
081in there. So again, if you watch last night's program, uh as as typical Josh does a great job presenting it. So from that side, um yeah, >> any other questions, >> Mike? What is what's a typical contract structure for the construction contract? like cost structure is a firm fixed like how do they >> so for CM it will be it is usually a um general conditions plus fee so um we'll we'll we will know we're going to the way we typically hire them is >> um you know we give them a you know a a size of a project and you know and we tell them how long it's going to take how much we think it's going to cost and they turn around and give us what they think it's going to take to
082run that >> and how many staff and all and whatnot. And so all yeah, it's really transparent in that term versus design bid build. It's just you get the one number and you don't know what you know you really don't know if is there 10 staff or two or >> um you're trusting >> but um so so yeah that in that regards having a CM it's just a lot more transparent you know what you're getting. >> Thank you. And then does H MFA or >> you got it almost >> so close. Uh consultative service on the ed plan also I don't think I was appreciating that it has to go both ways. Are they also like really okay >> they're uh so we just went through a whole visioning process and um >> Mike I
083think was the name of the consultant. He um >> he's going to have a report. >> Okay. >> Um based on what everybody Okay. what all the different meetings that we had that's going to feed into what um Josh is doing. Um but throughout the whole thing uh HMFH also is going to like give reports to Josh. It's all >> um >> when you said Josh has the ED plan, I'm like good. We're all set. But then I'm like wait a minute I don't think I appreciated the design. >> Very there's a lot of people HMFH has a consultant. Okay. Mike, whose whole job is to help shows us through and he was a former teacher I think >> and Roger too. Roger's Roger is doing the chapter 74 stuff. >> Okay. Thank you. I
084didn't appreciate that. >> There's Yes, we have two consultants like you mentioned. One is for vote that's going to guide us and let us know you and it's funny. I actually his name's Roger Bris. He was actually the superintendent at Greater LOL. I was working with him when he was a superintendent there on that project. Now he's retired from superintendent and no longer working the 60 plus hours a week and you know he was Yeah. So he's now he's just doing normal consulting. Um and so and so they they're helping in that regard because you know who here knows about chapter 74 right and the visioning is we have a special uh special consultant HMFH does really trying to trying to tease out you know this is a building for the next 50 years. what's
085its identity more than any, you know, how is it going to how how does it want to reflect Milford and and the education that we want and you know, things like that. And uh that was its primary purpose was to tease that out. Um and then lastly, like you mentioned, the ed plan. Well, you know, so they're working through that, but um what you need for space needs to go into the plans and and vice versa. And so they'll so they they're they're always informing one another. >> Great. Thanks. >> Yeah. So, the ED plan is what are we doing now and where do we want to be basically? >> Yes. >> Brendan had a question. >> Thank you for the presentation, James. Um, would you mind opening up your laptop and just going back
086to slide 10? >> Sure. >> There's a question that I just had about, you know, the bottom of it and then I have a second question after that as well. >> No problem. You only get one. I'm just kidding. >> Question number two. I'm sorry. >> Well, while we wait, um, one thing I got out of it, and Chris, please you're there. So, after the meeting, Chris and I were asking the the the lead architects a lot of questions about this stuff. And what I got out of it is that um, for the reimbursement rate, it's a complicated reimbursement schedule. That's not a strategy. It's a schedule >> that you hire the architects to be the experts on >> and they are literally going so when when you know they they get the building square
087footage and the ed plan they got to go through this schedule and say okay it's supposed to be 20 classrooms what what are we allowed to the schedule and then try to massage it all in to make it efficient. So that's I don't know how Chris got it >> explained very well. There's a lot to it, right? It's complex. >> This one. >> Yep. So any cost determined by the authority to be an eligible pursuit of So is this another is this like basically a catchall for them to say there might be other things that are not clearly defined on these correct items. Is there an example that you have that AWAM or someone recently that you came up with that they said that was not listed here specifically but that they came back and
088said we're not paying for it >> there there was actually um I had it on the the slide well let me answer it this way they have a thing called project advisories and they're up to I think a hundred now so there's just there's basically just a whole bunch of different advisory rules and one of them was on um you know uh site work and so they specifically spelled out they must it must not have been specifically spelled out here but you know stadiums concession stands you um you know paths to and from or something like that and so um I imagine there was a you know I'm assuming it came up on a previous project and they said all right let's clarify it going forward this is what we're not paying for >> so
089um but but by and large they are a consistent, you know, it's it's not I feel like it's going to be this today. No, no, you they're at least they're consistent. You can they're reliable. It's good. >> And then the second question in terms of like when we did woodlon and you know how these eligible costs or or the rate is that the same obviously they've evolved over the years but the same kind of concept has has remained from >> Yeah. Yep. That's the same concept. Yes. Okay. Yes. We went through the same thing that >> I just wanted to like clarify because you're just saying like a shift. I didn't know if there was a shift from the MSBA or shift mindset how we have to think about >> just the layman's mindset of
090how we >> Perfect. >> Do the simple math and that's not simple enough. >> Thank you so much, >> Mr. Chair. Thank you. Yes. >> Uh good point on Woodland. Woodland the reimbursement rate was in the 60s and it ended up at >> what was the final I recall it was mentioned last night at the school building >> by Jonathan but I wasn't sure if you remembered >> I didn't I don't remember and I didn't do the >> yeah I didn't do that >> it wasn't like a huge loss which was good so if again >> James was on the project HMFH is on that was on that project so >> more confidence there too which is great >> thank you any other questions >> super helpful >> James thank you for your Yeah, >>
091really appreciate it. >> Um, future agenda items. Any future agenda items? >> No. All right. Um, roll call vote to go into executive session. >> Yes, >> Chris. >> No. Sorry, I got distracted. Did you say anything on future agenda items? >> I did. >> Missed it. >> His fault. >> Chris. No. Right now. Can we go back? >> We have to continue the vote, right? Can we continue the vote >> then? Can you revote? I'm going to make put it on you as new chair. >> You weren't listening. >> Well, you just heard me. I'm No. >> Try to make this >> Well, try to recircle this back. >> Is there discussion or something that you can just email to us for the long term agenda? Just whisper. >> I'll email. >> All right.
092Yeah, it's just is it an item? Yeah. Right. All right. So, uh going to exact session. >> Yes. >> John. >> Yes. Thank you. >> Yes. You stay in here. No.