Lawrence Public Schools School Committee Meeting June 3, 2026

001Good evening. Today is Wednesday, June 3rd, and I'm calling this meeting of the Lawrence School Committee to order. This meeting was properly posted um accord in accordance with the requirements of the Massachusetts Open Meeting Law. This meeting is hybrid. We are in person at this at this time at the South Lawrence East at 165 Crawford Street, Lawrence, Mass 01843, and is available um via the YouTube um Lawrence Public Schools YouTube um channel. Secretary, can you please call the role? >> Chair Mayor Brian Dea, >> present. >> Noted as present. Vice Chair Ramirez, >> present. >> Noted as present. Clerk Jonathan Guzman, >> present. >> Noted as present. Committee member Quonell, >> present. >> Noted as present. Committee member Donna Bertoino, >> present. >> Noted as present. Committee member Jesus Suriel, >> present. >> Noted as

002present. Committee member Michael Armano, >> present. >> Noted as present. Quorum established. >> Did we get Quen? Committee man. No, he Okay, perfect. Committee man, can you hear us? >> Yes, I can hear you fine. Thank you. >> Great. Thank you. At this time, if you're able to do so, please rise for the pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. At this time, we will move forward with public comment. Um, our first speaker is, if I'm reading this correctly, Ry Nunees. If you can state your name and address for the record and you will have three minutes to speak. >> Ray Nunes, 121 Union Street,

003Manchester, New Hampshire. Good evening, Superintendento, District Receiver Woo, school committee members, LPS retirees, Mayor De Pena, and community members. I wanted to take a moment to say a welldeserved congratulations and thank you to all retirees and their families. Also, I would like to publicly congratulate Miss Cruz, Miss Eto Cruz, and send her off with my words of gratitude. Felicidades on positive impact in so many lives in the city of Florence, children, families and educators and administrators and district personnel alike. Your transformative and inspirational leadership has and will continue to be a generational impact. Thank you for blessing us, blessing us all with a touch of your humility, kindness, and humanities and also for your commitment of teaching children in the city of Lawrence. Gracias Pertoo and much bend on your retirement. Next speaker, H Mali.

004>> Name and address for the record, please. >> Mali, 53 Chester Street. Good evening, honorable members. In this important meeting, we the citizen are united to thank all the retiring principles. Because of you, future of our city, future of the children of Lawrence is a bright future. Thank you for your sacrifices. Thank you for your dedication to education of the children of La Lawrence. Remember you are retiring but you are not leaving our heart and soul. Be the Lorentian forever grateful to you to your sacrifices to your dedication. You are the true nation builder. You are the true future for the Lawrence. You are inspiring the new generation of the Laurentian. Remember, be the Laurentian forever grateful to you, united and strong behind you and support you. We are grateful for your service, for your

005dedication, for your sacrifices. Thank you for giving a best future to the children of the Lores. >> Thank you. >> Our next speaker, Jonathan Guzman. name and address for the record, please. >> Uh Jonathan Gooseman, uh 39 Lind Street. Um quickly wanted just to express uh to our chair that we continue to limit opportunities for public participation. This includes failing to provide remote access for community members, restrict restricting families abilities to view these meetings through other platforms such as Facebook, and not properly notifying the public when Spanish interpretation is available. One will expect that keeping families of Lawrence informed and engaged will be a priority. Yet these actions do the opposite by excluding many from meaningful participation. Thank you. >> Thank you. These names will be submitted for the record. At this time, um I

006would like to approve minutes from our meeting on May 6 and May 14th. Do I have a motion? >> So move. >> Second. Secretary, can you please call a role? >> Committee member go now. >> Committee member, go now. Quinn, go now. >> Committee member Don Bertoino. >> Yes. >> Committee member Jesus Suriel. >> Yes. >> Committee member Michael Armano. >> Yes. Vice Chair Ramirez. >> Yes. >> Chair Mayor Brian Deñena. >> Yes. >> Clerk Jonathan Guzman. >> Yes. >> Minutes approved. >> Okay. Thank you. At this time, I will entertain a motion to move um item noted as Lawrence Public School staff recognition up to the top of the agenda. So move >> second. >> Secretary, can you please call the role? >> Committee member Quonell. >> Yes. >> Committee member Don Bertoino. >>

007Yes. >> Committee member Jesus Suriel. >> Yes. >> Committee member Michael Armano. >> Yes. >> Vice Chair Ramirez. >> Yes. >> Clerk Jonathan Guzman. >> Yes. >> Chair Mayor Deña. Yes. >> Great. Thank you. So, at this time, I will hand it over to um the school department to receive Maria Cruz. First off, what I want to say is congratulations to you all um for your retirement and your dedication and time to Lawrence Public Schools. As a mother that is um receiving as a mother of a child who's receiving their education through our school system, I just want to say thank you for your for your efforts and for your dedication. Committee man. >> Thank you, Madam Chair, Madame Vice Chair. Um, tonight is what has turned out to be our favorite night of school

008committees that started last year with a tradition of recognizing uh the dedicated staff that have served Lawrence public schools for many years of which our families and children have enjoyed. Uh, this year is no different. We have 34 um retirees. I don't know if all of them are here. Uh how we would like to proceed with this is that I'm going to ask all schoolboard members uh followed by receiver Woo to please stand in front of the table. So, as h as Maria Cruz calls out each retirees name, they will come up to the um stage um receive their recognition from all of you and proceed down to the end where Miss Jenny, our secretary, will hand them their certificate of appreciation. >> We do that? >> Yes, >> we can show them that we

009can do this. >> Yes, we can do this. >> All right. You have to be. I got you. We're going to uh begin this evening first and for foremost in recognizing um one of our retirees um in loving memory of Heather Abru. Today we pause to honor and remember Heather Abru whose dedication to Lawrence public schools spanded more than 34 years. Heather began her career with the district in 1991 and faithfully served the Lawrence community throughout her career. Although retired in in December of 2025, her passing on May 17, 2026 left a profound void in our school community. Heather will be remembered for her commitment, kindness, professionalism, and the lasting impact she made on students, families, and colleagues. As her husband accepts this recognition on her behalf, Lawrence Public Schools extends its deepest condolences and

010heartfelt gratitude to her family. We are forever grateful for Heather's years of dedication, dedicated service. At this time, we respectfully invite everyone to observe a moment of silence in memory of Heather Abu. Thank you everyone. At this time, you would ask our retirees to play to please um make their way to there. Heather Abru Korea history from 1991 to 2007 she was a clerk for Lawrence public schools. From 2007 to 2005 she continued as a senior clerk till present. Today we proudly recognize Heather Abru for 34 years of dedicated service to Lawrence public schools. Throughout a distinguished career, Heather demonstrated an unwavering commitment to students, families, and colleagues and the Lawrence community. From the beginning of a career devoted to public education through service as a clerk, Heather's contributions have helped strengthen our schools and

011positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, and success in the years to come. God bless the Abruuse. I turn over the recognitions to Miss Maria Cruz. >> Thank you, Superintendent. Welcome to Welcome to our retirees, their honored guests. We are excited to celebrate you with all with our school committee and our viewing public. My name is Maria Cruz, chief of staff for Superintendent Carrero and I'm so pleased to start your celebration and wish you all the best in your future endeavors. Our first uh person of recognition is Lucia Hernandez. Okay, awesome. Uh, Lucia is has 21 and a half years of service with us. She's a cafeteria worker. Today,

012we proudly recognize Lucia Hernandez for her 21 and a half years of dedicated service to Lawrence Public Schools. Throughout a distinguished career, Lucia demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From beginning of of a career devoted to public education through service as a cafeteria worker, Lucia's contributions have helped strengthen our schools and positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, and success in the years ahead. Congratulations. Our next recognition is to Glattis Herrera. She's par professional. Today we proudly recognize Glattis Herrera for 21 years of dedicated service to Lawrence public schools. Throughout a distinguished career, Glattis demonstrated an unwavering commitment to students, families, colleagues, and

013the Lawrence community. From the beginning of her career devoted to public education through service as a paraprofessional, Glattis' contributions have helped strengthen our schools and positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, and success in the years ahead. Our next recognition goes to Wanda Candelario. W. Wow, that's uh that's wonderful. Uh Wanda's been with um 30 years of service Wanda and looking fabulous. Today we proudly recognize Wanda Kalindario for 30 years of dedicated service to Lawrence Public Schools. Throughout a distinguished career, Wanda demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From beginning of from the beginning of her career devoted to public education through service as

014a professional, Wanda's contributions have helped strengthen our schools and positive impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, and success in the years ahead. Our next dedication goes to Jane Dameains. Um, school Jane has 27 years of ex uh of service to Lawrence public schools as a school par professional. Today we proudly recognize Jane for 27 years of dedicated service to Lawrence public schools. Throughout a distinguished career, Jane has demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From the beginning of a career devoted to public education through service as as a school par professional, Jane's contributions have helped strengthen our schools positively impact countless lives. We extend

015our sincere appreciation and gratitude for professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, and success in the years ahead. Our next retiree is Chelsea Lopez. Today we proudly recognize Jelie for 26 years of dedicated service to Lawrence public schools. Throughout a distinguished career, Jelie demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From the beginning of a career devoted to public education through service as a paraprofessional, Chelsea's contributions have helped strengthen our schools and positively impact countless of lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, and success in the years ahead. And our next retiree is Migdalia Pomales.

016Today we proudly recognize Migdalia for 37 years of dedicated service to Lawrence public schools. Throughout a distinguished career, Migdalia demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From the beginning of a career devoted to public education through service as a par profofessional, McDalia's contributions have helped strengthen our schools and positively impact countless of lives. We extend our sincere appreciation and gratitude for professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, and success in the years ahead. Our next retiree is Felix Garcia. >> Today we proudly recognize Felix Garcia for 23 years of dedicated service to Lawrence public schools. Throughout his distinguished career, Felix demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From the beginning of his

017career devoted to public education through his service as a custodian, Felix contri uh contributions have helped strengthen our schools and positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided through the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health success in the years ahead. Our next retiree is Felix Moss. I'm not sure if he's here. Okay. Okay. So, I'll pass that. Dorene Fritzky Fritzky, I'm apologize if I'm saying it wrong. Not here. Okay. Tammy Lef. Okay. Elizabeth Ferris. Today we proudly recognize Elizabeth Ferris, sorry, for 22 years of dedicated service to Lawrence Public Schools. Throughout a distinguished career, Elizabeth demonstrated in an unwavering commitment to students, family, colleagues, and the Lawrence community. From the beginning of a career dev devoted to education

018through service as a occupational therapist, Elizabeth's contributions have helped strengthen our school and positively impact lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, and success in the years ahead. Our next retiree is Patricia Britain. She's here, Joan Chandler, Heidi Duca. Okay. Janet Fiser. Today we proudly recognize Janet for 18 and a half years of dedicated service to Lawrence public schools. Throughout a distinguished career, Janet demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From the beginning of a career devoted to public education through service as a teacher, Janet's contributions have helped strengthen our schools and positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication,

019and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, and success in the years ahead. Our next retiree is Mary Guerrero. Today we proudly recognize Mary Guerrero for 31 and a half years of dedicated service to Lawrence public schools. Throughout a distinguished career, Mary demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From the beginning of a career devoted to public education through service as a teacher, Mary's contributions have helped strengthen our schools and positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes to continued happiness, health, and success in the years ahead. Our next retiree is Michelle Lorac. Today, he proudly recognized Michelle for

02030 years of dedicated service to Lawrence Public Schools. Throughout a distinguished career, Michelle demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From the beginning of a career devoted to public education through her service as a science teacher, Michelle's contributions have helped strengthen our schools and positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, success in the years ahead. Our next retiree is Julie O'Donnell. Not here. Our next retiree is Moren Santiago. Today we proudly recognize Moren for 31 years of of dedicated service to Lawrence public schools. Throughout a distinguished career, Moren demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From the beginning of

021a career devoted to public education through service as a teacher, Moren's contributions have helped strengthen our schools and positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service pro provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, success in the years ahead. Our next retiree Ida Sheen. Okay. Our next uh retiree is Robert Car. So Bob's career history, he started in 1994 as a social worker. in 2011 as an assistant principal and 2014 to present as um as a principal. Today, we proudly recognize Bob for 32 years of dedicated service to Lawrence public schools. Throughout a distinguished career, Bob has demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. from the beginning of uh of a career devoted

022to public education through service as a principal and many other um I'm sorry, many other um roles. Bob's contributions have helped strengthen our school and positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement. Best wishes for continued happiness, health, success in the years ahead. Our next retiree is Ethel Cruz. >> Ethel Ethel started with us. Ethel started with us in 1988 as a teacher. Uh she moved up to AP in 2007. 2013 became a principal and now she's a present role as director of diversification, recruitment and development. Ethel has 37 years of dedicated service to Lawrence public schools through a distinguished distinguished career. Ethel's demonstrated an unwavering commitment to students, families, colleagues in the Lawrence community from the

023beginning of the school year. Devoted to public education through her service in many roles. Ethos contributions have helped strengthen our schools positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a welldeserved retirement and best wishes for continued happiness, health, and success through the years. Our next retiree is Aba Ramos. Dr. Ramos. Aba started with us in 1994 as a long-term substitute. then 1994 as a teacher in 2005 as an assistant principal and then at from two 2013 to present as a principal. We're recognizing Ada today for 32 years of dedicated service to Lawrence public schools. Throughout a distinguished career, Ada demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From the beginning of a career devoted to public

024education through service as a principal, Ada's contributions have helped strengthen our schools positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement. Best wishes for continued happiness, health success in the years ahead. Our next retirees, Heraldo Aasta. >> Jerry Jerry started with us in 1995 as a teacher, in 2001 as an assistant principal, in 2011 as a principal, and most recently as an assistant superintendent. Today we proudly recognize Jerry for the 31 years of dedicated service to Lawrence public schools. Throughout a distinguished career, Jerry's demonstrated an unwavering commitment to students, families, colleagues, and the Lawrence community. From the beginning of a career devoted to public education through his service as a principal, assistant assistant superintendent contributions have helped strengthen

025our schools, positively impact countless lives. We extend our sincere appreciation and gratitude for the professionalism, dedication, and service provided throughout the years. Congratulations on a well-deserved retirement and best wishes for continued happiness, health, and success in the years ahead. Um, before we start with the pictures, we have a couple of certificates from Mayor Depa and then also from uh our our senator as well. So, I don't know if how we're gonna do those, but they >> both been receiving. >> Oh, they've been receiving them. Great. Great. Thank you for that. Thank you. Congratulations, EVERYBODY. Anyone stage? to sit down. >> Oh, for us to see. Okay. ladies and gentlemen. We're all equal. All right. She went back to work. Come on this way. >> Yep. I'll entertain a motion to recess. Entertain a motion to

026recess. >> Yeah. >> All right. Second. >> I'll entertain a motion to recess. >> Motion to recess. >> Second. >> Can I get a second? >> I second. >> There is a second by Jonathan and second. Committee woman Donna Bernino. Can you call the role? >> I try. >> Committeeman Gonell. Who? Gonell. >> Committee me. Committee member Dona Bertoino. >> Yes. Committee member Jesus Suriel. >> Yes. >> Committee member Michael Armano. >> Yes. >> Committee um clerk Jonathan Guzman. >> Yes. >> Vice Chair Ramirez. >> Yes. >> Chair Mayor Brian Deñena. >> Yes. >> Approve. >> I will entertain a motion to come out of recess. >> So moved. Can I get a second? >> Second. >> Secretary, can you please call the role? >> Committee member Quingo. >> I'm sorry. Um, committee member Quingo.

027>> Present. >> I'm sorry. Yes or not? Um, the motion is to come out of re of break. >> Yes. >> Committee member Donna Bertoino. >> Yes. >> Committee member Jesus Riel. >> Yes. >> Committee member Michael Armano. >> Yes. >> Clerk Jonathan Guzman. >> Yes. >> Vice Chair Jessica Ramirez. >> Yes. >> Chair Mary Brian Dea. Noted absent. Motion carries. Great. If I can have silence in the room, please. >> Madame vice chair. >> Superintendent. >> Thank you. Just in closing recognition of our retirees, collectively, the Lawrence Public Schools class of 2026 retirees represents 874 years of dedicated service to Lawrence Public Schools. Their commitment to education, student achievement, and community has left an enduring legacy throughout our district. We thank each retiree for their contributions and wish them joy, fulfillment, and new adventures

028in retirement. Thank you. >> Thank you, >> Madame Chair. Committee man. >> I also want to congratulate to all staff on your years of commitment to this district to our families and to our students and for always supporting one one another. I want to take take a moment to recognize someone who had a profound impact on my life as a student. He made sure I didn't get left behind. He saw my potential and helped shape the person that I am today. Even when I was difficult, he never gave up on me. I have also seen him face challenges and be treated unfairly by this system. Yet, he chose to stay and continue serving our students. I am grateful that so many students now have the opportunity to experience his leadership. So, I want to thank

029Heraldo A Costa for supporting me and many students throughout his years and commitment in the district. Many of the ones that are retiring today uh have fought and gone through their work in the district and I thank them again from the bottom of my heart for your endless support. This is not a goodbye. I hope that this is a simple see you later because I know now more than ever that you will continue to do what is right for our students. So as you retire, we hope that you come and be a substitute or do something within our district. Thank you, >> Madame Chair. >> Committee man Normano, >> just um from the perspective of a parent having a oldest child who's now graduating as a a senior at Lawrence High School. I I just

030want to say as I see retirees and as I sit here still with the staff at the schools, everybody in this room u from top to bottom, a a s a sincere thanks and congratulations to these retirees. There's so much dedication, so much love that goes into the students from every staff member and I'm seeing that more and more as I see the closing of a chapter with u my my oldest son. So, a heartfelt on behalf of all the parents out there, especially the parents of seniors, um a heartfelt thanks to all staff members and especially the retirees that we just acknowledged tonight. >> Thank you. >> So, at this time, um we I will move forward with receivers report. >> Thank you, vice chair. Also just want to congratulate all the retirees. Uh

031we should be so lucky to be able to have such esteemed careers. So thank you to everybody and congratulations. Um the item on the agenda for the receivers report is the receivers quarterly update to the school committee as part of um chapter 69 section 1 uh K. the uh obligation of the receiver is to provide quarterly updates to the school written quarterly updates to the school committee with the final update being the annual evaluation of the commissioner's evaluation of the receiver. And so um when we established the Lawrence Alliance for Education as the receiver and established the role of the superintendent, the authority to um provide the quarterly updates was delegated to the role of the superintendent as the updates are reflective of the implementation of the turnaround plan. So for tonight's quarterly update, we

032have members of the school department um prepared for um to be able to walk through various aspects related to this quarter and going forward now that we have established regular cadence of meetings. Quarterly updates will come in the form of these meetings in which the school department will be able to present. Um it's also listed in your capacity building plan. So this will be our spring update to you all and I look forward to um coming back with you in the fall and in the winter and of the spring um next year as well. Um so in front of you what you have and right on the screen is just first um some general aspects of some of the reports that I will present and then I will hand it to the superintendent. So, as

033you all are well aware, here are some items um related to the school committee capacity building actions that we've taken to date. Um and then future actions with regard to the training implementation of the capacity building plan. Um I know you all will be discussing your governing body rules upcoming and then engaging in some additional training with MASC um and your ongoing coaching with effective school boards. Um, as also part of this, um, the superintendent and I are engaging in an evaluation process. The superintendent engaging in a two-year evaluation cycle. Um, goals were established this winter when I came on board as receiver. Um, a formative assessment will occur in the fall and with a final assessment happening at the end of next school year. Um, so the typical two two-year evaluation cycle. Um and

034then also um with regard to the budget as you all well uh and participated in last week um we did complete the budget hearing and the budget presentation um and we look forward to the submission of the budget to the city council which will happen next week. Um so now I will turn it over to the superintendent who um and the superintendent's team who are here to provide some more detailed updates about the implementation of the turnaround plan. Superintendent. >> Thank you madame receiver. Madame Vice Chair, through you and members of the uh school committee, um we're going to take you through a series of different uh slides and uh presentations of topics that um were measured upon on the district and report regularly to the school board at given times. Our first presentation is

035regarding chronic absenteeism. Um, I don't know if you have if all of you have had the opportunity. Now, last year the Lawrence public schools was highlighted in uh the Boston Globe for our efforts to reduce uh chronic absenteeism. But I'm not going to steal any of the thunder from my staff. So, with us this uh evening is to start us off on chronic absenteeism is Marianaella de la Cruz. She's going to report on you on uh activities and where we at where we're at with chronic absenteeism from kindergarten through 8th grade. Marianella, >> thank you and good evening. Receiver Wu, school committee and superintendent. My name is Marianella de la Cruz and I'm one of the partnership directors for the family resource center that oversees um K through eight attendance supports. Joining me as well

036is Victor Karavajjo. He's the head of school who will tap into a little bit um of what the high school looks like. Um so tonight we'll provide a little overview on the chronic absence um absenteeism trends, highlight progress made throughout the school year and share some of the strategies the district has implemented. So the first slide um as you can tell there has been um remains obviously it abs absenteeism remains one of the district priorities because we know students must be present. I'm pleased to report that we have seen improvement in both um chronic absenteeism and severe chronic absenteeism this year. Our current active student data shows chronic absenteeism decreasing from 23.3 to 20 and severe uh more than 20 7.3 to 3 to 6.3. While this progress is encouraging, it still represents 200 2,680

037students as you can tell. Um the data tells us that we are moving in the right direction but also reminds us that attendance continues to to require a district-wide focus and as of the past numbers that we ran we were um at 91.8 last year around this time we were at 91.3%. Can I ask you a question, Madam Chair, or are we going to ask questions throughout the presentation or let's go through? >> Okay. You want me to keep going? Okay. Um, while the district wild progress is important, it's equally important to recognize the schools that are leading the work. As you can tell, Abbott is at 95.5 um and uh the Partham is at 95.4 four and the um so on. So they are at reach at least at 94.8 um which are great

038numbers um for the district. Um and the progress reflects consistent attendance monitoring throughout the year, proactive outreach, strong partnerships with families, and strengthened school-based attendance supports. The progress we've seen district-wide is a result of the intentional strategies and collaboration um that we have had. With that, I will leave um Victor for the Lawrence High School. >> Thank you, Marianella, for the space. Receiver Woo, thank you for the space and time. Uh school committee members, thank you again uh for this opportunity to present on high school attendance. Um promising news when it comes to the high school. We have maintained a state a steady um daily attendance of over 90%. Uh some few years back, we were wondering where are our high schoolers? Are they attending school? We couldn't locate them. Now we're in a place

039in which now we're enjoying over 90% of consistent attendance for more than two years in a row, which is very exciting. And that's something to truly celebrate. Uh when you look into the average absences in comparison to last year and this year, we went from 16.1 to about 10.2. So you see a difference of about six days on average across the board when it comes to all students making it to school. And the chronically absent component of 20% or more, which is a subset of population that we wanted to focus on, as you can tell, uh it has increased slightly by about half of a percent. And part of it is whenever gets to holidays and whatnot, we continue to work with our families and our students uh just to ensure that they stay in

040school. But that number has been drastically reduced. A few years ago, if I go back to the data, we're looking at that number looking like 30 to 40%. uh when it comes to chronic absenteeism uh my colleague here was referring uh to systems and it's important to note that there is true collaboration between the F FRC and the high school and so our attendance officers work together uh to ensure that across the board there's a through line in terms of how we're approaching uh uh student students that are chronically a absence. Uh there's a series of teams that are built uh across grade levels and acrossmies to support these efforts. That includes counselors uh teachers uh includes the deans and also our attendance officers which includes the courts as another layer of support for uh

041students. Uh the family community and partnership component is essential here in Lawrence. And so particularly at the high school level, we have deepened our relationship with employers. A lot of students used to miss school uh because they wanted more hours because they wanted to they needed to support their families. And so now in conversations with employers, we have um created the type of relationship in which they are able to provide more working opportunities for students without them having to miss school. And that was one of the huge transitions that we have made. And so we have ensured to build that partnership and stay in constant communication um with our community partners and employers. Um and the district alignment piece again because we're working together, because we're in sync, because we're in tune, there's that through

042line now K through 12 that is showing um promising results as you can see. And again, chronic absenteeism is not born in high schoolers when they make it to nth grade. This is a habit that has developed for years. And so tackling it as a team and really following through um has really yielded results. Any questions? >> I think we can open it up for questions. Guzman, did you have a question? >> Um thank you. Um I'm trying to get this information as we received this today. Um I guess the first particular question was on the data on the district chronic um when you mentioned the 23.3% to 20% and then you mentioned that that is about 2,680 students right >> correct correct >> okay is that what I'm trying to understand If this is

043looking if these two particular numbers are looking at particular number of students or is it just looking at that 2,680 that you're getting you're calculating this data with that amount of students alone. >> Correct. Correct. >> Correct. >> Okay. Answers my question. >> Any other questions? >> Just one question. The average number of absences at 16.1 that includes the chronically absent. That's everybody. >> Yes, that's everyone. >> That's everybody. >> Thank you, >> Madam Vice Chair. Can I ask a question? >> Committee man now. >> Thank you. Um, Mr. Kavaj, I just want to congratulate you on your on progress y'all are making on campus. Just wanted to ask really quickly if there's a program, department, or set of positions that you think are uh essential to the progress that's being made. And tied to

044that, since we're talking about funding for the next budget next year, is there anything that you can think of, any programs or any specific areas that we want to try to sure we continue to support so that we can continue the progress? >> Yeah, thank you again uh Mr. Gell for for that question. Uh when it comes to specific positions, I think that the attendance officers serving uh the district K through uh K through 12 really make a huge difference. So in terms of specific roles, I would say that that's one of the essential roles that have really supported the transition particularly for eighth graders uh coming into the high school and because of that I think that we have added that extra layer of support and has created drastic improvements because at the same

045time particularly for kids who are transitioning from 8th to 9th grade it has really set the tone in terms of what is expected at the high school level and the array of supports for families as well. Um, and your other question was, >> yeah, if if there's been programs tied to the the progress that you can aim that we want to make sure we continue to support. >> Yeah. The the the other component I uh and I truly believe this is you have personnel, but you also have to create the type of programming that creates real possibilities for students. And so at the alternative school level for example uh we have night school at rise and that has created uh real opportunity for students that because of their personal because of personal reasons they cannot

046attend school during the conventional time and so those tended to be dropouts those tended to be uh students that were chronically absent because of work and so that's a very viable and real opportunity uh for students and so when I in a few I'm going to talk about dropout and re-engagement efforts and in that same vein this is all connected to attendance as well. So if there was a specific program uh which we have um supported for the last two years that idea of having night school particularly at rise and in HLC um has really helped when it comes to our attendance efforts. >> Thank you. >> You're welcome. Any other questions? >> Madam Chair, >> come. >> Um, I'm trying to get this information. Um, and I see that uh the CFO is here.

047Um, hopefully he he can get this information quicker than I can on this book. I was trying to figure out the appropriated budget that has been given to FRC. Um, and hopefully I just want to I just want to see how much we're investing in that particular department that is collaborating with the high school on I believe it looks like multiple areas. And then what I do notice is that we have before us who is doing good when it comes to attendance, but I don't see who's doing who needs support, right? And I appreciate how it's broken down with the Lawrence High School and where it shows us right what was end of year in 2024 to 2025 and what is it now. I think that data is critical for all of these schools. Um,

048and the pattern that I'm noticing when I look at this budget is that all these schools are presented here are getting a bump on budget which I'm still trying to comprehend the budget book uh except one which is decreasing by 339K under budget that is allocated for next year. So why I'm sort of asking for all these data points is to see which schools are not succeeding on this and how much resources are they getting when it comes to the right staff to support students and maintain them in classrooms. >> So I can I can um answer part of that the budget um the CFO can um answer that. So across the board, our attendance officers are um designated to support zones and in each zone there are five to six schools. So they all

049uniformly get exactly the same support. Um and I can absolutely get you the list of the schools that aren't um meeting 95 or close to 90. They're about 87 89. um I can absolutely get you those rates and we see that more at SCES with the high needs um and and um RISE which is um one of the alternative schools. So those are the schools that but we absolutely have teams within the schools and offering the same support across the board. >> Good evening. Um so if you can repeat the question when it comes to the to the budget related to those efforts. Um I I would I would ask Miss Marionel. I believe I'm almost certain that we're not when it comes to attendance officers that that's not a position that is being uh

050cut or under budgeted or anything like that. Not correct. that is not one of those positions uh that we are looking to you know to to reshape or or um uh or change. >> So because these officers are assigned by zone that's hitting a different I'm going to call it a cost center but it's a different line item not for the particular particular school. >> Correct. They're under the F FRC. Correct. They're under the F FRC that serves the >> district schools. Okay. So despite if they're underperforming in terms of attendance I guess to com just to probably answer committee man's question the resource what resources are we talking about in ter at the schools at for the individual schools that you're asking about? Uh yeah, my my my question was particularly because I was

051looking at the spending by department and I thought this for some reason I thought this department uh because I see we have multilingual learners as his own department. So I thought that F FRC was also captured as its own department because it's a it's the main vehicle for parental engagement in our district. Um, so I was trying to figure out where what's the priority when it comes to budgeting for that because knowing that there is particular positions in that department that support those measures. >> So it is its own line item. Correct. >> Correct. Yes. The F FRC is is its own location, the family family resource center. And I I believe in in the budget is probably under I believe it's community community family student engagement FRC. >> I'm sorry I'm looking at a

052budget book that is the size of my phone. So >> no that that's fine. Thank you. Have a hard time. Yeah, I will like and I and I believe we uh I will I will ask this question, but I'm grateful that I found out that uh during the the actual public hearing, we receive an atomized budget. So, thank you for that. I want to definitely uh apologize because it was not fair to call you out on that, at least me. Uh but I also want to say that we received that document at 2:35 p.m. that day. So, it was unlikely for us to look at it, right? We all have employment. We don't work for LPS, right? 247. Um, so I definitely need to look at it. But I do see a negative impact on

053that budget of 851,000. Um, so hopefully when I looked at that budget, it will kind of explain to me what exactly is being cut within that department to understand what resources would be um not available. >> Yeah. And and I'm and again I I repeat, you know, the same thing that I don't need to apologize, but I repeat uh the same thing that I said when I was here last last Wednesday. My door is always open. 237 Essex Street, you come up and we'll we can go through the budget and go through it. Um, when it comes to the F FRC and I know some of that 851,000 that you're talking about, um, there were some positions that were created with, uh, student opportunity act funds that kind of replicated some of the work that

054was already being done at the schools, right? So, there were some positions that were repetitive. And I think when we talk about resizing the district and providing resources equitable equitably across the the schools, uh that's one of those areas where we put the resources at the school uh rather than at the F FRC. For example, every school has a family engagement specialist, right? Like every school has one of those K through through eight and and at the high school. So, uh, we had positions that were, uh, duplicating some of that work and we put the resources in the schools rather than than the FORC. >> Superintendent, do you through your chair? >> Go. >> Um, is it that these are direct positions of people being voluntto? >> You're going to have to repeat that. So

055is it that we have direct positions in um if I'm hearing what the cap was saying is uh there are particular positions that were double within the S SOA that were being funded through S SOA IFRC that schools already had um that made it seem like we we need to just focus on the ones that are at the school district which eliminated whatever was with an F FRC as positions. And my question is um if that's a position at the school level or is it that is um for example is Jenny who is the manager of translation being our secretary right doing two jobs at once like is that what you're seeing or is it people that are concentrating directly on family engagement and student engagement >> thank you um first of all I don't

056believe that we can give extra work without extra compensation for any individuals or else I'll have a nice wonderful argument with uh union representations. Um some of the positions that are coming out of the F FRC that are going into the schools aren't for people that are already working in the schools. The position comes with responsibilities. And I guess the best way I can do it is give you some examples. um through the SO8 dollars we had um approximately 26 or 28 um homeless >> 26 >> sorry okay 26 homeless uh >> leazison do we call them >> newcomer leazison >> homeless newcomer leaison um we made the decision to cut back on them so that doesn't mean that the services that got cut back because we made sure that in in the zones there

057is a homeless uh coordinator or person in case there are any homeless students that pertain to any of those particular uh schools within those zones that person picks them up they coordinate with the parent engagement specialist and make sure that there are wraparound services for that family. What happened to the other positions that we um reduced? those predition positions are now moving toward something that you just mentioned that Jenny does which is uh translation services because in the past year from the multilingual department the coordinated program review that the department of education does one of the uh audit findings that they made that we have to correct is that we have to provide interpreter services to our multilingual families. Why do we have to do that instead of using the parent liaison in the schools?

058Because the state now requires that the interpreters are neutral. Um that they are not the employee of the school where the families are number one. And number two, you al we already have interpreter services specifically for special education families. So now they're adding them to the multilingual families. But remember the multilingual families don't have to be the student. So if you're saying it it's not addressing families, we're talking over 10,000 families. And the re the rationale behind that is that they want to make sure that number one interpreters are certified. So they understand the education academic language and as professional interpreters the the school district guarantees that the interpretation is being done correctly. um what they have explained before when we tried to use interpreters that weren't certified um they felt that a a person

059that doesn't have that certification of understanding how to interpret um they change words they can influence um outcomes from the translation from the principal especially if there's a relationship there um so those things they now through the department guarantee by making sure that all school districts have certified interpreters. Those positions that we reduced as uh homeless uh coordinators or um individuals move over so we can expand um interpretive services that include special ed and multilingual. >> If I may say, superintendent, we we we have we have um homeless and newcomers liaison that are assigned to the F FRC. Yes. So we have we have three three groups that you would say affect uh or positively affect attendance. We have the homeless and newcomers liaison. We have our attendance officers and we have our family engagement

060specialists that are in in each one of the schools. So those are the three groups of folks that we have deployed across the district uh to make sure that the results that are being highlighted here by Mr. La Cruz and Mr. you happen. >> Any questions? So we can move on before we move on. >> Thank you very much. Have a good >> Thank you. Thank you so much. >> Our next topic, Madame Vice Chair, is uh something that all of you will be very very used to um in terms of anything that we discuss about kids and um performance and that's called data. So, uh, we have first up on presenting some of our data as access scores, um, Miss Maria Gutierrez. She is the director of our multilingual program responsible for, um, about

0617,800 kids that are identified as multilingual learners, >> give or take. >> Welcome. >> Good evening. Um, thank you um, for having me here today to talk about access testing. Um, so I'll give an overview of the assessment first just for some background building. Um, next slide, please. Wow, I have a clicker. Thank you. Um, all right, there we go. Um so access for else is an annual English language proficiency assessment that all students designated as English learner in the state need to take every year. It measures English language skills in four domains reading, writing, listening and speaking. This year the assessment window opened January 5th and closed February 27th. Uh we tested 5,348 students uh across grades K through 12 in the district. Access reports scores on a scale from 1 to six um

062where one is very beginning proficiency and six is near native fluency. The test report scores in each domain as well as a literacy score that combines reading and writing skills and an overall score. This year we have seen slight increases in the average score in listening and reading. These are the receptive domains. Um the test measures how students receive and process information either by listening or by reading. focal points for the district continue to be the productive domain, speaking and writing. Um, it's important to note that we don't really expect these scores to dramatically change um because the L population is dynamic. So, as the students progress, they exit the program and we don't test them anymore. And then we welcome new students who are new arrivals and they usually start at level one when

063they're newcomers. Uh what this data does help us see is and um the overall areas of strength in this case reading and listening and the areas of focus writing and speaking. So when we look at access results, we studied two indicators of achievement. One is whether students are meeting their individual benchmarks. So unlike the MCCAST, there is no set score that all students in a specific grade level should be achieving. Students can arrive as newcomers in grade 1 or in grade 11. Um so instead we look at individual growth how much a student has progressed in one year when it comes to their English language um skills. So after a student first takes access the department of education calculates an individual target for the following year. This target is calculated taking into consideration the student's

064latest score, their grade level, the number of years the student has been in the English learner program and other indicators. If the student reaches the score or higher, they're considered to have made progress. And if not, then the student did not make progress. It's a binary, not a scale. Desi also uh sets a percentage target for each school and the district for how many students meet their progress target every year. This is part of the school accountability system. The other indicator that we look at for uh student achievement is how many students reached the scores needed to exit the EEL program and become redesated as former English learners. Ideally, this would happen around year six. So, six years after the first um the student first comes uh to the country, we're hoping that they would

065know enough English that they can exit the program. Um, okay. Let's look at the making progress indicator a little bit more closely. Uh, first let's go look at the district level. So, in grades K through 8, 42.3% of students met their progress targets this year. This is up 2.9 percentage points from 39.4% in 2025. Our accountability target that Desi set for Lawrence public schools uh in grades K through eight was 41% which means that preliminarily the final scores will be out in August but preliminarily we have met the target for K through 8. At the high school level 14.5% of the students met their target up 1.6 percentage points from 12.9% in 2025. Our accountability target at the high school level was 14.2% which means we have also met our district target for high school.

066At the school level the results have been positive as well. 11.1% of our schools exceeded their individual target. 44.4% 4% met their target. 16.7% improved but below their target. 16.7% had no change and 11.1% declined. In total, 77.9% of our schools improved compared to 2025. Last year, 55.6% 6% of our schools exceeded their target. We celebrated and we're very proud of those schools. This year, the majority of our schools met their target, did not exceed it. This is very good as well. Meeting our targets means sustainable growth for our schools. You can see here a list by school of whether they exceeded their target, met their target, improved below target, had no change or declined. We are still studying the reasons um why some schools are doing very well and others are declining. Um while

067we do have some theories, some related to internal and some related to external factors, we can't yet really point to any specific causes. The data that we get from access testing is used in many different ways in the district. For example, uh these scores inform whether the students attend the newcomer program at LHS or they're enrolled in mainstream classrooms. They also inform whether students may be enrolled in a home room with an ESL co-teer or not. Uh school teams use this information to make decisions about small groupoup instruction, language focus areas for their school and the specific supports that students will need to succeed. We use the information in the ML department as well to make decisions about resource allocation. A significant area of investment for us is training uh for all teachers on instruction

068for multilingual learners. Um I think you heard during the budget meeting we're embracing the uh QTEL framework quality teaching for English learners that pushes to maintain the rigor for English learners while providing access through quality interactions and a sustained focus on language development. All educators share the responsibility for English learner success and we want to make sure that everyone has the tools and the training they need to make that possible. The variability in school results even within grade level bands has also moved us in the direction of adopting a highquality materials for ESL, what's usually known as boxed curriculum. All schools in the district now have high quality instructional materials for ESL with the majority of them using the same program aligned to grade level and English level um standards. This alignment is opening a

069lot of opportunities for uh cross school collaboration that we are very excited about for next year. Um a key part of high quality instruction is also high quality assessment and progress monitoring. We have invested in benchmark assessment for language development and we are developing processes for progress monitoring in collaboration with the language leaders from across the district. Um lastly, it's not possible to have high quality and active curriculum, instruction, and assessment practices without um highly effective educators. And so we work uh to increase the number of licensed ESL teachers in the district with supports like partnerships with colleges, study groups, coaching, etc. So that's our overview of access testing and I'm happy to answer any questions. I'm chair committ. >> Uh, Miss Gutierrez, thank you so much for presenting today and taking time of your

070day um to come down. Can you uh explain to me or clarify? I see that on the making progress from 2024 to 2025 to 2026, right? You see that by district not in high school, that's K2 middle school, I presume, right? >> K8. Yes. >> Okay. And then district high school. The percentages. Are these the same students taking these tests again and again or are new students being um included in this data as they enter the district? >> That's a great question. So, it's a combination of both. So, when a student first enrolls in the district, um if the family reports a language other than English in the enrollment paperwork, they are screened for English language proficiency >> and then labeled as an English learner or not. >> Um once they're labeled as an English

071learner, they take this test every year until they meet the exit criteria in the exam, >> which if you remember, the scale is one through six. So, they have to score a 4.2 2 overall and a 3.9 in reading and writing uh to exit the L program. So they'll take the test every year until they they meet that score. So it's a combination of students who have taken it uh we expect a student to reach this level proficiency level within six years. So normally students take the test five or six times. um and also new students who come in through kindergarten and then also just from new arrivals to the country. Um when the students first take it the first time they don't have a target because we don't have any reference. So after they

072take it once then they get a target and for the second year then they're accounted the year. >> So newcomers are not in this percentage. It's students who are who've been here for at least one assessment year and into the second. >> Does it include Does it include >> any students that are So you screen prek students as well? Correct. >> Yes. >> Does this data include prek? >> No. >> Or they're not included until kindergarten. >> The test does not start until kindergarten. >> Okay. Um, so kindergarteners don't have an individual progress target because it's the first time they ever take the test. The first time they have this target is when they go into first grade and then they take the test again in first grade, then they'll have a target. And just

073because the student because we there's an identification of a second language at home >> when it's offered to the parent or suggested to the parent to enter the program. What is the percentage of parents that accept and decline? >> So being identified as an English learner is not parental choice. It's the district's determination. But to but it's up to the parent to accept. >> A parent can opt out of services. >> Okay, that's >> but they cannot opt out of the designation of English learner nor the testing. So the testing will take place every year until the student meets the exit criteria even if the family opted out of services. >> Okay. I have a more direct question and I'll take it offline with you. >> Okay. >> Um so and then of the 11%

074de um of students that are declining or and the 16% that improve below target are there any sped students in this in these numbers. >> So these are the numbers um by schools that met their accountability target or not. So 11% which is actually two schools in the district and if you go to the slide with the list of schools you can see the two schools um those schools had a p a target from desi sorry I know that I said the word target many times but it gets confusing um so each school des says okay uh in this case for example frost middle um we think that 35.9% of your English learners that take this test um should meet their individual target and then the students take the test, we get the results back

075and then we see how many and um or sorry they say 47.2% of the students should meet the target. students takes a test actually it's 35.9 and so they did not meet the target but not only that we compared to the year before they went down 6.1 percentage points so they declined so this is the accountability system over all the students who are enrolled in this school including students who are duly identified uh special education students so I I guess my question is of those students that are dually identified where where we're seeing an increase or a decrease is I know you said that there's no determination as to why there we're seeing a decrease in certain schools >> of those students or the the decreases. How many what's the percentage of students that are

076duly identified? I guess that's my question. That's a great question. Um, I don't have that data point with me right now, but I would be happy to provide it, >> okay, >> to the committee. >> Chair and just so you know, um, students with disabilities who are unable to complete, I think it's two domains, at least two domains, their in their scores are then not included in the overall scores. Thank you. >> Those are for students with severe disabilities who are also >> um, identified as English learners. Great. Thank you. >> What? Sorry. Through your chair. Um when you said domain um receiver, are you talking about like listening, speaking, reading, writing, literacy? Okay. Um I guess for the the target piece because I was going to I was like I hear target. I'm like

077where are these numbers? Um but I can see that when you give us the table with a breakdown for each school and this um does present every school in in the district. Correct? >> Yes. >> Okay. And um the desi target 2026% making progress. Is that what you're referring to when you say this is the target that that school needs to meet in order to meet the target decline or need improvement? >> Correct. >> Okay. >> So, in the accountability there's the accountability measures include MCCAST attendance and progress in English uh language and a number of other things. Um the department of education sets targets for all those indicators and then a school can if they meet the target they get three point or a number of points in this case for English learners um

078three points for meeting their target in the accountability scorecard. If they exceed the target they get four points. If they improve below um they get two points. No change one point decline zero points. So >> that's how this ties in into the accountability targets and the report card for districts. >> So there's targets for each individual school and then one for the district as or two for the district as a whole, one K through eight and one for the high school. >> And how does the SS assessment communicate with the MAP assessment? Is there a co um collaboration between both of them knowing that you're not testing them on what the map tests covers? >> Uh so students take both. If they're an English learner, they'll take access once a year in the winter >>

079and they also take MAP testing I think three times a year, fall, winter, and spring. The two tests don't talk to one another from like the company perspective, but then we um look at both sets of data in order to make decisions. >> And and can you take us through an example of that decision? Um like if a student is uh you know student is not meeting uh the particular domains that you have here and they're not getting that 4.2 too. Uh but then the map test provides them exceeding on on on it in any particular target like how how would that support you in making a decision? >> Yeah. So there's a few things to consider here. Um one is like an assessment is a snapshot of one day in time, right? So, the

080student took the MAP or the access test one day and it may be the the best day they had this year or it may be a day that they weren't feeling really well and so they didn't do the best. So, we really always want to consider a more holistic view of students. And so, while we use these data points, we also want to know what um how are they in class? Do they participate? Do they do well in formative assessments? Do they do well in tests projects? um if they are a special education student, what does the evaluation from the special education team say? Right? So, we want to have a well-rounded kind of idea of the students strengths and areas for growth in order to make decisions. Um access doesn't just even though it

081says reading and obviously like it does test like reading, it tests uh language across content areas. So it'll it tests for a student's capacity to understand what goes on in a math class, in a science class, um in a social studies class, and even just like everyday instructional language, while MAP is much more tied to just the literacy standards. Um so it's measuring two things, but it can help us make decisions about well, if the student in MAP tested really high on vocabulary, for example, we know that's an area of growth. If access comes low on reading, uh we can discard vocabulary knowledge as the reason why the access score is low and we can think about is it about quantity of reading, is it about complexity of ideas, is it about organization, etc. Um

082and so you can triangulate the data to really pinpoint where the strengths and the areas of growth um are. >> Yeah. Superintendent, I think we can move on. >> Okay. >> Thank you so much for your time. >> Thank you, Miss Gutierrez. Um, Madame Chair, through you to uh, Mr. Guzman, as we bring forth the different assessment tools that we have. We'll get deeper into that and you'll be able to see some of that correlation. But that's an excellent question that you asked. So, one of the other questions that we should ask is how does access play into our MCAT scores. How does that get measured? Uh and and how does how do we then calculate >> how do we calculate what the what the school scores are and what the district scores are. But

083as we go through these assessments, we bring them on, we'll be able to tie them together and have much more deeper conversation and and and talk about progress monitoring of students. So, thank you for those patience and obviously you can see how knowledgeable Miss Gutierrez is at working with our kids. One last thing that I wanted to mention, Madam Vice Chair, before we move on, when I brought her on up to the microphone, I mentioned that she's responsible for our 7,800 7,900 students, but she was talking to you about the students tested, which was 53 48 5,300. What happened to the rest of them? That's a loaded question for you. >> I have a good answer. Um, so the number that you referenced includes a prek students uh who do not take access testing. So

084we don't we start identifying students at age three. So when they first come into prek at age three or four, however old, uh they don't take access testing and then um they start in kindergarten. Um, also not accounted in that number are the students that take the alternate access for the students with the most severe cognitive disabilities. It's a different test and it's not in the accountab or it's not part of this accountability system. So, I didn't want to include it for that. Um the other theme that we also um um take care of in the ML department is not just in active English learners but we also oversee the former English learners as well as our many bilingual students who are um who were English learner and former L at one point and also

085our students who are learning Spanish um as a second language at the high school and are pursuing the seal biiteracy. So we have many students who are um bilingual and multilingual in the district. Uh my opinion the greatest asset of Lawrence public schools. Um and so while not all students take the test uh we have you know thousands and thousands in here who are representing us very well every day. >> Thank you. >> Let you know a little bit about what she does. Huh. All right. Actually, superintendent and vice chair, if you don't mind, just one quick note on that. In the school committee, we'll be reminded that in the capacity building plan, one of the trainings for the school committee is on L English learners and L services. And so, I think this is

086a good preview for what's to come for a longer session on all of the various aspects related to English learners in the district. >> Thank you. >> Um, moving on to our graduation and postsecary. Um that is by our headmaster Mr. Victor Karavajjo Anderson graduates go and early college. >> Welcome back. >> Exciting times. So brief reminder graduation is on Friday 6 pm and it's going to be a little bit hot but it's not going to rain. So excited about that. We can start with the next slide please. All right. So, uh, on Friday, we're going to have 790 students who are going to be graduating from Lawrence High School. Uh, that's very exciting news. We have over 112 that are scheduled to attend summer school and then we have a second graduation during the

087summer which is on August 5th. Um part of the preliminary data that we already have is so what's going to happen postgraduation and so the data provided here is this is a brief snapshot in terms of the decisions our students are making uh in terms of their post-secary uh trajectories. Uh if you look into the percentages if you add the two-year and the four-year 67% of our students are electing to attend two years or four-year schools. uh in addition to about 16% um choosing trade schools. What's really exciting about this data is when it comes to the high school progression, these numbers were in the 30 percentage percentile, then we went into the 50 and now we're looking at about 67%. Um and that's amazing when it comes to our students. Uh that speaks of

088um the support systems uh the true collaboration among principles. Again, that alignment component is huge and the the significant partnerships um that support our students process when it comes to applying to schools. Uh the work component, I didn't list it here, but last year we're about 10%. And so that number continues to decrease, which is a good sign as well. Um when it comes to what schools uh our kids are attending, our two valid Victorians, one is going to be attending Yale, the other one is going to be attending Princeton. Uh we have TUS, Bentley, Boston College, UMass, Nor Eastern, we have about seven or eight. Mayor Mike College and many many more. Um again, very exciting opportunities for our students. Uh high quality competitive schools. Uh so that's a great sign in terms of

089um the heights that our students are able to achieve at the high school and it's testament to the work and and collaboration when it comes to the staff and and the leadership team. So I'm very excited about this. Uh you can see that there is a work component. uh the undecided there's a subset of students who are still deciding what they want to do. Um so you know that's we're working with them till the last day uh to help them with that process and support them. I also have to mention uh the elephant in the room that too often we don't speak of which is our undocumented population and there's a subset of that population that is still trying to figure out what they can fit. Uh while community college at this point in time

090is uh free under quotations, right? That's how you need to be at least in the country for at least three years in order for you to be eligible for a free education at the community college. And so, uh, when it comes to our undocumented students, um, that that's that's a hard reality that they're facing, but we're doing our best to do capacity building, uh, when it comes to trades and other employment opportunities uh, for those students. They deserve that and more. Uh, but this is the class of 2026 at a glance. Again, 790 seniors. Uh so a very exciting day on Friday uh in a true again celebration of just the whole district uh overall. Any questions about this particular slide or some of the stats? >> Can I ask one quick question? >> Absolutely.

091just the the undocumented students, are they the when we have classes that we're offering, college classes in high school, are they permitted to take those classes or do they also have to wait three years? >> No, they they're allowed to do it within the framework of early college. >> Okay. >> The continuity post is a subject of discussion. And so for a lot of these students too, um they tend to be students who also fit the profile of unaccompanied minors, right? these are the students that are are also working under the table full-time jobs and so there's a level of complexity there that we have to take into account. So if you add that social component with um also paying college tuition uh that becomes uh challenging for a lot of our students makes sense.

092Thank you. I'll just say we can wait for the rest of the questions at the end of your presentation so that you can >> sure keep going. >> All right, next slide. Um, Lawrence High School, a snapshot. What is the difference between last year and this year? Um, and even if I go back to about five, six years ago, we have gone from the low 70s to now 86.5. Uh, this year we're at 86.7 for students that started with us in 9th grade and finished with us. There is what you call the extended graduation rate that is not here, but we're at 89.7 when it comes to that stat. Those are students that didn't necessarily start with us, but they did finish with us. Uh, the data is very compelling in terms of the trends,

093right? uh we continue to graduate a lot more students. Um and when it comes to the population, if you look into the right in terms of the key highlights, uh you see students with disabilities and English language learners making great gains year after year. So that's very promising again in terms of uh the work that we're doing when it comes to MTSS and and the focus of the district uh when it comes to that initiative. And so we're seeing the results when it comes to our graduates as well. Uh just so you know too when it comes to Latinos and the state average the state average for Latinos for two and fouryear schools is 36%. And so when you think about our population that is 95% Latino uh that data is very compelling and I

094think we should be very proud of the work again um that is being done. But these are just a few highlights of the high school. Uh now let's talk about the district that is inclusive of our alternative schools. uh for the first time uh since the start of receiverhip we crossed the 80 percentile graduation rate which is something to celebrate. So from last year uh to this year we went up by about 8.2%. And if you look into the top improvement component on the right the key takeaways you can see the huge gains when it comes to English language learners students with disabilities um high needs Hispanic or Latino population and our home homeless population as well. Uh so pretty much for every single category uh we have made drastic improvements when it comes to

095growth as a district. And so again the alignment work when it comes to themies uh the through line that has been created the constant communication and teamwork among schools is really making a difference and so uh for students transferring to another school um is not necessarily is not detrimental. It's actually a way for us to really accommodate to their needs and support them when it comes to their graduation plans. And so that's an assession component that has made these kind of um that has allowed for these kind of results to happen when it comes to our district. Uh so that's something to to celebrate as well. Before I move on to early college because that's uh that's getting into the programming. Do we have any questions when it comes to uh some of our graduation

096data? Um, Madame Chair, um, headmaster, you spoke about, um, the, you know, having to be in the country, I think, for three years in order to get to free college. Is that in the country or in the school department? Can you clarify that? I I thought I heard. >> But you have to be in the country. >> In the country. It's not that you have to be um within the public institution enroll for three years in order, >> but in Massachusetts because that's a that's a Massachusetts specific initiative, you have to be in Massachusetts as well. >> You have to be in Massachusetts for three years, correct? In order to um >> to have access to free college or free tuition. >> Okay. And and I guess do you follow the data? Um you you

097mentioned 67% of students that graduate are attending a 4-year and two-year. Are you following uh the amount or percentage of students that are um taking um placement courses or placement tests and having to go to remedi um courses >> remedial courses? >> Yeah. >> Uh I can bring that data back to you just to be more specific uh in terms of the amount of students that are doing that. Um but at this point I just don't want to give you a number that is not accurate but I can definitely bring that back for sure. >> Yeah. Uh receiver Dusty tracks that right directly. >> Do you know that? >> Uh sorry. Yes, but I was just looking at the um free community college. I just wanted to make sure that I understood it which um

098Ray had master. Um but sorry ask your question again please. No, I was just um asking the the particular thing of placement test like if we if the department of education is tracks that on a like commonwealth level students that are going to a four-year or two-year if they're going through uh placement testing and then going through remedial courses in order to be placed and >> we do track that. Yes. Um I don't know if it's presented in our profiles. I believe our E2C data hub has tracked that for post-secary success and there are metrics there. Um but I just have to figure out where that's exactly published. >> Okay. It would be great just to hear a master caravio like where our students are passing the MCAST even though it's not a graduation requirement

099anymore for now. Um uh we like what is happening after like if they're going to a four-year college, if they're going to two-year college, if they're going through that process of placement, testing, and unfortunately um having to go to a remedial courses that doesn't provide them credits and they have to pay for it. >> Um I think that would be great to to know about that information. Um I I can uh what I can say is because of the great partnership that we do have with Northern Essex when it comes to acupplacers when it comes to those remedial courses um you know the college has done a great job in terms of just bringing in that support for students. >> Um but I I can't tell you at this point in time how many students

100go through that whole process in terms of that remedial piece. What I will tell you is because of our early college program and the amount of students that are doing early college, there are a lot less students that have to go through that process of uh remediation by the time they do get to a community college. >> Do you know if your early college students take those tests? >> We don't um our early college students are not required to take an acupplacer. >> They don't. We removed that because it was a barrier when it comes to all students uh having access to to this kind of experience. >> Great. >> That's a great way to transition. >> I have a brewing question, but I haven't developed my thought. Any other committee um member that has

101any questions? >> Oh, no. That's good. I was going to say um committee member Gooseman, it is have to be Massachusetts residents. I had uh Northern Access come with me to a financial literacy program and they mentioned that in order to qualify for the state program, but I do have a question. Um the summers the graduates that are coming at in August, will they be added to this number once they complete the summer school? >> Correct. So when it comes to the other slide that I showed in terms of the overall district data? >> Yeah. >> Okay. That's that's going to be one of the components. It will be reflected in the high school data, but we have till pretty much October in order for us to be able to get all of our graduates

102in. And so what you're going to see at the high school is there's a subset of students that will be part of the traditional summer experience and graduate August 5th. And then there's going to be we give this continuity. We work with students to pretty much the final deadline in October. And there is a group of kids, it's a small group, uh last year was about seven or eight, um but they continue working with their teachers in order for them to meet graduation requirement. >> Thank you. You're welcome. >> I guess it's not a question. It's probably if if you can provide us with the protocol your s you know SOP or what what what's implemented at the school in terms of how soon you start having these conversations with students what resources are available

103in terms of like being able to boost that 23% of fouryear versus the 2year. the reasoning why we have more students going into two-year versus fouryear like see how my qu questions continue to just develop like I think overall if you just can probably send us like a synopsis of what what's done at the school in 11th grade junior year senior year and and what res resources are available um to ensure our students are getting the information they need and know what their options are um for college >> I sure to answer the question and I'm going to be brief because I'm I'm being cognizant of time as well. Okay. >> Uh so freshman seminar is a required course for all incoming freshmen and so part of freshman seminar is to expose students to pathways

104or career or careers but there is a financial a financial component to it. So we do financial literacy for all of our kids. Um uh and that's that uh that pretty much takes care of about 700 students. Um the other the other piece that we do is uh we also bring folks from gear up and other organizations that we partner with and they do have specific sessions with the freshmen because we truly believe that from the start of the freshman experience. Students should be aware of the possibilities that are out there, the costs associated with them so they can make informed decisions when they transition into sophomore year. That's where they go into the exploratory component for their careers. That's where uh they do a little bit more of an in-depth exploration of what it

105is to be in the healthcare industry and whatnot. Junior and senior year, that's when we place a lot more emphasis on internships and that's where a lot more students are enrolled in early college and other experiences. So, that's part of the trajectory. That's part of the experience. But, you know, throughout the year we have, you know, um we brought last year about 109 colleges. So, we have college fairs to provide students with those opportunities. We invite parents. Uh we also have the trades. They also come in. So students are pretty aware of what these options are and what they entail. >> We have a career day. >> Yes, we do. >> Awesome. >> And then the last thing I'll ask and again you don't have to answer the question is our newcomers. So I worry

106about the newcomers. um seeing how they can get lost in the system from personal experience, not directly with me, but families that I've taken in and how they can get lost in the system prior to this administration. I'll say um I just I I worry about the newcomers that come into the high schools and how we capture them. If we're having some of these conversations freshman fresh freshman year, where if they come in sophomore year or junior year, what are we doing to ensure that they are brought up to speed and they have the resources that they need? Because just because they're a newcomer English learner, they may be coming in with residency, right? They qualify for other even if they decide to pay for college like what are we what are we doing in

107the in the in when when they come in? No, I think that that's a great question and let's just talk about students that are coming in. Usually from October to January, we receive 200 to 250 students on average, which is the size of some schools being frank with you. Uh so one of the things that we do in order to ensure that all students are supported. So you have this is this is the line of support. You have guidance counselors for each of the grade levels. But the reality is that when you look into the ratio of students versus the amount of guidance counselors or career counselors, right? It's hard for every single guidance counselor to truly have an elaborate conversation with students to talk about career options, right? So the the other layer that

108we added is we have a series of partners. So my job as the head of schools, I get together with all of these partners and what we do is we create a master list of all of our students and everyone is designated a specific group of students. And so every two weeks we meet, we talk about the work that is being done, the conversations that are being had with students and the progress that is being made until students are able to graduate from our school. And so we have added a lot of capacity to the school. For example, Gear Up, we are talking about six individuals where they're on a full-time basis. You know, YDO, for example, is another partner that comes in. And so UMass Trio, that's another program. And I can keep going

109on and on, but that's how we have created a structure not to miss kids that in a sense everyone now has a very specific role, a designated roster. We have a true check-in system and now systems are speaking with each other when it comes to the public and the private um uh sector of of the school or the high school. >> Madame Chair, I have some clarifying questions. Um, Hemer, when you say students still in school, uh, four plus essentially, right? Like if a student is still in the district, like what is that? What how many years do you see them extra within the district? >> So, if it's the students that are able to stay for extra time or additional time tend to be part of our specialized population or the postgrad and they

110have the right to be in school to the age of 22. >> 22. And you when you mention non-grad completers do you mean dropout? >> No. So non-grad completers are a subset of students too who choose to or because of their disability they are part of our they they get a certificate of attendance rather than uh a diploma. They're not part of our diploma track. >> Okay that makes sense. Maybe definitely adding all that clarification on these type of presentation would be great. um years. And then the other one is permanently excluded. I guess I'm not even going to ask my question. Explain explain to us what that means. >> Yes. So when a student is expelled from a district, >> it's ex fully expelled from a district. So the the student no longer has

111the right to attend a school district because they uh represent a threat to the general population as determined by the superintendent of schools. >> Okay. And my last question on this is on the data that you just provided that uh black and African-Americans decreased by uh 15.9 points. Um you know I I think being able to understand what additional initiatives we're doing to ensure that that population is also being taken care of um I think would be great to hear later on. Yeah. So, I I can't say that I'm using a specific approach for that population. I think that as the data comes in, I think it's interesting too to see who identifies themselves within that population. Being frank with you, I I think when it comes to the diversity of of our student body,

112right? Some students define themselves AfroCaribbean or black even though they are from the Dominican Republic, right? And and and you have the right to. I identify myself as AfroCaribbean or black at the same time. So that component of the data could be questionable in terms of who's actually being represented there, not necessarily African-American students. >> Mhm. >> In the traditional sense that we know. >> So you able to see the population of students and sort of um regardless of what they identify with. Um I guess my particular question is like what initiatives are we creating or adopting? um or you know in investing more in because it's going to support them directly um at least that percentage of 16 it looks like it's only 16 in that cohort so I was yeah if I guess

113I want to know a little bit more about what initiatives we're doing um across the district but particularly for that 16 cohort >> yeah so the first thing I'm going to have to take a closer look in terms of who those 16 are to be honest Right? So I can give you accurate information. But again again what what makes it tricky is when it comes to our school system, anyone who is identified as white, anyone who has identified as black, we have to take a closer look in terms of what that means within the racial dynamics of the Caribbean particularly. So I can't give you a direct response in terms of like, hey, this is what I'm doing specifically for that subset or that population because at this point in time, I don't even know

114if that number is real. That's what I'm trying to say. And none of these numbers these patients are not sorry students when you work in healthare. >> Oh part of it >> these students are not in multiple categories. Correct. So like if they identify themselves as a Hispanic Latino are they also in the English learners or lowincome or homeless or foster? >> they could be. So that's that's interesting. Okay. >> So, in order for us to get a real accurate number, we have to extrapolate it student by student because students can fit many different profiles and as you know the unhoused, right? That's that's very fluid and so that changes as well depending upon when we ask the question, >> right? Okay. So, for example, you can have a Hispanic student that's an English learner

115who is of low income and he has some disability and by the way, he's in foster care. >> Correct. >> And there that number can be in every single like their improvement or their their the fact that they're going to college or that they're graduating, I should say. >> Yeah. So it's so we're we're essentially count we're counting it four different times but not really >> you could but again >> because they're individual categories of where we're seeing growth based on the student group >> I think again you're going to see is there going to be data that is going to be counted twice to your point I believe so but for every single given student based upon the number that we have uh to fit all those individual characteristics all at once I think

116that the number is going to be small but it is part of the data set so we can ignore it. So that's part of the complexity of the work that they are this multiple layers and identities right that um students might fit in. But what we're seeing though is that the overall progression when it comes to all the subgroups across the board is increasing which is a good sign. I think we can move on. >> You can tell I enjoy having these kind of conversations. Early college program. Um, so if you look into our numbers, we're looking at 385 full-time early college scholars. Uh last year we started a pilot program in which we introduced the idea of a dual degree which means that an incoming ninth grader will have the opportunity to be able

117to graduate with an associates uh as well as a high school diploma. Uh right now that is the current enrollment and uh so we're very very proud of that because that is the combination. That's what we're trying to achieve when it comes to the early pro early college program going from a minimum of 12 credits. Then uh on average uh students can go from 12 to 30. Now we're looking at 64 to 66 credits when it comes to dual degree. So um that's very promising data. Um when you look into the success rate again if you combine those percentages 87 89 and 93 if my math serves me correctly that's about 93% when it comes to the success rate of our program. So not only our students are taking advantage of NECO and Marramac and

118the courses that they offer in terms of credits but then when it comes to their persistence rate and their success rate uh the vast majority of those students are doing extremely well. Uh so that's very exciting questions. >> Keep going. >> Okay. Um so just a few highlights when it comes to the high school. Um rigor has always been a question. What are we doing to increase rigor across the board? What does that look like? Are kids truly prepared? And so when you look into the two and fouryear data, to me it's no accident. There's a correlation between the curriculum that is in front of students and the type of work that they're doing in order for them then to be eligible and and really be prepared for this two and four year experiences. It's

119very hard for you to get into Harvard, Princeton, Yale unless you have the kind of transcript that reflects that you're truly ready for that experience. And so if you look into our advanced course completion, by the way, that includes AP coursework, early college, and also our innovation pathways, we have gone from 68% to about 82% within the last five to six years. Um, and if you look on the far right, the largest growth, our English language learners. And so what we have done with the AP work across the campus right now we're offering well next year we're going to offer about 19 individual AP courses across the board. Um and we're bringing it down to the lower grades. And so um AP courses tended to live in 11th and 12th grades. Now we're bringing a

120lot more of that to 10th grade, right? and eventually get to ninth grade because in a sense it elevates rigor across the board, right? And it supports our students when it comes to their ability to perform well postgraduation. We just don't want to graduate students. We want them to be ready. And if you have the questions in terms of what those passing rate look like within the last three years, we have gone from about 26% then to uh 42% and right now we're about 52% based on college board. And so when it comes to our AP scores, right, that's testament that not only students are being exposed, which is a good thing for all students across the board, but that they're actually performing and that they're passing. And so that's a very good sign in

121terms of elevating rigor and supporting students when it comes to their post-secary um dreams and goals and and and careers. Um so that's promising data there at the high school in terms of the changes and how again this all aligns with uh students postsecondary options. Any questions about advanced coursework or trends? Okay, we can get to the next slide. By the way, fun fact, I don't like to do this, but I have to brag on this one. We actually offer more advanced courses than Andover as a district and as a high school. Just saying. >> Fun fact. >> Uh, dropout rates. Um, so last year we started this uh work, this deeper work when it comes to alternative schools and really aligning resources and and creating better ways to streamline processes uh across the district.

122We lower our dropout rate from 7.8 to about 3.6% as a district. Uh when it comes to the dropout rate from the high school, we went from 2% last year to 1.6. The state average for dropouts is about 2%. So we actually fared better than uh better than the state when it comes to that specific statistic. Um and again uh what is important here is we are providing a lot more options for students viable options for us to re-engage students keep them in school and we're providing better support systems across the board and the communication between principles andmies is a lot more fluid and direct and so the handoff or the transition from one school to the other is seamless and so that helps out when it comes to um this process of really ensuring

123that students receive continued services and supports across schools, which was one of the biggest missing components when it comes to the high school. That kids just felt that they were going to various different schools that didn't speak to each other. And and the folks that were working with students weren't aware of the needs, the necessities, and the supports for students that they were receiving. And so that has made a drastic change when it comes to to our data. The last piece before dinner time uh career technical education and pathways. Uh I do want to highlight that if you build this the concept of if you build it they will come. And so for our students, one of the things that we have put a lot we have invested a lot of time and effort and

124and and and money in is really amplifying our menu because there's a subset of students that will go into the trades. There's a subset of students that want to do the two and fouryear, but there's also a subset of students that are going to enter the workforce. So one of the things that we're focusing on and what we're doing is uh for example if you're looking to pharmacy technician CNA and EMT those are certification programs that are provided for our seniors who are already telling us hey look I'm I'm going to head into the workforce and what we truly believe is uh by students uh taking advantage of these opportunities they're going to have high paying jobs and they're also going to be exposed to a field in which later on as life changes and

125progress progresses, right? That will motivate them to uh pursue a college education. And so this is critical to the high school because now we're thinking about all of our customers, which are our students, right? Really thinking about ways that we can best support them so they can again have a better uh chance after they graduate. Uh things that I wanted to highlight as well, uh aviation, uh we do flight training at the high school. >> If you look up in the flight training, yes, watch it. Uh so we have partnered up with our um local airport students uh study for flight school and then during the summers that's when they take advantage of actually being on the plane and and really learning what it means to be in the aviation uh world which is great

126for for our students and a unique opportunity for Lawrence students. uh arts academy. If you have seen our plays and you have seen the artwork, we have an immense amount of talent. And so one of the uh biggest initiatives that we have engaging when it comes to the arts is to open up an arts academy where students can double up in terms of the amount of art courses that they can take. And so it's a great way for them to really uh get the hands-on experience. But most importantly too for art schools uh postgraduation, they require a portfolio. And so it gives them enough time for them to build portfolios in order for them to apply to these very um competitive schools particularly within the arts uh world. So we're very excited about that initiative

127that does live on campus. We we for the students that are off campus they're bus to the campus in order for them to take advantage of this opportunity. So it's not exclusive to a subset of students but everyone can take advantage of it. And then health assistance, uh that's through TPZ, the possible zone. And again, our students in partnership with Harvard Med are able to uh attend um Harvard in order for them to run different simulations with patients. They're very proud with the scrubs. um they they love the work and we're working now on campus to build a special space and I'm going to leave it as that for students to um really get that hands-on experience uh that we know could be transformational for students in addition to placing them in internships at the

128local hospital and more. So I just wanted to end with this slide just to showcase we're not only focusing on the two and the four years in the trade but these other experiences that motivate students to make it to school and stay in school and see themselves within the framework of the high school. Um and so I don't think that there's a kid that can come in and say there's not something for me. And so we're really working to expand this kind of programming across the high school. questions about programming, advanced coursework, early college >> through you, madam chair. >> If we can go back to the early college program update that you were provided a slide of the breakdown of students that are enrolled in uh college credit. Um my particular question is on

129how many seats for these are ALHS students and how many seats of these are particularly Abbott students. Um, do you do you want to know in terms of Marramac or Neco or >> So I want to so I guess that's part of the question, right? Do you have Lawrence High School students >> Attending Marramac >> and AVID students attending Marramac and the same for Neco. Y schools they have a key percentage of seats >> that is equitable that students are participating on these um early college programs. >> Yeah. So when it comes to students and thank you for asking that question. Um Marramac was only slated for AVID Lawrence. We changed that. >> We opened up seats to ensure that kids from upper school who wanted to take advantage of the Marramac experience for them

130to be able to join the ranks. And so when it comes to the numbers, we have an equal number of students that do have access. Now it's up to students too to opt in depending upon what they want to do. Either you can opt into NECO or you can opt into Marramac. Now the advantage now is that Neco and Marramac have um an MOU >> in which now Neco credits are fully transferable >> to Marramac which is which is huge >> because when it comes to cost right and if a if a student does decide to go to >> Marramac you know most of our students are starting pretty much as sophomores some even as juniors depending upon who you're talking to right so that's that that means a lot on the financial a end

131and Then it also takes away the the stigma of okay just because you're attending a community college it doesn't give you equal value because of this new understanding that they have now students are able to take advantage of both in greater numbers. >> Um madam chair my other question is on the dropout rate comparison analysis that you provided to us um it looks great 7.8 8 from fiscal year 202 fiscal year 2026 3.6%. >> Um are these numbers including your alternate high schools? >> Yes. >> Okay. >> So the numbers on the left are inclusive of all everyone who's part of the high school network in including Rise and HLC. Right. The numbers on the right the 1.6 6 is specific to the to Lawrence High School which is Abbott Lawrence 9th grade academy 10th

132grade academy USA and Unidos. Um and Madam Chair, my last question on this slide is the for the technical education pathways. Um and maybe the receiver has some answers here as well is understanding how um and I think we had this conversation last meeting of the opportunities that if Lawrence High School would like to do um vocational tax, you know, programs that they have the opportunity to do it through chapter 74. But I I was under the assumption that if a school a vocational school is providing sort of a pathway already that we are not allowed to sort of recreate it. So I have questions particularly on aviation because I know the VO is providing that. >> So so I can speak to that. So the Vogue what they're doing right now is they're fixing

133them. We're flying them. >> Okay. >> That's a difference. >> Got it. So, oh, >> we're we're doing the flight training and then what they're taking care of is pretty much the the mechanics around aviation. And so, for us too, again, started as a pilot program, right? But that's that's the that's the stark difference between the two. >> Okay. >> So, we can't say that we have quote unquote the same program. The focus is drastically different for for both. >> And it's not the same for each of them. like I I actually am not familiar so I might have to call a school committee member over there and ask them what type of pathways they have but I I I was under the assumption that they would have probably have like health assistance but it

134perhaps is different from what we offer. >> So health assistance so there is we are going through the process of get of of applying to officially become a DESI certified health assisting program. Right now students start they're being exposed to health assisting right and those courses but there's a process that we have to go through desi in order for us to become a certified program >> and there are certain steps and certain spaces that need to be built in within the campus in order for us to do that. >> That's now the focus of what we do within health assisting is what's going to define what's going to be allowable and not. So, we're going to go through this process in collaboration with Desi to determine what is doable for us because we're technically not

135a vocational/technical school. >> Is that through a waiver that is authorized to the district in order to do sort of the same type of pathway? Uh yeah, the commissioner is able to wave when there's duplicative programs for the regional programs that offer the same type of programming and and under his discretion um can wave that requirement and which is in regulation and statute. >> Okay. Okay. And yeah, in particular is the question about like budgeting, right? Then who is applying for that budget? Um but but if through the waiver um that is also taken care of, uh I think that's great. Assuming that the application is successful, the program at the high school would be designated chapter 74 program and would receive the chapter 74 funding that goes along with it for students that are

136enrolled, but only when the program is designated as a chapter 74 program. >> Okay. Thank you. My question >> 70 74 program dollars in addition to 70, >> correct? Yes. The the separate chapter 74 program dollars. Yeah, >> I'm trying to look at the dollar marks in Jonathan's eyes. >> Yeah, but again, I thought that's a that's a great question and something something important to keep in mind, but we all know that across the board, right, there's a huge desire from families and students to engage in these kind of experiences. So, >> I want to take the uh time as uh we transition to the next person um to extend uh my congratulations not to the headmaster but to the entire crew at Lawrence High School. You you got a quick course in what has

137been happening at the high school over the course of the last couple of years that our high school really has tremendous offerings from chapter 74 programs from early college programs from career technical opportunities to advanced placement. And when we have all of those kinds of offerings, you start to see the results that we have of our kids. And the secret to our success with them when they come in is to keep them busy. >> When they're busy, they don't stray away. >> Um, and even if they tend to, there are different that we broadened the net through our night school, our alternative school, high school learning center to still keep them engaged. So that's why perhaps you'll see why by August uh Jesus you're looking at 92 graduates and we're very proud of that. Con

138of the days where Lawrence was back and it was a black mark. Lawrence is where it's at and many school districts are starting to ask how did we do it? And I think that that's what's important. The fact that we have the largest early college program participation, the fact that we have the most kids uh participating in advanced placement courses, our data points when you look at them in the department of education are very representative of one pretty good successful high school. So I just want to congratulate you on behalf of the board and all the team that we have over there for the work that they do for our kids. >> No, thank you superintendent. I do want to double down on the comment. It takes a village and I have a great team

139who work very hard and love our kids. So, I want to also publicly acknowledge them because these high school principles and staff members and teachers, they're working very hard to ensure that kids, our kids get a a great education. So, thank you again uh for the time just to be able to share some of this information. >> Well, in order for us to be able to keep doing that, we got to keep hiring on staffing. Speaking of, coming up, uh, recruitment, retention, leadership updates by, uh, Elizabeth Gonzalez, our executive director of HR. Didn't you have a colleague around here somewhere? Elizabeth? No, I'm gone. >> Okay. Welcome. >> Uh, thank you. Uh, good evening to all. In terms of hiring and staffing up, did I did the wrong one? Okay. in ter in terms of

140hiring and staffing updates. Um the district has been able to hire since January 84 uh so we have 84 hires slashrehires uh for the entire year so far you know we had 882 either hires in a combination of hires and new hires and we have between the open and anticipated position for next school year 26 27 we have 243. I also wanted to highlight some key leadership positions that were hired since January. Uh the district hired Britney Lynch as the senior director for special education for the office of student support services and Katherine Mark Witch as an assistant principal for the Gilmet elementary schools. Uh other um hiring updates or you know staffing updates that I wanted to provide and focus uh for this presentation, it's on the pathways that we have. uh we heard

141how uh helpful it is for what the high schools is doing out with students and the programmers and the pathways. So this is the opposite. This is what what the district is doing in terms of supporting the staff that we have. So we have a number of pathways and I specifically wanted to highlight these four uh we have the Lawrence working family initiative uh power program. So those are uh parents uh taking uh the program to become uh PAR pro certified. So that is you know um we had this year we had out of the 13 a cohort of 13 and out of those 13 par 10 10 parents completed the power pro certification. We also have a power toteer pathway uh with um slow in that cohort we have 50 power professionals um and

142out of those 50 13 will be starting their uh student teaching practicum hours in this fall and are scheduled to graduate in December. Uh we also have uh two master programs with UMass Global, the masters of education and the masters of public administration. A total of 19 between those two cohorts. Uh and they will uh they're expected to graduate this summer. As a matter of fact, some of them already graduated in May. Um the rest of them will uh graduate in August. Um and last but not least, we also have uh couple of uh cohorts with Marramac College, the masters of education in ESL and the Tissaw with a total of 44 teachers expected to graduate between uh this May and December. Um, so again, pathways like this one not only allows the district to

143support staff professionally and personally, it also allows us to create our own internal pipelines for hiring, but it's also important to uh recognize that these programs like this allows us to retain our staff. You know, we were able to recognize a number of of staff members that contribute between 20 21 and 37 years uh with the district. So, I mean, pathways like this is what makes it happen for us. Uh, and in in um in light of that, I also wanted to uh sort of put uh recognize an an internal promotion as a as a staff spotlight. Angelie Albert Alba Borgos um has been uh done great work for the past two years as a principal uh of the Oliver Elementary School and she will be transitioning as of July 1st. So as of July

1441st, Angelia Alba Borgos will be uh the new executive director for the office of student family and community engagement. Um and the position uh it's part of the superintendent's leadership team. Uh and Jelly Alba Borgos, the reason you know I I thought about her is because she was a student in Lawrence. She graduated from the high school. Uh she started as a power professional. She became a teacher. She became an assistant principal. She became a principal. And now this uh new opportunity for Angeli. Uh so Angeli uh will be bringing uh her experience uh both as a student and also as a staff member and an administrator uh into uh this new uh role uh that will now overlap her experience with the goals of engaging you know the community in making sure that um

145the department it's continuing to uh increase uh the work that's currently being done in regards to attendance that we talked a little bit earlier. um and th those family engagement uh events that are happening. Uh so again just wanted to highlight at least one staff that shows that uh has been here. We have been able to retain we have been able to support professionally and personally through some of those pathways uh uh and and now it's showing how that all put together it has enabled us to support our staff to uh grow within uh the district uh into a leadership position like this one. questions. >> Committee man sur. >> So, uh we're hiring, but other districts as we read are not. What are we what are we doing to attract some of the talent

146from there? um in the private sector when there is um cut back and sometimes some of those companies do a reverse job fair where they invite other companies to come and talk to the people they have to let go. Are other districts allowed to do that or we or do we have to just target them a different way? So we have a combination, right? You know, we we did we did our own uh hiring fair. Unfortunately, you know, when we did it, it was early on, but it was still uh other districts unfortunately, you know, had to uh let go some of their staff. So, we were able to capture some of that information and have that um through this recruiting season, but we also go to fairs, you know, the merc fairs. We also

147partner with the schools, uh the actual departments when students are graduating. And so we have a number of recruiting u initiatives going on to try to uh attract uh more staff to Lawrence public schools. >> And then follow up is our compensation package attractive enough that it's bringing that talent. So we have u out of the seven CBAs collective bing agreement we have reached agreement with seven of them already including the teachers which is mainly the big one and we were able to uh part of that processes just to look at what all the districts you know are paying in comparison to uh Lawrence public schools and our uh package and the and the agreement that was reached it's it's competitive in comparison to the district but one of the things that you may be

148able to notice is uh our novice uh increase from from the last uh uh collective bargaining agreement to this one. We were able to increase compensation uh substantially so that we can uh attract more people coming in as a brand new teacher. >> Thank you. >> If just so I see that we are that we've hired 84 staff members um between January and May. I see the number here for school year 2025 to 2026 and then the number of anticipated positions. What I don't see here is our retention rate year over year over year. Is that data that's available? Not obviously today, but if that's something that you can provide us with. >> Yes. >> Okay, >> Madam Chair. >> Committee man. Yeah, good question because um these are things that I was looking for

149particularly because when you look at the receiverhip and the indicators, those are things that we're getting scored on, but I'm not seeing them on this presentation and and particularly MCCAST because I'm looking at the end of this presentation and don't see MCCAST here. Um I guess >> you'll get that in the fall when MCAST data comes out. >> Okay. So the particular piece that I'm hoping to understand is who are these positions the 280 the 243 cuz the you know by open anticipated position that can mean um they have become vacant we are not rehiring or we have created new roles and I asked this particular question um because you know I received word that we have tons of non-renewals out there already and that we will be notifying over a 100 staff members on

150Friday that will not be returning to our district. So I'm trying to figure out who are these individuals because when the CFO was in front of us, one of the pieces that he mentioned to us was the piece of um waiverss or not having the credentials. What I have found out is that some of these staff are on the programs you just mentioned and they could be on the chopping block. So, how are we investing in some of these staff, but then they're on the chopping block when they've been in the program? And I guess this is a dual question for the receiver. Are we as the receiver as Desi is Desi looking at this to provide waiverss for those teachers or PARAS to finalize their courses? >> We are, but the state process and

151requirement by legislation is that all educators have to be licensed for the positions that they teach. And the waiverss that are granted by the department are for one year and expire at the end of June of each calendar year of each academic year. And so in order for the district to continue to obtain waivers regardless if um employees are in part of a pipeline program or part of these other programs, they must reapply for their position and they must seek a waiver if they've not already become licensed. We know that these programs can take a long time, but it's sort of a risk analysis that the district will take to enroll um applicants or employees into this program and then hope that they can receive their license um within a year. But if not, they

152have to be licensed for their position. And by statute, the district must identify other highly qualified licensed staff for the position before they can seek an unlicensed individual regardless if they have a history in the district or not. >> Okay. So, it's the piece that there's no exception under the law. >> No, there's not. >> But they are able and I know that the um the CFO mentioned that last the last meeting during the budget hearing the opportunity to reapply and go through this process. Uh I guess now there's a particular question there that I asked you but to add another question is like what is you superintendent doing in sort of identifying an opportunity for those individuals to return back to our district because they're already trained. They've been through the process. They know

153our families and they just don't have that wave. they don't have uh that certification but they're almost there. >> So let me give you the probability as the receiver mentioned the legislation regulations call that waiverss are only good for one year. >> They have to each year go through that process. The mere fact that we have all of these individuals in these pipelines is a qualification for making progress, >> right? >> Which which gives them automatic opportunity >> to come back to the district knowing that obviously that we've made this type of investment in these individuals, 100% of them would be coming back. >> But they still got to go through a process if you'll follow. >> Okay. Who's responsible for helping these folks go through the process? Are we applying for the waiver? >>

154One of our retirees come I mean it ultimately it's the employees responsibility to become licensed for the position that they have. >> No. So to apply for the to to apply for the waiver >> but support are you referring madam shared support for them while they're in the programs and what have you? >> No. So reapplying for the waiver, >> the employee has to apply cuz every employee has a unique circumstance for why they may or may not be licensed. And as the superintendent said, many of these pro all of these programs that these employees are a part of would count toward as continuous progress toward making strides towards their license. But ultimately the employee has to apply for the license and then the district has to apply for the waiver of that license. But

155the employee must take action in this part of it. >> And I think there's support that the department provides with our lensure center um for individuals that can talk through their unique circumstances. We have a hotline. We have inperson office hours and so we have also had employees from DESIE and our lensure office come to districts to provide um support if if needed. Um, but I know also um, Elizabeth and um, the employees that work in HR also work individually with employees to make sure that they know what their unique circumstances are. And because also principles are the hiring managers for their own buildings, they're also well verssed in the process and um, what it takes to bring their employees um, back into the circuit. >> If I if I may add, uh, just to

156support them in that process, the district is the one submitting the waiver. I'm assuming it's some of the question the district is the one submitting the waiver. So we between the principal the the the individual the principal who's making the hiring decision and HR helps them collect the information that's needed and HR uh is the one submitting the request to Desi. >> So what if there is a gap in the process and a waiver isn't submitted by the district on time and how is that an implication to the employee? Is that a negative? Like what what are you I guess how do we fix that for an employee? >> So So basically in the in the waiver process, right, the the principal is the one selecting someone that's not licensed, they trigger the process uh

157for HR. Um and then and in that process of collecting documentation, once the documentation is submitted to HR, it's when we trigger the pro the the submission to DESIE. Um when you're talking about falling to the crack it must be I mean know we have we have to provide posting right so that's something that controls by the principal or HR we have the information about how long how many candidates we have who else license providing the rationale provided by the principal as to why they made the decision but as far as people who are coming for a second waiver uh making continuous progress is on them to provide us the information on that piece. So um mainly the information that's being relied on is either already with the district or pending the employee to submit

158it to us in regards to uh making continuous progress that's required for by Desi. >> There's timestamps in the system of when these things occur. >> Yes, it's electronic. We we do the we use you know Google submission forms. Yeah. Madam Chair, I I guess to to extend on your particular question is like what is the process? When do you start um sort of notifying like if I'm an employee I get today a non-renewal? Am I able to you post a position because I think there's already dozens of positions already open on under the system which that's why it triggered me and I'm happy that it's here now because now it's notifying me that it's true this we're hiring on a mass amount. Um I'm an employee. I get a non renewal. I go ahead

159and apply again. I go through the interview process. in hopes that I get hired during that interview process. Do I have to have the waiver from Dussie in order to get hired? And if I don't, cuz I see the receivers shaking her head. >> If I don't, I get hired. I don't receive the waiver from Desi, I am suspended. Uh so in those scenario no they do not have to have the waiver. Uh the waiver happens after the fact after they're selected as a candidate. That's when the waiver is requested through Desi and the offers of employment are contingent upon either being licensed or desi approving a waiver. >> Okay. I I think um we can just see the craziness that that can just create in a particular if this is a teacher and where

160they have in place to take care of a classroom and then down the road their waiver is not approved. Now that whole classroom that whole school is has not a teacher. >> Yeah, I understand the concerns. I also want to share that uh when we hire someone on a waiver right right from the beginning we're telling them uh you're being hired on the hardship waiver so which is an exception for one year basically of the lensure so they know right from the beginning that the the job is for year that the waiver that they're being granted it's it's for one year uh throughout the year uh HR also sends official notification letting them know that you know you are on a waiver and in order to be considered for a position for next year you

161need to be fully licensed and uh by the way here are the requirements for the district. We need to post the position. So, we put this all in writing and we communicate multiple times uh with the individual throughout the year so this doesn't come as at the as a surprise at the end of of the year >> and and um sorry, superintendent and I and I guess my the piece that I'm trying to nail is that it's okay that we're notifying them. It's okay that we're going through this process. I guess this is more for Desi or for legislators to understand that clearly um maybe there has to be a push that um waivers are able to be submitted ahead of time and that by the time that the school year starts, you already know

162if you're going to get that waiver in order to enter into that um school district. I imagine the heavy lift from the department to do that, but like to go through the process, get hired, go through all that and then not receive the waiver. Um, just >> I think that's why you see all the anticipated positions right now and all the postings right now. So that the hiring for school district, school department starts in the winter for the following school year and through the spring. And actually the heaviest hiring season is right now. Um, and we hope that we're not hiring over the summer. We know that we will be because there's going to be natural attrition. People will make other decisions throughout the summer if they're returning or not returning. So those positions remain

163open. But the goal of the office in posting positions now is so that they can get that leg work done and that they can provide the documentation so that Jesse can issue the waiver before the school year starts. >> Okay. So essentially you can see sort of three to four months um timeline for them to get a response on this waiver that is submitted by the department. So it's not like it would take long for them to receive a response. >> Yeah, I I don't know the average uh response time for the waiver, but at this time of year it's pretty fast. I mean our lensure office is working quite overtime in order to be able to process waiverss for all of the um for all for any employee that might need it who has

164the right uh documentation from the district. But I do want to emphasize that the goal is that we are hiring licensed candidates. I mean lenture is uh is attributed and correlates with effective teachers and how effective they are with student outcomes. And so really our goal is to get towards lensure and not have to rely on waiverss as much. And I think the department has also done a bit of work to help to support the lensure process. So we now have alternative pathways for lensure with um alternative assessments if if the MTEL is an issue, the communications and literacy MTEL which is a requirement for all licenses at the department um all teaching licenses. we now have alternative pathways um that are not having to take that test directly but other means that were just

165approved by our board. So there are other ways that we are working towards supporting folks in their lensure. Um however it's it's a high standard and it's the right standard to have in place for our employees. >> It's the goal, right? And I understand the goal just you know calling on some challenges that can affect our students and our families directly when this retention case is not we're not keeping it high of our teachers or staff in the district. Uh and if this isn't one of these challenges opportunities particularly if we're already investing on them hearing that there's a legislative mandate. I respect that piece. um also trying to figure out the harsh piece of we have invested and I think I asked this particular question I don't know if somebody has this answer on

166the commitment that that person has to have to the district when we're investing on their education and if they don't complete it are there subject to returning those that funding back to the district this is something that I asked on the last meeting and where I fought thought it was 5 years for the master's degree. Somebody told me they don't believe that's true anymore. Um, but here we have the actual HR person that I want to make sure this Beth if you have that answer of that commitment and if not we can take it offline. So currently there is not something that they sign for the commitment in terms of years or returning funding >> and I believe I believe when I did the research when I first started uh had to do with where

167the funding is coming from. So if the funding is coming from you know local funds versus a grant uh most of our pathways for example are coming from grants. So we cannot make someone responsible for paying a grant. It's my understanding. >> Okay. And my last question, Madame Chair, is congratulations to the hire um the new hire that it looks like a principal that is moving from the Oliver uh elementary, I believe, um into the what is I believe is the F FRC building. Um, I just want to point out it looks like we're removing a great principal from a school that she just started managing when I feel like you have exceptional individuals within that department of FRC. And I wanted just to see if consideration for people that are already in those offices

168um were given in order to go into this executive director role. Yeah, absolutely. Um I don't normally uh implement the practice of just grabbing someone and appointing them. Uh anyone that works in a school district knows that um whether we promote from within all of those opportunities are always offered to everyone within our districts um within the district. Um and and you raise a pretty interesting question, Mr. Guzman. um that role of uh the executive director of the F FRC requires multiple talents. And through the process of looking to fill that role, it dawned on us, those of us that were uh working at processing it is that the ideal candidate would be someone who had principal experience because a principal has all of the experiences that are necessary of dealing with the family resource

169center, which are uh students registration, um special ed referrals, uh needs that families might have uh truency um absenteeism um and the experience that that person has as a principal would allow them them would allow them through the F FRC to even be more effective at partnering and providing the support and oversight for the needs that the principal is asking for from the F FRC. That's when it dawned on us that in while we were trying to look for those that particular person with those with those skill sets and a lot of folks like from nonprofits applied but they still were missing some of the components of what our principles kept telling us that they need from FRC and it dawned on us that the person the ideal person would be that is someone that

170has the experience of a principal whether in our district or out of our or out of our district. No one that was a principal from out of the district applied. So the person that ended up coming and picking up that position is that particular person with those skills because they were effective as a principal. Now to replace that principle, believe it or not, it's easier because we have a lot of assistant principles that are coming up that are talented and that are good. So trying to find the needle in the hay stack, we found the needle, but it was at the sacrifice of one of our principles, but we knew that we had a good pool of other other individuals and they're in the process now of going through the interview process and we have

171internal candidates that are applying and I allow the principles within the district to make those recommendations to me. I wanted to get back to your concern about waiverss. Um once we have someone that we've hired that is on waiver, >> we work with the principles to make sure that they are always cognizant and having those conversations with the candidate that's on waiver. how that happens. The uh part of Miss Gonzalez's staff who handles certification sends them reminders, sends them any uh opportunities for uh that moves towards certification. the principal. When the principal meets with the candidate on uh their first three months, their preliminary evaluation, which is part of the process of meeting with them three times, that's part of the evaluation of going over where are we, what have we done in terms of

172making progress toward the certification, whether it's taking a course or whether it's taking the exam. All of those are checks that helps the candidate make sure that as they get to the end of the year and the principal is comfortable with their performance, the principal will be comfortable making recommendations to to the department on to our department that that candidate is a good candidate, has a good evaluation and they would like to keep that candidate. They tell us that about all of our wavered candidates except we still have to go with what the regulation and the law says. We let the candidate know that they've done a great job and the principal would like to hire them. However, they need to fill the application process because by law, we have to make the attempt of

173placing a certified teacher in that role. Mhm. >> If we don't find one or even if there is one, but if there is one, the principal has to make a hard case of why they bypassed the certified candidate for the one that they want to submit a waiver for. >> Uh, superintendent, are they able to continue the program um after if if they're removed from LPS because they don't have the waiver and they're still in the program, are they able to continue the program or they're removed from the program? >> We haven't crossed that bridge. All of our candidates that are in our different pathways program are employees of ours. So, and again, those are grant dollars that specifically are earmarked and targeted for the development of our employees. Key factor employees. So, if you're

174if you're a waiver person and you didn't receive your waiver and we couldn't retain you, the likelihood is you can continue in the program through LPS dollars that are supporting that. >> Great. Okay. >> Thank you. >> Any other questions for Miss Gonzalez? is >> so just in closing what I'll say is we are all going through capacity building so I want to say thank you and acknowledge your patience um that with questions that we're asking we are all trying to build institution institutional knowledge and the fact that you're taking the time to talk about your inputs and your outputs we're seeing student outcomes um which is what we're responsible for I just want to say thank you all that are here today to talk about your inputs and your outputs. >> I think you

175built some capacity. >> I think we did. >> Madam Chair, I do have one more thing on this before we move on. >> Committee man. Um and in the particular one that the receiver mentioned that we're going to be receiving later on MCCAST I I'm really looking forward for that because you know when I look at the data particularly on the profile on grades 10 um you know from 2011 to now 2011 when receivership started to now looking onto the different expectations uh for me it translates that we need help uh it's not like it doesn't look like we're doing better um now in in 20 at least from the data that I saw in 2025. So hopefully when we get through that conversation, it's going to be a clear understanding of what is going

176on. And then the other piece that I'm hoping to push on is that is on a new receiver if it's helpful uh if we're able to is receiving an actual written report rather than a presentation and ahead of time. Um, you know, I feel like a presentation leaves a lot out that we depend on the speaker to receive that data, that information. Um, and I don't know if a presentation, you know, maybe we can go down on this rabbit hole is considered a written report can uh what in chapter 69 >> the docu slides are your written report. >> Okay. Um, and I when I look at other districts like Holio, they receive an actual written report and a presentation that says more than graphs. Um, but I hope that we're able to, especially when

177we're going through this capacity building and doing this turnaround plan together. I think all of it is needed if we're able to and if the district is designated ones to put this together. amazing information was given today that I think will be valuable to receiving an actual written report um again rather than a presentation. A participation is amazing just to have that conversation but a written report will let us go more deeper on what is going on in the district and receiving it ahead of time. That would be also amazing if we're able to Thank you. >> I have a question man. >> Thank you. Uh just want to add myself to the request for the data around uh retention, staff attention and also staff attrition. Uh and if we can include staff who have

178been um non-renewed if they've been non-renewed because of lenture or other reasons as we know staff who are not uh teachers who don't have more than three years working in the role can be terminated without I forget what the word is at they don't have uh administrators don't have to provide a reason. Um this administrators of the district doesn't have to provide it. And this has caused in the past this has caused some concerns around arbitrary terminations, retaliatory terminations and I think we have turned over a new leaf and I would like to say that the day of uh retaliatory or or at least what a lot of us p perceive as retaliatory termination. that the day of those types of things are gone. I'd like to say that Mr. uh Mr. Carrerero and receiver

179Wu are going to help us move away from that dark past. Um but I do know that this has happened especially given the context of receiverhip. There have been a lot of cases where I personally, I guess I can speak anecdotally where I've seen this type of thing happen. Uh where people who are terminated because they don't have their three-year professional status are have no recourse. And it seems like when those decisions are made, there's no consideration made to the harm that it does to the school community. when these people are disappeared from the school district with no explanation. Now granted, I know that that's something that the union has agreed to, I believe, because that's part of collective bargaining, but in order to prevent this kind of thing from continuing, I think it's really

180important for us to look at the data around attrition. Why are people being terminated? And to be completely honest, this data has not been forthcoming in the past. Uh it is it has not been evictable. Uh not sure how that happened, but I think powerful people made it happen. Uh but I again I'd like to believe and have hope that we are no longer going to practice those kinds of things. And I just want to throw that awareness out there that this has happened in Lawrence. um at least from my perspective and I think it's really important for us to take measures to to do whatever we can to to move away from that and I think part of part of that is the transparency of showing the data. >> Thank you. >> Can I

181have a question to the receiver >> committ um receiver that Um, Dr. Ganal's piece um, made me remember something that happened in 2018. I wanted to ask you. In 2018, the LE provided back the last decision of termination to the superintendent office and that moment that was Cynthia Paris. Did you did you take that sort of last termination decision back or is it still within the office of superintendent? >> I'm sorry, I couldn't quite understand you. What did what did you say? >> Yeah. So during you know when we had the first receiver the first receiver appointed himself superintendent as well. So the both power policy and administrative role was in the one individual >> correct appointed by the commissioner not by himself but yeah >> okay yeah we can make that runaround but um

182>> it's through through >> statute it's not a runaround. I just want to be clear factual. Well, it's factual in the sense of like the receiver makes the determination of hiring and doing the process of the superintendent, but the receiver is hired and appointed by the commissioner. Who that receiver decides to do within the superintendency of >> Let me just be clear. The receiver by statute has the authority of the superintendent and the commissioner. >> Say again. >> The receiver has the authority of the superintendent and the and the sorry, the school committee. >> Okay. >> I misspoke. And and that's why I'm talking about the policy role. And the policy role is the one that hires a superintendent. And that's why I said as the receiver, you're the policy holder and you either hire

183a superintendent or what happened? Appoint yourself a superintendent. That that's the piece that I mentioned. >> Yes. But I just want to be clear that that's not the receivers's authority to do that. It's the commissioner's authority to be able to determine the role and the scope of the receiver. And so by statute unless the commissioner determines that the role of receiver will be delegated it sits with the receiver. >> Okay. I I guess my question is going that be why that happened regardless how it happened. The receiver had the authority as the superintendent as well to terminate. when the LA came in to the picture, uh, the board took a vote to provide those powers of last term of termination back to the superintendent office. Is does is that final say still today with the

184superintendent office or is it to your determination >> and and maybe this is research that needs to be done. But >> the authorities of the superintendent were delegated to the superintendent because we had a board as the receiver for the first time and so it would not make sense for a board as a public entity. The LAE was an established nonprofit and has to abide by open meeting law. And so as a functioning board, they could not operate the day-to-day oper uh day-to-day functions of the district and the operation of the district. And so therefore, the del the superintendent duties needed to be delegated to a superintendent so that they could do the day-to-day function. And at the time, we were establishing what effective governance could look like through the board and the effective management

185of a superintendent. And so we delegated the authorities there. As part of that, we also then delegated and we used guidance from MASC and other school committee policies and in the standards and indicators that are part of your capacity building plan about what the role of the school committee is. And we were very clear on here's what the role of a school committee is and here's what the role of the superintendent is. And so yes, the operation of a district, including the functions of hiring and and firing, if that's what you're talking about when you're referring to terminations, is part of the operation of the district and part of the superintendent's authorities. There are certain positions that come to the school committee for approval. And those are the business manager, the deputy, the assistant superintendent

186of special education. Those are outlined by statute that get school committee approval. But all other positions and the day-to-day operation of the district is done through the superintendent and the superintendent's team. We have a great relationship. So we are in close contact about that and because it also is one of the aspects of the turnaround plan in terms of retention as you mentioned and effective management of staff. It is one aspect that we also connect on and that I am a part of in terms of the overall health of the district. >> Okay. So answer is yes, it's with the superintendent at the moment. Um, and >> yes, but it's nuanced. So >> in the sense why I'm indicating because you you you pointed a clear thing, right, that a public a body >> Yeah.

187>> had to move it back. We don't you don't we don't long we no longer have a body. We have one person, right? That is not subject to any open meeting, you know, pieces. So that's why I asked the question if it went back to you or is it when or is it with the superintendent what it looks Yes. >> the authorities of superintendent are still delegated to the superintendent. >> Great. Thank you. >> Madam Chair, I need to make a clarification. >> Come on now. >> Yes. Just a quick clarification around a statement I just made um around the non-renew language. It's important for the record to correct that the union does not agree to the non-renew language around the three years and that is a state policy. Um and then I also just

188want to ask Elizabeth if I can receive an affirmation to receiving the data around nutrition staff attition. Can you repeat that? The last statement >> my request for the data you had requested retention data mirror. >> Yes. I wanted to include myself to that request if possible and then also add or request that attrition data be added. And when when when a staff person is is nonrenewed um whether it's because of lensure issues or if it's just because they were not renewed because it was determined that they should be nonrenewed. Miss Gonzalez, do you guys have that level of detail? >> You do. Awesome. Great. Thank you. >> Thank you. >> Oh, I'll ask my question offline about superintendent. >> Okay. And not to belver the point, but I do think that this is act

189a really good part of the capacity building as well, like is establishing the role of the school committee and establishing the role of the superintendent. And one of the ways to demonstrate effective governance is not over not crossing into those lanes. Um, and so I think along those points like we should be really clear about what is in the superintendent's role and what is in the school committee's role and that it is not uh advantageous for both individual members or the body to step into the lane because it's just confusing to the community. It's confusing to the employees of the district and it does not demonstrate effective governance. So I think as part of capacity building we should establish together and I think it's very clearly outlined already in state statute. It's already in our

190standards and indicators what those roles are but make sure that we're really clear together about what those specific roles are so that when the district eventually returns and that you all become the official governing body that there's no confusion on that going forward. So in real in real life I'm not saying that this is not real life but in real life right when we are a governing body >> the role of a superintendent does include termination >> of employees okay and there's only specific roles that they that would come before the school committee >> correct >> okay that great >> and and madam chair through you is it the the thank you receiver because it's clear everywhere right that was the line between the polic policy maker and the superintendent but for some reason and

191Lawrence again back in 2011 the policy individual became the administrator at the same time and that's why I was making that point and where then a body then we had a body and then a superintendent those those powers then got separated and that's why I wanted to make sure now I win the same vote that these these powers are separated which you have clarified they are the superintendent that's administrative you do the policy >> yeah I just I yeah yes and as part of this the superintendent I mean I don't want to sound pjorative or be too technical here but the superintendent reports to me as receiver and so if there are issues with things that are happening in the district ultimately I'm also responsible for it too and so I'm not delegating blindly the

192authority to be able to do certain things. And that's why we have a close relationship and are able to work on things together. And so that will also become part of the school committee's responsibility too in evaluating the superintendent and evaluating the effectiveness. Those are all things as part of performance management that go into the health of a district and the health of an employee throughout their evaluation cycle. And so yes, while that those day-to-day operations are happening at the superintendent level, I think there is a level of accountability in the separation of the authority that happens both because we have this body and because we have a receiver and a superintendent that happened when we had the LAE and an individual superintendent and happened when we had an individual serving as receiver, superintendent because

193that accountability also came through the commissioner. So I think yes and again it's very nuanced and I think that this board is able to appreciate that nuance. I'm looking forward to moving forward with not just with the agenda but also with what used to happen or what we had in the past compared to what we're going through now in the capacity building but for sure with the agenda. Um, so we do have under receiver report, we have the Lawrence turnaround plan. >> Yep. Um, so great. And I also do just to close out that last session, I also want to to piggyback on what you said, vice chair, um, to really thank everybody who was here who presented um, for the quarterly update. We really appreciate it. I know that this time of year is

194incredibly busy for you all with hiring season and MCCAST testing and graduation um, and closing out the school year. And so to come here and to put that work into the presentation and then um and all of the data to get to that point, we really really appreciate that. Um so for this next topic, we came to you in April and um I talked to you about how the district is um in the process of renewing its turnaround plan. The commissioner um authorized the renewal of the turnaround plan for the district continuing its status and receiverhip. And so in that um very brief presentation, we discussed that we would be the district would be creating a community engagement plan to seek feedback um before that official renewal renewal of the plan goes forward. And so

195we have um Jessica Callen here, Dr. Jessica Ken, who's going to walk through what that um community engagement plan is and um be able to seek your feedback. >> Welcome. >> Thank you for being patient. >> Thank you for having me. Members of the board, you'll get to know her name very well. She will keep us focused throughout the next at least 10 months on getting us solid in our way and clear and strategies and all of the other pieces that we believe that you guys are going to be effective at working in conjunction with us to make sure that we move that process forward and we stay on solid ground so that we can then move on to a strategic plan. Great. Thank you for that introduction. Thank you for having me. And good

196evening, everyone. I'm Jessica Ken. I'm the senior director of strategy and innovation for Lawrence Public Schools. And I know that you had previously received an update about the turnaround plan being renewed and being updated. Um, just going back and talking about that being phase one, which is complete, our first draft. um that was working with all of the departments with different stakeholders within the district to update the turnaround plan based on previous revisions as well looking at what has been done um in the last few years and what our goals are moving forward. The second phase is also aligning that with our strategic plan. So ensuring that the priorities within the turnaround plan really do have a matrix of how they fit into our strategic plan with the overall goal of um once the turnaround

197plan is no longer guiding the improvement and outcomes of the district that strategic plan would be revised to be that standalone vision setting and mission setting document. Um we are currently in phase three which is seeking community and stakeholder feedback to ensure that the priorities that we have the strategies that we're focusing on and everything else in between is really aligned with the community needs and areas of growth and opportunity. So in that case, and that's what we will be focusing on today, is our plan for phase three, which really is trying to be as comprehensive as possible in how we are reaching all of our different audiences in as many different ways as possible. So moving forward, all of the stakeholder engagement, community engagement approaches are focused in research best practices for community engagement.

198We are looking at multi-channel outreach. So that means we are having a Google forum. We have physical form. We have virtual meetings, in-person meetings, outreach through our family resource center through our schools to students and direct contact via email and phone calls and conversations with community partners and stakeholders. We also are ensuring that all materials are in English and Spanish. That also includes our meetings that we're hosting with our communities. We will have translation services. We have the QR codes, the links, and their printed materials. We're looking at families, staff, guardian, students, principles, and community partners in all of those different networks. Um, and then also having structured questions that are consistent across our channels that are bilingual, accessible, and tied directly to our turnaround strategies. And lastly, and very important, is having traceable decisions.

199So ensuring that every theme that is discovered in essentially this research or or thesis research um in our discovery of engagement and feedback is aligned to our strategies that there's an audit trail in the different revisions that are coming up um and that we are having that process for reviewing and making determinations for incorporating feedback. So I'm going to dive a little bit deeper into each of those areas looking at our stakeholder groups. These are kind of the bigger buckets that we are emphasizing which is family and parents. This is a primary audience. We're doing outreach through a virtual coffee hour which you'll see a more detailed timeline later on in the presentation of all of these different components. We have the translated materials available like I said in both print and digital version. And

200we will have the QR code and outreach at school events. Um noting that school is fast approaching our summer break. Um working with our principles who have had the conversation as well. Um, we're looking at our students, so trying to ensure that we have student voice collected via the form and our physical printed copies. Um, and having those opportunities to engage with the high school, so our student government and things like that. So, different student groups. We have teachers and staff as another bucket of our stakeholders. We did discuss this with our principles at a principal meeting um, asking for that dispersement. their voices and engagement um and looking to have you know the opportunity to attend any school-based events that they're hosting and be a part of that. We also will be sending out

201again reminders throughout this process with that direct communication and opportunity to engage. You were also on here um you were invited to champion this outreach to share your feedback and to be a voice for that as well. There's a more detailed slide about ways that you can choose to participate that I'll get into later. Community partners are crucial to this work as well. So, not just what is happening in the school and what the experience is within our school settings, but also what are our community partners seeing as they're serving families and students of Lawrence Public Schools. This is something where we are very heavily relying on our collaboration and amazing team at the family resource center for those partnerships and also our department heads and central office and other leaders within the district are

202compiling those lists of their networks and community partnerships and collaborations so we can do direct outreach and engage them in this feedback. And like I mentioned with teachers and staff, we also have the principal and administrators. We did do a brief um conversation with them today at the principal's meeting and we're asking them to distribute this at their school level um throughout the remaining few weeks. So how we're collecting feedback, like I said, we're trying to approach this in as many ways as possible. Um we have a Google form. You can see I have a very simple link that you can access this. Um, the forum will be open until July 15th. This is tinyurl.comlps turnaround2026. This has a summary sheet that details what the turnaround plan is, why it exists, what the strategies are,

203our goals for the next few years, and a way to provide feedback, whether they print that form or there is a link to a Google survey or there's a QR code if they just want to scan the um QR code and get to that link that is in English and Spanish in that folder that is in the link right there. Also within that summary, if they click to the Google survey link, that is also available in English and Spanish. Linked on both of those Google surveys is the opportunity to get access to the other language in case they're on Spanish and would like English or in case they're on the English survey and would like to access Spanish. And also linked within that is again the summary of the turnaround plan renewal, the priorities um

204and that one pager so they can access it all seamlessly. Ideally, um, we will have a virtual session. So, the virtual coffee hour with the superintendent and with families is June 8th. We're looking to schedule an optional c or a virtual office hour. So, anyone can hop into that if they don't want to provide written feedback. They can have verbal feedback in that way. Um, that will also have bilingual facilitation that would be open to everybody. If there's interest in that, we're happy to add additional sessions. Um this is really flexible based on the need and and the feedback of everyone else as well. Um like I mentioned, we did the principal meeting today. We are speaking to you um this evening and we will incorporate any way that we can into family and community

205events um throughout the next couple months. We have the physical forms like I mentioned. It also states where they can turn those in um when they would be due by and again links to the digital version in case they change their mind and would like easy access to that. And then as I discussed previously, direct email communication to community partners as we're asking everyone to compile those lists and provide them to us um to distribute on their own as well um and we'll make it available on our website. So I know there's a lot of information on this slide but just some key dates and timelines. Um earlier in the year we did develop an engagement tracker. So this is a comprehensive document that lives that is looking at who we were engaging, how many

206people, how many sessions in what capacity are they being engaged. It also links to the responses for the Google forms and will have an input for putting in any physical feedback or uh verbal feedback in those sessions or conversations. It then has themes, evidence to those themes, frequency, and the strategy that it relates to. It has a tab that will look at the rationale and the audit trail for making that feedback incorporated into the strategic plan. Um, and so that is something that ideally can be replicated for any additional community or stakeholder engagement for other projects. So we have a very comprehensive and consistent way of engaging our community. We spoke at the principal meeting today. We're speaking to you now. Um, we have a virtual coffee hour. The last day of school is June

20724th. So that's kind of our final inschool opportunity to distribute those physical forms and the QR codes and availability. We'll have the virtual office hours or popin events um in July. The Google form will close July 15th and physical forms are to be submitted. Again, that deadline is on all the documents. um to be determined is the final review coming back with that incorporated feedback to everyone here um in this meeting and we are working backwards from the ideal deadline of the leadership institute August 5th uh to be able to present a final or more comprehensive view of those goals of the strategies and of our community feedback to our school leaders um so they can start that next school year with this information. So to summarize this and where it kind of exists within

208the process and the tracker and responsible parties, we are going to be collecting this information. This will go through the Google form, the meeting session notes and facilitator summaries. Uh this will be gathered through June. We'll be synthesizing this. So this is going into the engagement tracker. There is an emerging themes tab that is structured like a um quantitative and qualitative research project. So we can identify those themes different codes frequency and provide the evidence of those being an interest or area of feedback and then they will have a frequency and priority scoring. We will then be determining how to incorporate the feedback where it fits within the strategies and that goes in a separate component of the tracker um that will have an owner assigned to those revisions based on the content area the

209department and the different efforts in the district. And again, this is all very important to ensure that we have an audit trail for review and for a final vote and approval as it comes back. The revisions will be done with a track changes document so it's easy to see what has been changed from the renewed turnaround plan uh from previous iterations and section bysection notes. And then lastly, we would be presenting this um for approval and for the next step which is implementation for the next school year. So this is my favorite part. This is a very exciting part which is how you can play a role in this process. Um I want to be very clear that this is no formal commitment ask. This is just um sharing the spirit of this feedback and

210this opportunity to engage. Um, but if you are interested in participating, we're asking that you can share these core questions. Uh, these are also in the Google form and all the other documentation. You can distribute the form to anyone who you think would be interested in participating, would be important to have their voice. Um, just ensuring that we're being as thorough in our outreach and target audiences as we can. Again, the documents are linked right there. And then you can also nominate community partners. If anyone comes to mind who you think would be a champion or or a great voice to this work, uh please send them my way and we're happy to get them involved in this. Um again, a note just on expectations. We are not asking you to formally facilitate any sessions

211or take on any administrative uh duties. We're really just asking you to be a champion, a connector, a questioner, and to help us be informed in this work. I think that everyone's feedback perspective and networks is very crucial so we can have as many people participate in this as possible. So in that instance I do just have a couple questions that I would like to pose back to you all to engage you in this process, engage your feedback in our proposed plan and the efforts that we're doing to get these voices incorporated into our renewed plan. Um, so these are in your document, but really just wondering if there are specific community groups, faith organizations, or other organizations, or partner networks that you would like to ensure that we reach so we can be uh

212very intentional with that. And then, are there any concerns that you're hearing most frequently from constituents that we should make sure um that the engagement questions capture? So, if there's anything that's missing or anything that you see that could be contributing to more development and feedback, please let us know. Um, this doesn't need to be right now. I know I'm putting you on the spot. Um, but I'm always available for a meeting, a phone call, or um, an email. >> So, thank you for going through this with us. Um, the second question you're asking us is very loaded. Um, so you can expect to get a lot of information from those of us that do get daily phone calls, text messages, anonymous copy paste messages, the whole nine yards. But I I I guess one

213thing that I would want to stay away from is those anonymous comments. Like I guess are you are these surveys and these questionnaires, will they be tied to a name? >> Um, no. That is not something that I have required. There is a responder input for email. Uh we also have asked if they'd like to stay informed of the process of the next steps and feedback to provide their information, but that has not been a requirement um just to not deter people from providing feedback. >> So my concern with the timeline is we just had a survey that was put out a few months ago and we extended that time the deadline because of lack of response. Now, we're asking families to respond to surveys, come to drop in sessions in the summertime when folks

214typically are away. And so, are we comfortable with do we feel that we're actually going to capture the correct pull of community during this time frame? And why why is this the time frame? Like why did we think I know that this was renewed, but I'm not sure that this is an ideal time frame. Um not that I have a say over the time frame, but I just wanted to share like my concerns just given this the surveys that have been put out during the school year. We struggle with parent engagement. We have the thuvos councils. We have the coffee hour. But out of 13,000 students and families that we have within the district, if if that were the number of students or even a 25% of that, that's not even what I see during

215these sessions. So, I don't feel like we're capturing the community as a whole. And this body will eventually start to engage with the community over the summer as well, but I also believe these will happen into the fall. and I don't see the fall incorporated in your timeline. >> That's a great point um and very valid because as we know um just from a research perspective that oftentimes surveys are not capturing a full perspective. Um you often get the very extremes people who are very happy or people who are very upset and maybe not the information in between that would be very important to know and inform the work that we're doing. I think that's the intention behind trying to do the survey um informal and formal conversations, community events, um in school communication and

216things like that. Trying to have different ways for that feedback to come back to us. Um and I think it's also important to note that this timeline is not set in stone. um that this is something that we're coming to to everyone to incorporate feedback in this plan as well as feedback in the renewed turnaround plan because this isn't something that if we don't get enough information or we um have it open for a set amount of time and we don't get that feedback that it ends there. Um it kind of is determining how we are engaging by the feedback that we're getting on this plan as well. So we can change the deadline based on our engagement. >> Superintendent. >> Excuse me. Madam Vice Chair, um I think you bring up a very valid

217point. I want you to know that uh Dr. Colin and I uh reviewed uh these slides and one of the topics that we talked about is I was very happy to see that one of our new stakeholder groups in all this process is the school committee. The school committee wasn't involved in any of this because it hadn't exist. But what I think that you folks do bring to the table is because each one of you as elected officials have a network and not so much of individual friends but a network of stakeholders that in the form of nonprofit organizations, correct? Um neighborhood groups um and obviously um parents as constituents. But I think that in your roles as school committee members, as elected officials in the community, you're often times networking and having conversations with

218groups with entities. I think that's that's powerful for us to try to expand that for us. And I'm going to say this uh very sincere because I've had conversations with each one of you. I know most of you and what you're about and what have you. But I'm also learning more about you, Madame Vice Chair, and Mr. Guzman. And in that, what I'm saying is that you f you two folks seem to have more access to having conversations with those folks that are on on the other side. And and it's easy to complain, Mr. husband and folks like to complain but when we try to open the tent to bring them into the fold >> so that we can so they can help and let's come to the table and find if we can come

219find common ground instead of battleground >> as we develop a lot of these plans that's where I think that we can be effective in terms of at least neutralizing them I know I know entities can be angry frustrated uh for past experience is for what they say that we're not transparent about. But it's easier for you to just sit in the chief seats and make those accusations or what have you rather than coming in under the tent and let's say, "Okay, what is it and what's the strategies that we need to put into place to help uh get our information regarding what our schools are doing out to the community." Uh Mr. Gasman, you're a graduate of LPS night and day from when you were a student to what you saw, what Mr. Anderson presented

220as what's been going on. Those are things that I know that you folks are going to help us to get out the good work that's been going on at Lawrence Public School. And I think that's something that we need to celebrate as a community. But we also have to plan a bigger party and that's coming out of receiverhip. And that's what this process is about. And I think that the more people we have involved that are in the community through organizations, the stronger who we're going to be at making sure that we put a strategic plan together is going to be effective and bring us in that direction. Thank you. >> Committee man, >> can you get closer because it's I'm Maybe >> it's fine. Okay, >> There we go. All right. >> So earlier

221headmaster talked about community partners. So in my head I was as you were talking I was thinking like oh there's different way uh he talked about the community partners that help through the process. So that's one way deputize them and make sure that their groups of kids and families are also reaching out. And the other thing is radio is dead everywhere else but in Lawrence radio is is good. like having someone talk on the radio or one of the podcasts and and get the word out to say, "Hey, can you help with this process and complete the survey and talk about it?" So, I don't know. >> Yeah, >> that's a great idea. I I really appreciate that. I think this feedback is what we need to know all the different avenues. I think it's

222very much a to take it for granted to assume that people know how to get involved um or have the ability to get involved with timing and resources and accessibility. And so any way that we can get this out um is very crucial. So I think that's a great idea. >> Madam Chair, through you. >> You're all set. >> Okay. Committee man. >> Yeah. No, I feel like um thank you for taking the time and thank you for being um the whole time here with us. Um I just want to point out that when we talk about community engagement, you know, I want to make sure that um our families and our community are not just observing but they're actual partners of this work. So ensuring that you know seeing that you're looking for um

223feedback on something that you have built. Um but at the same time you know we cannot call this true engagements and families are struggling to just access the conversation. Um you know the vice chair just mentioned a key piece right look at the time that you're asking for this right this is a key indicator that you need to extend the timeline and if that's to the you know to the extension the rule of the receiver I hope that the receiver and the commissioner look at uh extending the opportunity to submit this to ensure that our community when they come back or the LPS has the opportunity to go out there during the summer and where a lot of programming and events are happening that LPS can be doing a table and gathering this feedback. um

224I think would be essential and you know creating platforms or going to radio shows using to your point a lot of people complain um our job is to listen and understand not judge and then teach right what is right what is wrong tell them if they're wrong like that they learn what the system is um and ensure that we can find ways to supporting them but overall There is engagement fatigue by Shar mention it. There are many surveys that you're asking our family to be part of and this is where you know I want to bring back the implementation plan. There are so many plans that the S committee is being um they're different but they in some point collide because the work supports our work um even though the decision is not on our

225plate. So this is why I keep saying like at some point all these plans have to collide and within the timeline to understand how we could be um part of this and I I really got a little confused in the beginning when you were providing the slides when it comes to like inerson meetings school committee consistent outreach when available but then you explain a little bit more at the end of the expectation because I would not consider this a community check the box you did outreach because we do not know how many people out there are actually watching and retaining this information or right now at 9:49 watching this meeting so instantly when I saw that I was like definitely not and then I asked my question of the resources that are going to be

226provided to the school committee to support LPS on getting this information out there um And based on the expectation, it looks like you just want us to push this information out there within our within our our avenues of communication. Um, and and I'm I'm willing to do that, but I think we need to do more in-person approach to be where our community is uh to support that fatigue that is happening um and within our families, our students. And I hope we send a lot of things by mail. I think this is a huge thing that families should know about. And if we have not sent um this by mail or students home, I think this is something that you should consider as you're doing this process. Um yeah, I'm I'mma stop there. Thank you. >>

227Thank you. I do just want to say these are the types of ideas that are so important to the work because it it allows us to be more thorough in our outreach and I do agree that there is survey and engagement fatigue. I think there's also a disservice to what we're asking people to give which is their insight, their experiences um and their opinions if we're not following up with what that means to the district and showing them how that's being incorporated. And so that's very much part of this plan is to make sure that if they are engaging in this process that they're seeing the outcome, they're understanding what that means for them. And so in taking that survey, they'll see um the opportunity to be, you know, informed of that if they would

228like to in include their email and contact information um or if we're just sharing that out through the same avenues as we were doing that outreach. But I think that that is a crucial part of this type of work is to let people stay informed of the impact of their voices. um not just to gather that information and then move on with the plan. see the and receiver even you know when we went through the whole effective school process understanding that who captures the like a strategic plan right like that's the values of the community how you build that and the school committee and I want to clarify the school committee has always been here has never left the difference is that the district of individuals decide not to engage the elected school committee members

229but we have always assisted since 2011 after receiverhip we have always been here. I've been elected since 2020. But with that, knowing that the school committee is the sort of understanding of community and gathering that those values and the vi uh the vice chair mentioned the opportunity that we might have during the summer to have these communities dialogues, why not use that sort of approach of what is happening there together and support this work so that that we are all on the same page of what is happening. what what was what would be the difference in where it would not allow us to do that? >> I think that's the exact intent of what we were saying in this presentation of having the school committee members use their own networks as part of your own

230engagement plan. I think it's listed in there that you all should consider taking these questions as part of that work with with uh effective school boards. I think the vice chair referenced it as well. I mean, as you all are doing those sessions over the summer, you should if if you want, we we are certainly asking you to um but to use some of these questions as part of those sessions to seek feedback in in those forums. I think that is the intent. >> And I will add if there's any resource that would be beneficial to you all as you're taking this out to your networks and your communities, I'm happy to put that together. Um and happy to provide any resources or material that would be beneficial to those conversations. Yeah, I think to

231add on to that, if there is the possibility to get resources, space, language assets, opportunity within the buildings to do sort of our um gathering of values to support this work. Uh because I when I saw this of we're not asking the school committee members to form any facilitate the sessions. I see it two ways. I see it as we're not asking you to do any work. If you want, come join us. And I also see it as this is not your work. This is the superintendent receivers's work, not the school committee's work, which is literally what it is, right? The turnaround plan is subject to the receiver and the superintendent, not to the school committee. But but being able to align them together, >> I think would be exceptional. It would be great. It's

232just to ensure that we're able to do that. I think in person if it's possible >> and I can clarify we are not asking you to formally do anything but we would absolutely welcome it. >> So we're we will be going through we have a workshop July 1st with effective school boards on how to um effectively lead a community engagement session. So while you do note that you're not asking us to do this or facilitate, we will be doing this like we will be facilitating. So that I mean I I guess here's like I think for us we have to be in the mindset is that we will be doing this work even though your presentation states otherwise that you're not asking. We will be doing this work through the summer into the fall, which

233will help us set um goals and guardrails for the superintendent's budget for fiscal year 28. At that same time, I think since we're in this setting and we're we're doing some of these outreach sessions, we can definitely incorporate your questions. One thing that I will put out there and propose and look interested in the feedback from my colleagues is I feel like this warrants a committee like a subcommittee type of conversation because I have so many like I already have drawing boards and all kinds of things going through my brain but I do believe that it would be beneficial to break up divide and conquer and maybe three of us or two of us engage with you and and we don't reinvent the wheel right we tell you what we're doing and then you kind

234of know what component of the entire equation is being addressed and then we go from there. I mean, even engaging community members, stakeholders, I think there's like a whole list here of folks that we want to get to. So, I'm looking for, I guess, input from members about creating a subcommittee at this point to engage with um with Jess on this work. Madame Chair, >> Committee Man Armano, >> I think a subcommittee or at least meeting in a different type of setting would be appropriate. This is a lot of work. It's important work. I I like Committeeman Guzman's um highlighting of the in-person approach is not only important, but I think it's we all know it's necessary in our community. It's the only way that we truly effectively get things done and get a representative

235opinion of our community. U we have to just meet people where they are. I think there's a lot of elements to this plan uh to meet people where they're they are just looking at some of the stakeholder groups. A lot of it is connected to schools, teachers, school committee, family, parents, students. Um, I think we have to recognize that it's a a community where the community opinion is also very very important in the sense of our our students. Just on this paper, it says organizations working directly with LPS students. I think our our city has to view students as we we all work with students. students are a critical part of our community and whether it's a business leader, a civic leader, a government worker, an elected official, all of that feedback is important to

236determine what we think as a community our student needs are and what those goals and guardrail should be. So, I love the idea of um pushing this on a different level from the school committee's perspective. I think the staff here did an incredible job with creating this foundation and we clearly have to be aligned um and kind of do our own work and and add to it and I'm I'm happy that we're having the conversation about how we can align the efforts that we're about to undertake with the efforts that you have already taken. Yeah, if you um if I may, I might suggest that the committee actually discuss that during the July 1 training with effective school boards because um I think the district and Dr. Kalen were taking the feedback in about the

237aggressive timeline for this renewal of the turnaround plan. I think we're also trying to balance wanting to be able to have a renewed turnaround plan for the start of the school year. It's always important to have an updated plan um as the district is beginning to implement and you all are working on your engagement efforts um and the with the guardrails and I think that that conversation for how a subcommittee could play into that work which would be um of course connected to the turnaround plan renewal but far more um extensive in terms of the timeline. Um, and so I think having a conversation about the utility of the of a subcommittee during that session I think will help be able to guide future decisions. >> Thank you. And then just to address my um

238my colleagues uh comment about organizations workly working directly with LPS students. We do have organizations in the city that extend to um like Central Catholic and the vocational school and I think we experienced that during one of our forums where a lot of the feedback we were getting from students were from these other schools and networks that while like specific topics that were discussed we do are we are we do have implemented in our schools it's these other schools schools that didn't. So, I think I agree with this point here that we really have to make sure we're honing into our students versus student or working with organizations that will bring a body of students that are LPS students, not vocational student, not students from the greater tech or from Central Catholic or from Phillips

239or from Pingri because I think we did experience that at the last session and and we want to make sure we're getting feedback from students that correlate directly back to our district and not private schools or the vocational school. And I'm saying it from exp we all experienced that. We were a little t I was taken back like oh I don't know how to help you right at this point because we don't govern those schools or we don't have a direct influence over those schools. So I think that's probably what the intention is there of making sure that it's the body of students within LPS. >> Yes. >> Okay. >> Madam Chair, >> Committee Man. >> Yeah. And and I think making sure that if the survey does not have specific like categories of who

240you are perhaps who is doing this but if an addition of nonLPS student perhaps can be added if it's not there um because to you know when I start reaching out the my list are endless so like yeah to your point there are a mix um of participants right when I start reaching out to them so probably getting sort of something like that updated it like that you get more direct data that you're looking for directly because if I'm from central and I open and I say say student I'm a click student and does that translate to you that is an LPS student that's not going to be helpful I don't think that's what you are hoping to capture even though that student could have some type of relationship or with an LPS student through

241a family member or friend and perhaps they can speak truth to what you're trying to gather um and what you're trying to look for. I guess the other piece that I want to mention on the subcommittee is I'm in favor of subcommittees if it's to flash out what the entire committee will be embarking um when it comes to speaking with community to capture those values. So certainly I think it's it's subcommittee but again I think to the receivers's um point we should probably discuss July 1 when we come together it's coming up with a with a proposal or a road map and then bringing it forward to the whole committee as a whole not making a decision at that subcommittee for the whole I think it's good practice in how we want to govern effectively.

242Okay. Any other questions? >> I have a question about community data. Um the data that's being collected or just a suggestion. I I have to give some credit to um city council president Giovanni Rodriguez for this. We spoke some time ago about how valuable might be to gather data from uh L High School alumni. Um, and so I think where we left off on that conversation was that we're not aware of any mechanism uh besides the alumni association and maybe that's the the organization that would be able to best reach out to people. But some of the most meaningful feedback that I've received about the quality of education at Lawrence High School is from people who have graduated from Lawrence High School. Uh people who are now in college or in the workforce and who,

243you know, have a lot to say about what they gained and what they wish they would have gained. So I wonder if that has been part of the conversation including that voice. >> So to committee and Ganell's point, we do have like clean up to do, right? I think there's just this perception that our school system is just it's not educating effectively. Our high school is not the best high school. And we've learned today that times have changed. question. I I not saying that the school department isn't doing a good job, but I guess I will say we're probably not doing we're not effective in broadcasting this to the city or to our community that LPS Laurens High School has all the is this offering and and we're making progress. Drop drop dropout rate has

244decreased. schools are increasing for like I I think we have to do more strategic promotion of what's happening within our district and I and I to his point I think because it's not out there there's not there's the feedback that we're receiving or that we're getting or any it's it's all negative and there's a lot of positive that we learned today and I can assure you that 1300 13,000 families were not on on are not listening to this meeting right now, especially at this time. >> Madam Chair, I I think um are you capturing alumni through this survey or are you just classifying them as community members that might be answering this this form? I'm happy to incorporate the suggestions for distinction in the the type of audience that we're doing and then seek the

245avenues to um engage alumni. I think that's a great suggestion. >> Yeah. And feel free to reach out to to us. I'm the vice president of the alumni association for Lawrence High. So we we can always support. So I that will be within my partners that you should reach out to. >> Great. And I will say um I think that this is a perfect example of why these conversations are so important even discussing the plan to engage different groups. Um we are stronger together. We have increased capacity together and increased reach. So I'm grateful for the suggestions and uh we'll get on the to-do list that came out of this conversation. >> Thank you, Miss Thank you, Miss Ken. >> Thank you. Um, we just have one item less left on the agenda, madame vice

246chair. That's the graduation >> resolution. >> Yes. So, before you, we all have the graduation resolution um for approval. >> Secretary, is this the copy for signature we adopt today? No. Okay. Just >> like a copy. That's the one without the the one without the watermark that I gave you. >> This one? >> Yes, I pulled it out. Yeah. Okay, great. So, good. >> Our names are listed. Um, committee member Ganell, Dr. Ganell is not listed as a doctor and he I know he worked hard for that destination. So, if it could be added. >> Yes, please. Okay. Um, Madame Chair, I I want to put a motion to approve this resolution with the amendment to add Dr. um Elqueen Ganau. Um as well I would like to amend the part that says now therefore

247be a resolve and it should read that the Lawrence school committee her extend it heartfelt graduation and best wishes to the Lawrence High School class of 2026 upon the occasion of it graduation and and I would like to put that as a formal motion and also ask for discussion. >> So if I hear correctly, you're asking to remove under the leadership of chair Mary Dea. >> Correct. >> There's a motion on the table to amend. So two motions. One to amend um line uh line item page two to add Dr. um Gonell and then second to remove um the statement under under the leadership of chair mayor dea. >> I make a motion for discussion around the the chair language dea >> discussion. Um, committee member Gilman, can you provide reasoning? >> Hold on, vice

248chair. I think we have to resolve the motion about the ED. >> So, there's a mo there's a motion there's a motion on the table >> about the adding doctor to cling >> adding. So, there there it's two motions and one, right? It's two amendments to so I think we should take them separate. >> Okay. So, can you rescend your motion so we can split the motion? Uh there can be a motion on top of the motion, right? >> So we would add but we we have a motion on the table to amend two line items. Right. I think we need to rescend and help me here to then re to put another motion on the table to put put them together. Put a motion on top of the motion. >> That's I'm assuming you

249would want them to be separated. Yep. >> So we need to resend the current motion at the on the table. That's your motion. >> Yeah. Uh I would recommend uh committee man to offer a motion. Uh the motion is an amendment but to your point uh the amendment has to be within a motion. Right. So >> if we can talk about the first motion and see and I can provide my discussion but we we need a second doesn't mean it will pass. So am I motioning to for the edit for Dr. Gell's name? Yes. So I motion >> for the edit to be included that the doctor the doctor designation on committee member Gell's name. >> Second. >> Secretary you call the role. >> Committee member Gonell. I >> Yes. >> Committee member Donna Vertoino.

250>> Yes. Committee member Jesus. >> Yes. >> Committee member Michael Armano. >> Yes. >> Clerk Jonathan Guzman. >> Yes. >> Chair Jessica Ramirez. Vice Chair. >> Chair Mayor Brian Deña noted as absent. Motion carries. So my motion is >> at this time I'll we have I'll entertain your motion. >> Yeah. So my my my particular motion is um I I think at the moment if we're following parliamentary rules there has to be a second order to open discussion. Um what but I what I wanted to >> thank you. Uh what I will say is that I offer this resolution and nowhere do you see me asking or requesting to be under my authority or leadership because this is a Lauren school committee resolution. That's why I'm offering that motion. when we sign this is on

251our behalf of the leadership. So, it's a fairly amendment that we are all equal within this law and school committee. Um, and again, I was the one that put this on the agenda and requested this to put the agenda and offer particular points and nowhere do you see me asking for my name to be on as the leadership that recommended this. So with that, madam chair, um there's a second. I would just like to call roll if you would lead. >> So I don't know that we have a second. Is there a second? >> U coin gun now did a second. >> He I think he second I think what with the the motion that you put that you brought forward included the addition to doctor on in the signature. So this is why we

252we were asking to split them and have you rescend your motion because it included two requests, right? We had two amendments. So he seconded I I mean I'm not going to speak for him. Dr. Gonell, you second the motion with discussion and had questions on the removal of the under the leadership. Your second was for what was the intent of your second? My the intention of my second was to discussion to answer discussion. >> Can you repeat that again? >> The intention of my second was to go into discussion >> to go into discussion >> which is still calls for a motion for a roll call vote and I'm requesting a roll call vote on this motion. Madam chair >> for discussion. >> No, Madam Chair. Uh there was a motion on the floor to

253remove this through an amendment. There was a second. Even though it's for the purpose of discussion, it allows discussion. And because it was second on the parliamentary rules, I'm requesting a roll call vote on this motion regardless of what members would like to vote it down or in favor of it. I provided >> Secretary, please call the role. >> Will there be any further discussion? >> I I >> Hold on. I I think you need to restate the motion so that the committee knows clearly what they're voting on. >> Motion state the motion. My motion was to edit where it says none therefore be a resolve and it should read that the Lawrence School Committee and then jump to hereby extend his heartfelt congratulations and be wishes to the Lawrence High School class of 2026

254upon the occasion of his graduation. >> Great. And now is there a second to that motion? Even though the intent was for discussion, but because it was seconded, right, >> I don't know that the committee member understood what he was seconding. I think he thought he was seconding a discussion. >> So now we can second on the motion and then following that we can say is there discussion and then we can open it up because I think other members didn't have an opportunity to maybe participate in the discussion before we do roll. So is there a second on the motion? So I think hearing no second on the motion there's no vote >> there. There was a second on the on the call which I call roll call which is a power given to me

255to parliamentary rules to request the chair to do roll call regardless of what the intent was. Can I I just want to ask a question. I I believe Quinn second that motion which means we're discussing it and then there he would have the right to call for a roll call. Correct. >> That that's my understanding of our rules. >> So discussion is there anyone that wants to speak? >> I just I have an additional comment. I I'm just curious. I I I know the mayor is not here, but it's not unusual to have the mayor added to different types of documents. And I I don't know if anybody has the answer, but was the mayor's Well, first, who added this to it? Committeeman Guzman, I think, said that he had suggested a resolution and then

256this was added later. I don't know if I'm assuming that, but maybe that could be clarified. And um my se that second part of the this question is is the mayor intending to join the resolution and is it poorly crafted because it says under the leadership of chair but really the mayor wanted to join the resolution as being the mayor just if anybody has any comments on that I I would appreciate it. >> So your question is who drafted the resolution? >> Yeah I guess who drafted and what was the intention? I I I guess to make a comment, I don't think it's unusual for the mayor to join different um documents in in the city world, in the municipal world, but I don't know what the intent of this resolution was. Was he going

257to join us as mayor or was this just something to point out that the mayor in fact is the chair? >> So, who drafted the resolution? I >> think it was Emory. Okay, >> I guess another question. >> Committee man, goll give us one minute here. >> Hi Marie, >> how are you? Um, for the record, my name is Ann Marie Stronick. I work for the department of elementary and secondary ed and and currently supporting the district as a liaison for the district. The resolution was drafted by myself at the request of the um school committee member Mr. Goodman and I drafted the resolution um based on a draft letter that he provided to me. I the intent of the mayor was under the leadership of the mayor being the chair of the school committee.

258His name is on there as a signature. The letter was given to you in a draft form so that you could discuss it, make your edits as needed tonight at the meeting. And the intent of the mayor in under the leadership of the mayor is because I see that as the role of the chair of the school committee. That is his role and um that is how that came to be. So I hope that um answers the question. >> Thank you. >> You're welcome. And madam chair through you um this is like it's a clear piece that the mayor will be signing this as the chair of the school committee and to my colleagueu's point if if the mayor of the city of Lawrence right not the chair of the school committee would like to

259do resolution or certification that's a power within the executive branch that he can do himself on our own time Okay. Um this is a fairly amendment that I said just to like equalize that this is coming from the entire body. Um and again you know you didn't to what Emiry just mentioned you didn't see in any point I requested which usually you see in resolutions you see in resolutions who proposed the resolution on the actual resolution and you don't see me here asking for that right because I believe that this is an equal document for everybody here um that is hurting their power right and their leadership and that was why I provided that amendment um that I don't see as a big deal. Um but which is why I I'm I'm providing a the

260motion. >> Can I just add one more thing? >> Go ahead. >> Just I I'm not sure how we'll vote on this. I I knowing that it just came as a draft. I I that makes me feel a little bit better. But just like we changed u Dr. Quinn Ganell's name on the back here. I see it says Brian Depa U chair. I I think um maybe if we added Mayor Brian A. Deena like he uses on his documentations just to formally acknowledge that he is the mayor in the back. Um if it's really the will of this body to take it out. It's not. I think it's a a nominal um I don't know if that's the right word, but it's it's not that important to me personally in the big scheme of things,

261but I I guess with all due respect, I'd like to see that the mayor gets at least mayor written on his name in the back if it's taken off. So I'll add I I believe in prior discussions that we've had before it's when it comes to this governing body he is the chair and we are we have been advised to remove mayor from the title or when we refer to the chair this body has the op again there is a motion on the table that this this is your vote um it's there's we can call the role I mean This is the language that was brought before us and do we have a motion on the table to remove that language? Uh I I would like to write an amendment in my just to the

262point that my colleague was mentioning and I don't know how this will go but I I do think that out of respect um like if that's we're able to add it right like why not on onto the signature um but but when it comes to the actual language and the resolution I think it needs to come from this entire body as its own power. So I would like to if I'm able only pieces >> so I would suggest we split I know where you're going we we do two different motions. >> Yeah. >> So let's vote on the one we have before us and then we'll entertain another motion. Secretary, can you please call the role? The motion is to remove the language that says under the leadership of Chair Mayor Dea. >> Committee member

263Gonell. >> Abstain. >> Committee member Donna Bartino. >> No. Committee member Jesus. >> No. >> Committee member Michael Armano. >> No. >> Clerk Jonathan Guzman. >> Yes. >> Vice Chair Jessica Ramirez. >> No. >> Chair Brian Dea noted as absent. Motion does not carry. >> At this point, I entertain a motion to any other amendments. Motion to I motion to approve the resolution and remove mayor >> from the body resolution. >> Is that what they and uh mayor on the back? Okay. So there's a motion to approve remove mayor from the resolution but add it to the stig signature line on page two. Is there a second? >> Second. >> There's a second. Secretary, please call the role. >> Committee member Gonell. >> Yes. >> Committee member Don Bertoino. >> No. Committee member Jesus. >>

264No. >> Committee member Michael Armano. >> No. >> Comm clerk Jonathan Guzman. >> Yes. >> Vice Chair Jessica Ramirez. >> Yes. >> Um Chair Brian Dea noted as absent. What's the >> There's three yes and three nos. Technically the time parliamentary question the chair can double the break. Do you know that answer? Do you know if the other parliamentary rubber rules the chair can break the tie? >> Oh chair is not here. >> The chair is uh Jessica. I guess >> what was the question? >> The question is if the chair can break the tie, the chair being me. >> The chair votes. The chair votes as part of the board. But the chair is absent. Um, we're referring to this chair. >> Yeah, >> not this. >> No, no, no, no, no, no. This

265vice chair, the vice chair person in the board, >> right? But we have to break >> chair. Uh, I motion to approve the resolution. >> There's a motion to approve the resolution. >> Is there a second? Second >> second >> discussion >> um discussion. I just want to uh thank my colleagues for the opportunity just to provide these amendments and through this conversation as we go through this process um and implore our colleagues to remember the separations of power within the city of Lawrence. Thank you. I would also like to add that just given recommendations that we've heard from that we've heard in the past from those that are that so the attorney when we're looking at this resolution this is a resolution coming from the Lawrence school committee under the leadership of the chair

266dea and when he's the chair of this Lawrence school committee he is the chair of the Lawrence school committee not the mayor so his role at that time is the chair of the Lawrence and school committee. So, we've been it was recommended that we that we remove that term from the language when referring to the chair and that's why I supported the addition of mayor chair dea on the signature page removing it from the resolution because the resolution is state is coming from the Lawrence school committee where he is the chair. I know this is I think we're being very technical but in prior discussions we've been recommended to while he is the mayor we're not taking that title away from him when we're adding it to the signature line but we are we are

267acknowledging his leadership role under the school committee or under the under his leadership of the school committee. So that was that's my explanation as to why I supported the removal of mayor. It's just based on recommendations that we we received. Um we're not taking away his role because we are adding it to page two. But in this resolution, he's the chair of the school committee. There's a motion on the table to approve the document as is. There was a second. Secretary, can you please call the role? Committee member on Gonell. >> Yes. >> Committee member Donna Bertoino. >> Yes. >> Committee member. >> Yes. >> Committee member Michael Armano. >> Yes. >> Clerk Jonathan Guzman. >> Yes. >> Vice Chair Jessica Ramirez. >> Yes. >> Chair Brian Dea noted as absent. Motion carries. >> I

268entertain a mo motion to adjurnn. >> Motion to adjurnn with discussion. >> Discussion. >> Second. >> There's a second. >> Second. >> Um madam chair through you. I just want to send words to the class of 2026 uh 2026 of Lawrence and say congratulations. Uh your journey reflects resilience, strength, and determination. You have overcome challenges and continue to rise. And in a few days, it will be a testament to your hard work and your community support. As you move forward, carry with you the pride of where you come from and the responsibility to uplift others along the way. Lawrence is proud of you. Your future is full of possibilities. This is not the end. It's just the beginning. Thank you. Any further comment? So July 1st, we do have our workshop. Please be please I

269ask my colleagues to ensure that we are monitoring email so that we can get the latest and greatest um information from those that are supporting this body in capacity building. Secretary, can you call the role, please? Committee member goal. >> Committee member. >> The motion's to adjourn. >> Yes. >> Committee member Donna Veralino. >> Yes. >> Committee member isel. >> Yes. >> Committee member Michael Armano. >> Yes. >> Clerk Jonathan Guzman. >> Yes. >> Vice Chair Jessica Ramirez. >> Yes. Chair Brianda Pñena noted as absent. Meeting adjourned. >> Thank you everyone.