District Committee Meeting (5/19/2026)

001I'd like to call the meeting to order, please. >> Can we please stand for the pledge of allegiance and a moment of silence? >> 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. I'd like to all please keep in mind our men and women overseas and in this country in our armed services uh especially our graduates. >> Thank you. Cheryl, can we have the uh before we start? It's kind of loud in here because the fans, we shut that fan in the back off to try to uh be able to hear everybody. I would like the the uh committee members to speak louder, please, so everybody can hear us. Uh if it gets

002too hot, we'll turn it back on. >> Miss Ferris, >> Miss Dler, >> Mr. Jones, >> Miss Mahia, >> I'm sorry. >> Mr. Mercedes >> present. >> Mr. Tox >> here. >> Mr. Hayden >> here. Before we get started, I'd like to add something to the agenda. Uh Sue has gotten me a note here saying uh she uh mistakenly left a page out of the packet. Uh she gave everybody the packet in front of us. She says it was timestamped. It was her her mistake. It's a third one for health and public safety uh workforce. I'd like to add that to the agenda. Can I get a motion for that, please? >> So move. Second. >> All those in favor say I. >> Opposed. >> Thank you. Students report, please. >> So, uh, I'll start

003this presentation by talking about the GLTS student reporter. Um, Mr. Nelson, our athletics and wellness director, recently sent out an email looking for students to participate interested in broadcasting in in broadcasting and video production to help stream GLTS sports games, interview coaches, and create highlight videos. They will be trained by the North Andover Community Access Media on professional video equipment. Mental health support for GTS students and families. JLTS has partnered with Cartwheel, an online program offering counseling to both families and students of participating schools. The following services will now be available to families. Appointments with a licensed therapist within days, free appointments with most insuranceances in English, Spanish, and other languages. Parent guidance sessions and flexible scheduling. the we are happy to announce that our student council president Ivonne Cotay was elected to serve as

004the northeastern Massachusetts association of students coun council's secretary for the 2026 to 2027 school year. This is the first time ever a GLTS student was elected for this prestigious position. Um, I added a quote here. Uh, she said, "I am very grateful for this opportunity and I want to thank Miss Lewis for making this all possible. I never thought that joining student council would lead me to this moment. Um, 21st 21st annual peer mediator forum. GLTS students and adviserss join student mediators from from other schools across Massachusetts to learn strategy to to learn leadership strategies and conflict resolution stories. They also they also learned this the science of happiness from Pam Garmon focused focusing on relying on rewiring mindsets for joy and resilience. They also practiced mindset several mindset exercises. DOTS was also the proud

005winner of the Tower of Commonalities competition. Military appreciation month. With the school with the end of the school year quickly approaching, many seniors plan to join the military after high school as a way to show dedication to their country. Seniors have who have officially enlisted will be recognized at graduation. Additionally, um the Red Cross Club has created a a wall dedicated to um to uh former GLTS students who enlisted in the military and um relatives who were in the military. NHS induction ceremony. We are happy to have welcomed 57 new members of to the GTS N chapter of NHS on May 5th. Thank you to our adviserss, Mr. Sier and Miss Papadinas for leading NHS again this year. State seal of biiteracy celebration. More than 31 students were recognized for their achievements on April 30th

006after earning the Massachusetts state of of biiteracy. This certification which recognizes their ability to speak two languages will be noted on their diplomas and they will be awarded a gold medal. April PD day health and wellness. Health and wellness at JTS means creating a safe and an environment where every students feel safe, supported, and ready to do their best work. During the April PD, each staff member attended two sessions from the list of health and wellness topics below. Session categories: trauma-informed practices, mind body connection, antib-bias/equality, physical safety, and poverty and impacts on learning. Assessment Students Day. Assessment Student Day was on Saturday, May 2nd. It was a great success. Many parents and member of the incoming class of 2030 attend and receive a Reggie welcome to JLTS. The Reggie's athlete update. The M the MIAA

007vocational and vocational tournament. The spring season is the final week of the season and teams are fighting to qualify for the MIA in state vocational tournament. Congratulations to the boys basketball team who already qualifies to for the terminate play. Guilty Gilts um athletic hall of fame. The JTS athletic hall of fame the committee will meeting next June and start the progress of hosting the new induction ceremony in November. More information to follow athlete organization. The following names are the names of the Adidas outdoor track national qualifiers. You can read them on the screen. There are more names that al um for ap the April athletes of the month which once again you guys can read on the screen the annual flag replacement. A message from Mr. from Mr. Sire. Thank you for all who participated

008in the interact club annual burning flag replacement at St. Mary's and Immaculate concert cemetery. Over 5,000 flags over 5,000 flags were replaced in just 3.5 hours dedicated by volunteer. A special thanks to staff, students and sta staffs and students and even more special thanks to Kate Kate Keys and Chris Waterworth for leading the deployment in the large areas and coordinating students. This is my special goodbye. I am a senior. My name is Amber Salomon. I am a senior. Thank you for the wonderful year serving serving as a student represented member of the district comedian. After graduating JTS, I plan to move to Boston attend Boston major in computer engineering. While I'm a bit sad to be leaving my JTS family, I will never forget my time here. I'm very excited for the future that awaits

009awaits me. Good luck to those after me and the class of 2026 is slogging out for the last time. Unfortunately, Jason couldn't be here so I'll read his line. Senior Jason Mora. Jason plans to attend North Access Community College for criminal justice and continues to work in the carpentry field while he goes to college. A quote from him. Thank you. Thank you all. It was it was great to work with the all of you as a student represented on the district community. See y'all next year and goodbye [applause] >> Mr. Hayden. >> Amber Amber Thank you very much. recognize another woman. >> No. Uh, Mr. Haydam. >> Yes. >> I just want to recognize um Leila and Amber. So, Amber was one of the recipients of the state seal of biiteracy and Leila, I know

010we're going to hear from Skills USA, but Ila was a bronze medal winner for the biotechnology bowl. So, congratulations both of you. [applause] Thank you. Next is uh Skills USA. Uh the superintendent's going to tell us about our gold winners. So this evening, uh we have uh uh Mrs. Miss Brooke Levit who's co-chair for Skills USA uh advisor and I don't think Audra uh is with us tonight um who's also co-chair but I do want to begin by thanking them for their hard work this year with Skills USA. We found a lot of wonderful success. More students uh participated than we've ever had before. Uh more teachers were involved. So, it's was I would consider one of our most successful years ever regarding Skills USA and I I contribute that to their great work and

011their ability to connect with teachers and with students that uh made that become a reality this year. And uh Brooke is going to uh introduce to you our our uh gold winners uh from the state competition who will be competing at national level. Good evening. Um my name is Rick Le as Superintendent Lavoy introduced me as Paul Durkin is co-advisor. Um with me tonight I have three students. Um Amelia Baswins who ran for state officer um and succeeded. Um so she will be an Skills USA Massachusetts state officer. Um we don't know her position yet. That gets figured out this summer. Um but as a result of that she gets to go to nationals as a national um voting delegate. So that was Mia's success. Next we have um senior yes Mary um in culinary

012she competed in um baking and pastry pastry arts um and she got hers um so that secured her an opportunity to compete at nationals if she chose to. Um and then we have Junior Ashley um from dental assistant who got first as well um at states and will be proceeding to compete at nationals in Atlanta, Georgia um first week of June. Um so these students had to go through the district exam um place first in the district and then go to states and place first in states to or in order to qualify to go nationals. Um so it is a huge accomplishment for them. their shop, their shop teachers. Um, and we're excited to see how Nationals goes. Um, [applause] we have um other students who placed out states. Do you have that? I don't

013know if I remember all of them off the top of >> you that I just won't remember. We did have so four states. Um, we leave Thursday after school and two overnights. Oh, is it not on? Sorry, I'm pretty loud. Um, it is two overnights and we took a total of 46 students um ranging from all shops um that competed in various competitions that are shop specific as well as leadership competitions. Mia [clears throat] was also able to bring 25 students to be voting delegates for her. Um so they had a whole day of speeches, questions that she had to answer. Um and then it ended with all delegates from all schools um voting for the next officers. Um so depending on how many students you have in your school determines how many delegates go,

014we got to bring 25. Um so in addition to our gold medal winners, we had silver medal winning um students winning in CNC 5 axis milling, Kayla Lynch from Advanced Manufacturing. Um we had career pathways showcase natural resources, agriculture and food. So, our environmental science students, um, we had three students here. So, Alicia Mahia Pimeintel, um, Sophia Evans and Liam Gonzalez Pietto. Um, and then for bronze, we had this was a special competition along with CNC 5 access. Um, biotechnology had a knowledge bowl. So, it's kind of like um, how do you like a trivia bowl sort of thing where they have to work as a team to answer. Um, so we had Lee Billings, Leila who just spoke, um, Vladimir Calvo Nahara, and Logan Carlson. Um, and then in medical assisting, we had Julady

015Sanchez who got a bronze medal as well. So overall, we had a great successful weekend at Skills USA. You guys want to say anything? [laughter] No. Yeah. Any questions for them? >> Oh, let me think. Thank you very much, Brooke, for the your work again. And congratulations to all the students and gold medal winners and our state rep on Skills USA. I know if they're smart, they'll elect you as president. Uh but we'll soon find out. Uh but I think you're one of the one of the first, maybe not the first, but >> it's been 11 years. >> Yeah. >> It's been 11 years. So yeah, it's quite accomplishment. You all deserve uh as much appreciation and uh we're very proud of you. We know that you'll represent us at the highest level when you

016compete at nationals. Uh don't be nervous cuz you're outstanding. You know what you're doing and you'll uh show everybody out there the national level how good you are. So thanks and again congratulations. >> Thank you. >> Brooke, I'd also like to thank you for your participation and thank the young ladies. Maybe we can get a picture before you leave with the superintendent for the board. >> Thank you. >> Oh yeah, let's utilize the fireplace. Yep. Probably Okay, moving along. >> Can I get a motion to approve the approve the minutes of April se uh 27th, please? >> So moved. >> Second. >> All those in favor say I. >> Opposed. Uh cash balance report. Uh I believe the superintendent's going to read it. Jerry and Melissa are both out. >> So, um, our account balance

017for February 28, 2026 is 3,61,712.18. Uh, deposits for March 1st to March 31st, 5,359,491.37. Uh, transfers in and out March 1st to March 31st. March 12th 1,277,15829 March 26 1,320,312.62 warrant 26 and 27 March 10th 20635,960.89 89. Um, March 28th, uh, I mean, excuse me, Warrant 28, March 24th, 956,742.74 warrants numbers of GLT balance. March 31st, 2026, we had a balance of 4,231,28.81. a bank balance on the March 31st 5,371,44.35. uh our min amassment uh depository trust account balance February 26 1249,956.36 year's interest up to February 28th 2026 $254,32952 for a total of 12,34,28588 plus transfers from concentration ation account interest $45,6059 GLT a jeep greater Lawrence balance on March 31st 2026 12,349,34647 bank balance of March 31st 12,349,34647 and total operating cash balance 16 million in $580,37528. >> Thank you. Can I get a

018motion to uh accept the cash balance report? >> All those in favor say I. >> I. >> Opposed. Consolidated cash. There's a handout. We have the handout. Revolving fund report is the packet and the budget report is a packet. Any questions on any of those? Uh we have on the finance report uh revote on the uh fiscal year 2026 budget. We need to add money onto it from last year's transfer. So we had to revote on the budget. I'll let the uh superintendent explain better. >> So um we have to revote the budget because we move uh money from that we hadn't left from fiscal 2000 year 2025. We were not able to uh verify it until the the end of the year report was approved by the and accepted by department of education. Uh

019so uh in order to adjust uh a purchase uh in order to adjust the budget there was a purchase order that was not used from uh 123125. Uh and uh this adjustment increased our deficiency in meeting the net school spending requirement from the original report of $1,716,899 to1,863,236. Since the difference between actual expenditures and required net school spending amount set by the state is below 5%, the district must add the shortfall to the fiscal 26, which is this year's appropriation for educational expenditures. The revised budget total for this year is 56,799,141. Any questions on that? Cheryl, can we call the vote? I'm sorry, vice chair. >> So, um, thank you for sharing this. I know in the last meeting we talked about the net school spending. Um, by when at this point do we need

020to meet net school spending? Is it June 30th for the fiscal bud fiscal year? >> So, this uh this upcoming budget is 2026. We have to meet net school spin spending by June 30th before July 1st. Uh we can be uh we can have in our account 5% of what our budget is left at the end of the year but we cannot have over 5%. Uh otherwise we'll be cited for not meeting net school spending and could be fined by the state. So we are working on our budget balance to that point. And if we have shortfalls by June 30th, would we be able to transfer any remaining for the next budget for 2027? >> we won't have shortfalls. What we're concerned about is having too much money left in the budget. So, you're going

021to see that we have a uh I think it's next a lot of budget transfers. So what we've been doing is uh purchasing we've been moving money from one account that has excess amount of money in this year's budget to uh a to different shop accounts to increase their budgets so they can purchase materials and equipment that they may need for next year's budget now so that we can spend down some of this year's budget which will then uh give us uh additional funds that will move from whatever budget we utilize and purchase things from, we'll put put that money into uh into a uh a uh one of our another account to offset uh the budget to balance out the budget. >> Okay. Thank you. >> I get a motion, please. >> I'm going

022to make the motion. Any further discussion? Mr. Mahia. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. Tarbox. >> Yes. >> Miss Ferris. >> Yes. >> Miss Distler. >> Yes. >> Mr. Jones. >> Yes. >> Mr. Hayden. >> Yes. >> Budget transfers. M. You're still on. >> So, uh, you have in front of you all the budget transfers we've been making over the last since we last met. uh which uh we have been doing in order to try to spend down the budget. Um the strategy always when we do this is to um try to uh reduce our respon uh our our uh responsibilities in next year's budget or and so what we do is take and look at each shop's budget and ask them to spend as as many uh as much materials and

023equipment as they can using this year's money. So that's allows us to spend down this budget. So let's say Carpentry buys $20,000 worth of lumber which they have in next year's budget. So we move 20,000 into that carpentry lumber budget this year and they purchase that lumber this year. Then that extra 20 $20,000 that's in their budget now gets moved into a contingency account. So at the end of all of it, we may end up with about 1.5 million move out of different budget line items for next year and put into contingency. So at some point we will be asking you to revote on the budget once this whole process is completed. But the goal is to um we're about $5 million uh from net school spending we projected. So we've got to get the

024budget down to 2.5 million. So that's what and it has to be done by July 1st. So that's why you're seeing all these transfers. >> Yes. >> Question. So um so a few of these transfers um I know are a little bit over the 50,000 threshold. Um, are any of these capital expense related? Because I know at a certain amount of money that's transferred, if it's anything related to equipment or capital improvement, has to be up for a public bid, >> right? So, anything Yeah. >> So, for example, for example, machine tech uh is 200,000 and then medical assisting is also 200,000. >> Yes. So, they're purchasing uh many different items as long as they're under uh uh a bid uh account. I mean uh total uh we're able to do that. If it's uh

025over over that amount over the bid, then um that is not allowed. We we don't allow them to purchase that in this utilizing these funds. has to be less than 50,000 and anything over 10,000 has to have quotes or be on the state bid list in order to meet state requirements. Yeah, that's that's helpful. Though, are any of the expenses in either of these departments going to be capital improvement related? Is there any capital improvement that's going to happen in any of these department? >> None of this is uh this doesn't impact capital improvement. It's not part of our net school spending. >> That's fine. Thank you. >> Just a side note, capital improvement um will always be put in as a separate vote. Uh any further questions on budget transfers, Mrs. Ferris? >> I

026think that very first one um is for repairs to the >> Are you talking to the mic, please, Mrs. Ferris? >> to the automatic HVAC system. $150,000 to the HVAC system. [snorts] >> And what >> which one which one you looking at to Lance's account to support repairs to the automatic HVAC system? >> Yes. >> Okay. So, is that like for the school building? Um what what is it? >> That's for this existing building. >> Okay. >> We move money. >> You're asking is it for the shop or is it for the building? >> Yeah, this one. This one is the only one. >> If it's under Lance's budget, then it's for the building. >> All right. This This is the only one for the building. >> Yeah, >> I think any further. >> Can

027I get a motion for the budget transfers, please? Any further discussion? Call the vote show. Mr. Jones, >> yes. >> Mr. Mahia, >> yes. >> Mr. Mercedes, >> yes. >> Mr. Tarbox, >> Miss Ferris, >> yes. >> Miss Dissla, >> Mr. Hayden, >> yes. Moving on to donations. I see none. Articles. Everybody's got a copy of the article that was in the trivia on Mr. uh Wesley Pena. Nice article. public participation. Mario, has anybody signed up for public? Thank you very much. Next on the list is a NASA update. Donald Wlette, um lette manufacturing teacher will update the district committee on NASA. >> Good evening everybody. Uh thank you for having me here tonight. [clears throat] I have a fresh update from NASA. As you all know, um, two years ago, we were able to

028manufacture some space flight parts that, uh, were sent out to the International Space. >> Don, can you turn the mic on, please? >> Yes, sir. I'm sorry. >> There you go. >> Thank you. Sorry about that. >> Uh, on May 6th, which was about a week and a half ago, uh, Mr. Bill uh Gibbons from Gibson, excuse me, from uh NASA uh came and visit us and he was to do an audit on the parts that we've done so far this year. Uh was very excited about the parts that we have done and um we are going to ship NASA 25 more pieces on Tuesday that are going to the uh they're going to Houston at the Johnson uh Space Center. Um after his visit here he had reached out to me by email. Um

029as you know after the election a lot of places one like NASA they lost a lot of funding. Uh they were able to attain some of that funding [snorts] and they asked us if we would do an internship this summer um making more space flight hardware. Out of the 268 schools that the NASA hunch works with, they have chosen just us. There's four people that are going to actually work this summer. Two in Huntsville, Alabama, and two right here at Greater Lawrence Tech. So what we [clears throat] did was with my colleagues in our um in our shop is uh we have gone ahead and we have actually hired um a sophomore student uh from the class of 2028. Uh Max is here with us tonight. He's here with his family. [snorts] Uh Max, which

030is really funny. Max, which is really funny is I really just met Max last week because I am not in the same shop. Uh and Max became highly recommended by his uh his teachers. Uh all three teachers said this summer um you know Max would be a perfect fit for the Hunch. And what's really good is as a sophomore now I will have Max for the next couple years uh working through the u working through the the program. Uh so we got some really great interesting news uh uh from NASA. We're very excited and uh we're looking forward to a summer internship this year. They've gone ahead and they've offered Max a job. They're going to pay him. Uh so he'll be a paid internship. Um he can work as many hours as he wants

031up to 40. Uh Max has already came to me with a couple commitments that he has this summer. That is not a problem. NASA was just excited that uh we could push forward and continue making parts. So it looks like um our future with NASA is really really good. Uh it's good for us and it's good for um you know everybody that's involved. So we're really happy moving forward and it's a pleasure for me to stand here before you today and tell you such great news. Um it's kind of tough following up with gold medalists from skills. Uh I am very proud of my my senior graduating this year. She placed silver in a very tough category, but we are moving forward and there's great things coming out of advanced manufacturing and we're uh we're

032very excited to share that with you tonight. I thank you all for everything. And we have a little potting gear for you, too. So, we do a little senior project that we do. Um, I have my kids design and make and custom CNC machining and it took us pretty much all year and we came down to the wire and we have a whole bunch of extras left. So, we decided that we would bring some for the school committee. >> Why don't you have Max pass those out? Donnie. >> Yeah. >> Don, I just want to congratulate you, too. >> Thank you very much. you brought this project to [applause] >> I will I will definitely say this is a lot of work from my whole department. Uh my whole department's been behind this since day

033one. Um and it's really turned into a a great thing. So we're we're very proud and we're just going to keep moving forward. >> So thank you. >> I got to be honest with you. I really never realized how desperate uh NASA is for the custom pots that we make. Um it really is kind of mindboggling because I'm they're NASA, >> you know, and and and they're just uh they're just so excited about how things are working out and so we're we're yeah, we're just going to keep going. And it was uh like I said, to say that there's four people working for NASA, two in Alabama and two right here at Great Lawrence, it's pretty exciting. Very exciting. So, we're looking forward to it. We'll keep you posted. Thank you all very >> Max.

034We look forward to seeing you in the future. >> Thank you, Don. >> Thank you. [applause] >> I just I just want to say this is just a small example of the quality of instruction and and learning that goes on in uh advanced manufacturing for years. They have uh had great success. We put almost every student to work every year. uh they're in high demand because of the quality of of the uh skills and the knowledge kids leave that program with and their success once they leave is really impressive and it's due to the uh four great instructors they have in that program and and I did tell Dawn that we used to make those uh gear things in carpentry out of wood. The only problem is they wouldn't turn. But anyway, [laughter] congratulations. >>

035Thank you very much. One quick last thing. Uh we had decided that we were going to go into a sophomore class because we had some really strong sophomores. Uh the other thing was we were placed, which we're very proud of. We've placed 16 kids out on co-op in the last month and a half. So 16 kids out of our junior class. Uh it it and then you run into problems where kids can't work or or or kids can't work at the shop be here because they're out working on co-op. So it's always a double dead short. It's so good uh working with NASA, but we lose the kids because this is this is real life. They're going out to work and they're getting highpaying jobs. Highpaying jobs. >> This is Ferris. >> Yeah. I just

036want to say that I mean this is the second or third time that advanced manufacturing has come before us with great news. I mean re really flourishing. I mean and honestly like the almost the gem of the school and I'd like to see more of that. So, I mean, he can't be the only um >> shining star here, and I'm I'm going to use this fidget and keep my mouth closed for the rest of the meeting, but I really do think that I would like to see more of this, Mr. Superintendent. >> We can present uh well, we only have one more meeting, but this kind of caliber going on the rest of the >> There's a lot of good things going on, a lot of shops. So make sure that we uh can uh

037maybe each month each meeting present some uh different shot. >> Yes, I think that that would be nice because I know these meetings don't go very long. So we need to >> one of the things we also have too is we are in manufacturing in the United States. Uh manufacturing has taken such a hit uh over the years. Uh as you all know manufacturing shop was gone. They took it away. It was Deval Patrick that put it back in place with millions of dollars for greater Lawrence to restore their program. Manufacturing is We have We have four current students that are working for PNG Gillette, a [snorts] multi-billion dollar corporation that has never hired co-op students. Two of my graduating seniors are leaving next week. PNG has offered them 3175 an hour to stay and

038a full internship which will pay their college and um my two juniors or our two juniors just started at PNG. So, and they're moving to Andover from Boston. So, those things and right now they're paying these kids work in downtown Boston. They're paying their Uber to get to they have a free Uber lift so they can get to work. So, I mean, it's companies like that and that we're just looking for Rathon and all these companies now are really starting to dig deep and depending on co-op education. So, getting the kids ready and getting them out there is right now our top priority. And it's just little things like Nasser and everything that keep us going. That's that makes it fun. So, I've taken up a lot of your time. I thank you all very

039much. >> Thank you, Donnie. Keep up. Thank [applause] you. Give that guy a raise. >> Safe office is going to give us uh an update now. Chad Jackson, Christy Gillis, and Bill Vogel. Hello, Principal Jackson. Hello. Good evening, everyone. Uh, as I said, the Mr. Olette leaving, we never apologize for celebrating kids who can do that all night. Um good evening. Uh tonight I'm joined by assistant principal uh Christa Gillis, administrative dean Bill Vogle. Um where we're going to present datadriven look at the safe office. Um I'd also like to thank our freshman academy team lead Kate Keys who's here in the audience uh to support as well. Uh throughout this year, my different team members have joined me to provide updates to the committee that have focused heavily on academic strategies from the implementation

040of highquality instructional materials to the expansion of targeted supports for our special education and multilingual learners. However, in a truly standard aligned system, we must always ask ourselves how we respond when students are not learning or are struggling to engage. Tonight, we want to highlight how our safe office serves as a valuable support structure for our entire school community. They provide a critical bridge that balances accountability with the comprehensive care our students need to succeed. Tonight, our team will discuss a comprehensive approach to safety and accountability where we will introduce our multiddisciplinary safe office staff, review incident counts and trends for the current school year, review um excuse me, examine our most frequent behavioral challenges, outline key disciplinary measures used to ensure a safe and productive learning environment, and discuss the comprehensive of care in

041student support services that we all provide. All right, you can go back to that orange uh slide there, Mario. Perfect. I'll now turn it over to Christa Gillis. >> Good evening everybody. Thank you uh Mr. Jackson and thank you to the committee for inviting us here tonight uh to speak on behalf of the safe office. Where are you? Can you go? Yeah. So um first we want you to meet our team. Our team is made up of 15 individuals. Okay. Um six of them are our security which act as um really student liaison. They work with our students. Um they become mentors. We have three parent liaison, two administrative deans, one SRO, one admin assistant, one freshman academy team leader, and one adjustment counselor. So what our security does um is a lot. Um their

042number one priority is to keep our uh students and our environment in our campus safe and secure. [snorts] Um they do campus surveillance during the day. They're walking through the hallways. Um interacting with students, helping teachers, um making sure visitors are checking in. If there's visitors in the building, we know that they're okay to be here in the building. They respond to emergencies. when emergencies arise. They become mentors to our teachers. Many of our security members are also from um our communities and GLTS alum. So, they have a lot of connection with our students. They know what GLTS is all about and they bring a positive um relationship to our students. Uh they provide for a state if needed and they do proactive patrols in the bathrooms in hightra areas to make sure cafeteria um

043and any blind spots that we might have within the building. We have three parent liaison. Um we have uh one that works directly with Miss Keys and freshmen. Um and we have two others. One that works directly with myself and one with Mr. Vogle. Um their big m their biggest priority really is cultural bridging. Bridging the gap between um the different cultures from our communities to our school. Also making parents part of um you know the solution and part of making sure that kids are coming to school and that they understand. A lot of our parents work a lot and it's hard for them to come in um or come in for meetings and what our parent liaison do is work with them to help them understand help us understand uh really what their families

044and their students are going through. Um they do a lot of language interpretation for us. They support attendance. They help with home visits. Um they do a lot of document translation. They'll go to events and translate when needed. um they are big on getting resources for our families. If my families have been displaced due to a fire or due to um any other type of emergency, um if we know families are struggling and they need food or they need clothing, our parently are right on top of it. When a family member passes away or a student um family passes away, we uh coordinate with the culinary department. We bring them food. We get them what they need. Um they also are very big advocates for engagement for our parents. They want our parents to come

045in and they want us engage with their parents. They want students to call excuse me teachers to call home. So if there is a language barrier, they will help provide that to our our teachers. We have one administrative assistant. Um she works in the front right when she comes in. She services every single student in our building. She also services every single staff member and every single parent in our community. Um she welcomes them all. She takes care of them between whether it's graduation or helping with uniforms or helping with translation or helping with the buses, uh field trips, event coordination, everything. That's what she does as part of our team. Um then we have myself, Bill and Kate as our as the deans and academy leader. Um we do, you know, we hold students

046to high expectations to our core values. We do behavioral interventions. We do restorative justice with our students between peers as well as between teachers and students. We support teachers in the classroom if they need some help with behaviors in the classroom. We um also make sure that our number one priority is safety, that we're coordinating safety, that we are keeping to our expectations, that we're all safe. We keep our doors locked. We don't let anybody in. We have our IDs um and that we don't let visitors in. We also are mental health liaison. You're going to hear, but we have an adjustment counselor in our office, um Jamie. Yep. and she is really really been a huge benefit and we'll go a little bit more into that a little bit uh in a minute about

047what she has done to help with the mental health of our students. Um over the past few years we've seen a really big uptick in mental health. a lot of students have been um go into partial treatment or full treatment for mental health and she's really been a great bridge between students who might be misbehaving, why they're misbehaving, um if they're engaging in unsafe behavior and helping with that. And then we have our SRO. This year we have our new SRO, uh Officer Rachel Mini. She's been a great addition to our team. She is a bridge between the law enforcement um and our students, helping our students understand the law and holding our students high expectations, being um a liaison for our parents and an advocate for our students. Now, I'm going to introduce Bill

048now to get into some of the specifics of uh what we do. Um, I want to start with this graph. I This graph comes up every time we open Power School, which is our student information database. Um, [clears throat] if you take a quick look at it, it kind of summarizes our year. And I want you specifically to look at the month of March, which uh that's where everything spikes. Uh, I think uh about that time is probably when I got a little call from the superintendent. Hey, we want to know what's going on in the building. There you go. Um, we get a lot of referrals around the month of March. The school year is uh pretty much the same each year. Um, I always say the calendar is built for a specific purpose.

049We come to school, tensions start to rise, and they say take a vacation in the middle of December. Um, we come back for the new year, last a month or so, we take another vacation in February. Those are much needed, I think, time off for our students and teachers. Uh, you could see what happens in March. It's the full month. Uh, it's uh, crazy. We call it March Madness. Um, it winds down a bit in April, probably more because we have a week off there. Um, and May, it kind of peters out. Obviously, we're in the middle of May. It'll probably even out with April. Um, and then the seniors are leaving in about a week. Um, it's a busy year. It's uh a lot of efforts on a lot of our parts and uh

050it keeps us busy. Keeps us busy and uh we definitely uh have a a pattern that we have to follow. Next slide. I'm just going to go through uh what we deal with. Uh here are top 10 infractions in no specific order. These are infractions that are reported by teachers primarily. Sometimes they're ones that we input ourselves when we uh keep the data in the database. Next slide. The first one we're going to go to and again no specific order here. Uh we'll start with skipping class. Um it's every one of our infractions I want to kind of get at. We have a goal when we're addressing the student behavior. We want to go through and we're educators. We're disciplinarians. Yeah. But we're educating students. Where are they going to learn how to follow rules?

051Where are they going to build the accountability? I think it's vital how we step in and how we prepare our students not only for the workforce, but for life, what they're going to be doing. Starting with skipping class. It doesn't happen a lot. I came from a district that I felt like all I was doing was chasing students who weren't going to class. Here at Greater Lawrence, we don't have that issue. The reason why I'd say primarily the the most skipped classes come from our wind block and it I it's more of a pattern of confusion with the students because it's a different schedule. Our normal schedule works on the power on the power school database. Um, we have what's called my flex, which is a separate uh unit that students sometimes forget to check.

052So, when we're chasing kids who didn't go to a class, then we're finding out where, we have that conversation. Where were you? Uh, they were at a different teacher getting help because perhaps they were changed into a block last minute by the teacher and they didn't realize it. Um, typically I get that once. I'll remind them. I'll talk to them. And if it happens over and over, I'm going to hold the student accountable. Uh what do we do when they skip class? Um you know, obviously they have to make up the time. Uh detention is a great deterrent. Um they're skipping a 45minute class. They get a 2-hour detention. They're going to figure that part out themselves. But it's also important that we communicate with the with the parents, that we have the discussions with

053the students. why it's important. Again, the goal, we need them to go where they're scheduled because they're scheduled for a reason. We need them to either get the help in the classes that they're that they're being scheduled for for when, but also throughout the day, they have to go to all the classes. And it's also a huge safety issue if we don't know where they are during the day. [clears throat] Uh unauthorized areas are something that come up. It actually a lot of times when our kids are skipping class, they are with another teacher. So we they're two different things. Unauthorized areas are when a student leaves class, where are they? We have a system called smart pass, which is um in back in the day, we have paper passes. They they're really an annoyance

054and they don't do much other than prove to a student, hey, I got a teacher signature. I could be out of class. Now it's all on the computer. And if I if we ever have an emergency at any time, we have Smart Pass. As a matter of fact, when a student's marked out of class, we don't know where they are, the first thing I do is go to Smart Pass to find out where they were let. So, for example, a student asks for a bathroom pass, they should go to the nearest bathroom. However, sometimes we find them over in the PE in the gym. Sometimes we find them in the cafeteria. Sometimes we find them in an area of the school. It's an unauthorized area. It's very important for us to stay on top of

055this stuff because when we find we find that in unauthorized areas that's where some of the trouble occurs and if we kind of tamp it down there and keep them accountable being where they're supposed to be. Um we have fewer problems. Um the goal always use smart pass to know their location but also to kind of re know encourage the students to make sure that they're doing what they're supposed to and they're where they're supposed to be. We constantly have those conversations about what uh you know what could happen when when they're in an unauthorized area. Um it basically we we definitely want to use smart pass as best as we could. I think it's still new for a lot of teachers, so they're not always using it correctly. Uh case in point, a kid

056could go to a class right at the beginning of class, say, "Hey, can I go to the bathroom?" The teacher goes, "Go real quick. Hurry up." Then they might not come back for 5 or 10 minutes. We try to use smart pass as much as possible because then we'll know where they are and we'll know where they're supposed to be and we could hold them accountable. Um here's a big one is cell phone violation. Um, this is one we're dealing with constantly. Uh, you guys, uh, thank you for creating this policy. A few years back, uh, we needed to address cell phones. I don't think it's just us. It's everywhere. Um, cell phones, they're really a distraction and they cause a lot of problems. Um, we have pretty much a straight policy. It's very easy

057to follow. Student gets caught with a cell phone, the first time, it's a redirection. All of our students have been redirected. That's my motto. Like from the beginning of every every kid knows that we have a cell phone policy. They know that they're supposed to put in the box at the beginning of the class. When they don't, we rely on teachers to report that to us. Teachers call down for security. We'll take the phone right then and there and we hold it till the end of the day. Students are allowed to use it in between class for 4 minutes of passing time. They're also allowed to use it during lunch, 38 minutes passing back and forth and then a 30 minute lunch. I think students really value that time. Um, some schools have a straight

058policy bellto bell. You can't use a cell phone. Ours is a little more lenient and I'm constantly reminding students of that. There's actually a bill on the table in the state of Massachusetts to actually eliminate cell phones alto together. Uh if our if our policy works how it's supposed to and I do believe we're getting better each year, uh I I would advocate that we continue with the policy we have. It doesn't always work the way we want it, but it's also a pattern. Again, remember, we're educators. We're teaching students how to use the cell phone because when they get out into the working force, they're not going to have somebody that's going to be, hey, you shouldn't have this and this is because it's going to be more, wow, you use this. I mean,

059we get it with co-op a lot. Kids get fired because they're using their cell phone when they should be working. So, it's it's definitely we're in this pattern. We have to help the students grow. Um, if they could follow the policy, they're going to be more successful in the working world. Uh but but again I it's a very easy one I think for us to address because it's set in stone by you guys. Uh if they get it taken away the first time they get it at the end of the day 2:30 so they could go home with it. But if it happens again then I'm calling a parent and the parent has to come in and get the cell phone. I've had parents thank me after 2 or 3 days of having a cell

060phone in a box in my office. Sorry I didn't mean to make you come in. No, no, no. That's okay. He went without the phone for a few days and they'll learn the lesson that way. I mean it we don't understand all of us when we went to school most of us at least there was no such thing as a cell phone. We survived. Today the students have lived with this for their whole life and they they may have gotten it at an early age and and it's definitely a something we have to still work with and work for but it is a big issue in my in in the school. Um, we do the best we can with it. I'll go through the halls during class class time. If I see a kid with

061a phone, I'm collecting maybe 10 to 15 phones a day. So, in in that case, they get it back at the end of the day. My message, do you want to take care of this yourself? And then you get the four minutes and the lunch and everything. Or do you want me to take care of it? I could take care of it. I'll hold you accountable or you do it yourself. >> [clears throat] >> Uh we have a few that are um pretty broad and vague issues. What this is an example of disruptive inappropriate behavior could mean basically anything. Um but we have a process where we really want to work with the teachers to get better at uh helping our students hold themselves accountable, mature, uh be successful in the classroom. Um really it

062starts with the teacher referral and the consistency is very important there. Uh we'll work with the students, we'll conference with the students, we'll find out, we'll listen to the students. The first thing they want to say, "Oh, you're not going to listen to me. You're just going to take what the teacher said." It's very important for Christa, Kate, and I to build those relationships. And early and often I will sit down for 10 to 15 minutes with a student to try to get to know what's going on here. Um, it's very important for us to communicate with home. It's very important with us to communicate with back with the teacher. If a kid gets sent out of class because they're disruptive, I want to make sure that that teacher feels supported. I will not send

063a student back without knowing that the teacher, the student, and myself that we're all on the same page. It's very important. Sometimes we have to hold off and set up conference before the next class period. Um, if it's a shop, I like to go down to the shop before I send the student back. It is important to make sure that that is not going to be a safety issue. Um, but it's very important for us to help re-engage that student. The teacher then gets that time to move forward with their class while the student is out and then we could reassess what's going on. A lot of times when we're dealing with these disruptive behaviors, it's the anxiety of the student that we have to focus on. That takes us back to what before when

064Crystal was talking about our mental health specialist. Jamie Westway has been such a vital ad to our department. Yeah, we had uh guidance counselors in the past, but a lot of times they're kind of on their own schedule and they're not immediately available. to have somebody right next door to our office or sitting there in the cafeteria while we're monitoring the lunches. We have a student who's who's really having a meltdown. I could I could ask for that assistance. I can't focus on dealing with student behavior when they're amped up. It's it's really important for us to get those those the anxiety dealt with before I could have a conversation and get that restorative justice in place. Um, a lot of times the last one they want to see is me or Miss Gillis or

065Miss Keys and sitting my office that amps up that anxiety to have somebody that I could say, "Okay, I'm going to set you up. I want you to feel better. Go over here. I I could call home. I could go down and check with the teacher and then at some point the student's behavior levels off and I could actually sit down and be productive with what I need to do to help that student grow. It's it's really again going back to holding students accountable and helping them conform to classroom rules. Next. So, insubordination is a little different from um from the prior one. Basically, insubordination I think is not just disruptive behavior, but then when the teacher is redirecting the student and the student is just not following those directives, obviously it become could become

066a big safety issue. um when we have behaviors that aren't handled correctly, the disruptive behaviors, sometimes that adds to the insubordination. A lot of one of the tactics that we all use is especially with younger teachers that or newer teachers I should say that get into the classroom early on and they might not have the same skills. Uh they haven't built those yet. We'll actually either invite ourselves in or ask the teacher to invite us in to a certain class and we could visit the class and go over what the expectations are and then what the consequences may be. encouraging teachers to be consistent in reaching out to us is key. But to get in front of the insubordination, it basically takes a lot of effort. It takes building a relationship with the student. It

067takes building the supports with the parents or our our uh counseling or counselors, including our our um Jamie Westway, who's our counselor in our office, but also the rest of the counseling staff. Uh it it's really it takes a team, it takes a village. Miss Medina always says it takes a village. It takes a village. It does. We we all need to be on the same page. We need to work together and and building that helps to restore all the classroom safety and to make sure that we're actually having a productive environment in the classroom. It also builds the accountability for the individual student. And again, I I can't emphasize enough, we need to have the therapeutic rapport. So when a kid's anxious and their level of anxiety is up here and they are maybe

068the insubordination is very obvious, we need to kind of bring them down to a space where we can have a conversation that will help them grow. So we have a list here of a bunch of different violations which are basic to any school. You'll have stuff like this. Um we have to address these. We do. Again, it's all about holding students accountable. It's always about having a safe classroom environment and a productive learning environment as well. Um, again, there's we could have gone on and made pages of these because everything's different, but when we when we when we uh actually put it into the the power school system, it could say violation of rules and we have a description underneath. Um, that's typically how they are reported to us in general. Tardiness is a big

069issue. Uh I think again I it's not uncommon. My other school that I worked in uh dealing with student tardiness, it seems to be the same students over and over and over. We have two different types of tardiness. One is tardy to school in the morning. If you ever see the traffic out here at 7:30, students, I think, think they should teleport from the light to their classroom and it doesn't happen. So, we have to build that with them and we work tirelessly on that. Our with in the attendance office, we'll have a line of students that are showing up late. Luckily, again, we have a policy that you guys have helped develop. Um, it's been around for a while now, but it helps hold the kids accountable because when they're showing up a few

070seconds or a few minutes late, they're then doubling or tripling or quadrupling the time that they're making up after school to to make up the time. uh tardiness to class is a little different. Um every teacher I think deals with it differently, but it is important for the teachers to be consistent. Um some teachers, if a student's not showing up, you know, right at the bell, they're walking afterwards, they'll let it slide. Teachers have different relationships with their students. So, as long as they're consistent, it works. However, sometimes we know that if you let a student, you give them an inch, they're going to take a mile. So, as the year goes on, again, the March Madness, I think, is when I get a lot of calls, so and so has been tardy. So and

071so's late to class, and I'll get a write up. What does that really mean? When I dig deeper by talking to the teacher and find out with the student, it's more of like now the kids showing up 5 minutes late. Well, why did that happen? And well, they started just coming in a few minutes late, then they started saying, "Hey, could I run to the bathroom quick?" Then they, you know, eventually it's later and later and later. I like to have the discussion with the student. And I my expectation and my what I'll hold the kids firmly accountable for is my expectation is you're in your seat in the classroom working on the activator when the bell rings. Anything beyond that, I'm going to mark you tardy. And one again, if it's two seconds after

072the bell, it's a two-hour detention. [snorts] Kids have to learn, they have to know to hold themselves accountable because they might not want to do it the way I hold them accountable. So again, uh tardiness, the goal, improve punctuality, minimize learning disruptions. It's always disruptive when students are walking into classrooms late. Uh we have a couple now that are uh have to do with substance uh use and abuse. Uh obviously THC is a big one. Marijuana um we've seen a major uptick. Uh two things I think have led to this. Uh back in the day, uh I remember my first year as an administrator in in Drake and I was actually my first year I was in a junior high school and a student was caught with a small amount of um marijuana in a

073um I had to call the police and that student who was in seventh grade was walked out with handcuffs. We don't do that anymore. Since that was in the early 2000s, we've changed. The laws have changed in Massachusetts. Uh marijuana has been legalized for uh if you're over 21. Our students have access to it like they didn't before. Not only because it's been legalized, but it also has become uh it's no longer a flour substance. It's now they they have the oils that they could use to uh you know they could be become I I think they could become addicted to it. I know that medicine says they can't but it is something that students definitely struggle with. Um we have to deal with that. We do it in a variety of ways. We have

074vape detectors in all our bathrooms. We're obviously paying attention to what's going on. We'll get uh you know anonymous signals from people. It's it's it's a a huge issue that I think again every school and not just the Commonwealth but also across the country has dealt with. Um we have to make sure that we're consistent with our approach. Uh we're dealing with it. It it typically results in a suspension uh because it does fall under a Mass General law uh that that allows us to uh suspend students without you know emergency removal. We start there, but then there's going to be a hearing with the principal. Uh we do want to restore that safety. We want to teach them. Uh going to the next slide, it kind of combines with tobacco, which isn't uh if

075you go to the next slide, is not obviously as dangerous, but it is a bad habit forming drug that is not appropriate for our students, our school age students. We have implemented along with Miss Westway, our uh mental health specialist counselor in the office, a program called I decide this past year. Um we actually built our school goals around it uh because it's something that could help students to learn about building healthy habits. So um that's part of the student wellness thing that u Mr. Nelson is probably going to talk about later as we get into this week and uh on Friday we have a a fair that's devoted to that. But again uh I I mentioned I decide which is a program that we're running to try to help the students with that. So

076um to summarize we have a lot of different interventions and consequences that we are using. uh we're always trying to develop new ones, but it's very important for us to again build those relationships with the students. The conferencing with students is vital because eventually no matter what we're we're trying to get those students back into class. Um it does take some efforts on our part. A lot of times we're holding them accountable. Back in the day it might have just been a detention or a suspension. You're getting rid of them. You're putting them in the house suspension. Yeah. you're getting them out of class. What are you building? Restorative justice is really the way of the future. Something that we are still building. We're still working. You need to understand the wise. You need to

077be able to deliver good messages to students so that they could help their brains develop and become better citizens. Uh that doesn't just happen with us. It really is vital that we're communicating with home. It's really vital that we're communicating back with our staff. Um, we have definitely some busy days ahead of us as we roll down this year. Uh, but again, the common goal, we're always trying to ensure that we have a safe and productive learning environment. I'm going to turn it back over to Christa. I think there's a few more things that we want to just talk about. >> Thank you, Bill. So, uh, one of the big things, like I said before, is that we have seen a big uptick with mental health, um, over the last couple years, not only at

078Greater Lawrence, but you do see it, um, across the world, unfortunately. So, we have the we're very lucky to have Jamie with us. Um so she deals with students who are dealing with any type of social emotional um you know problem um relationship issues, friend issues um outbursts in class really trying to understand and getting at the core of the problem what is happening. So what we have is when students come in um and they need to meet with Jamie or have a check-in we have them check in at the front. This just gives a like a little snapshot of why they're going to see her. And you can see majority of them is because of some sort of social emotional issue um or behavior. Okay. Uh the other things are they're coming in for

079a check-in. They want to check in with her. Um they want to make, you know, let her know what's going on, get some advice. Um we have uh some other pie charts here too is um are they getting they also can get referred by myself, Bill or Kate as well as they can be referred by their own guidance counselor. We do have um the guidance office and they have three other adjustment counselors and the special ed office has two uh two adjustment counselors um but they are working in their work their client you know student load is beyond what it should be so Jamie has really helped she has become kind of like a triage so if a student goes to the nurse have an anxiety attack they don't have um an adjustment counselor assigned

080to them Jamie will then step in become their adjustment counselor. She will work with them for a couple weeks. Um she does a lot of shortterm interventions with students and anything that is becomes long-term um will then be placed with one of the adjustment counselors either in special ed if they're a special ed student or within the guidance department. Um so and we get referrals from nurses sometimes from teachers saying this student I think really needs a check-in. They'll meet with the guidance counselor. guns council will say yes. So, as we've said a million times tonight, Jamie has been such a big addition to our uh department and to our safe team. Um because we do also have security, we'll find a student crying in the bathroom, they'll bring them to Jamie. Um you know,

081if they're having an outburst in class and we can't get them, you know, to calm down like Bill was talking about, we'll send them to Jamie. um they get caught smoking marijuana or tobacco um and we're trying to figure out why they are doing this. This definitely typically isn't the first time why they decide to do it in school. We have them meet with Jamie. Um they think they might be having a peer conflict, they meet with Jamie or a conflict with a teacher, they meet with Jamie. So it's been really really helpful. So uh thank you to allowing us to add that to our team because she is a big a big part. Um, she also has a bunch of different resources our department as well as guidance. We have support services and programs

082that we offer to our students. We have a lot of our students that do inschool counseling which is great because they can get it right while they're at school. We also have a um a uh report with uh cartwheel. So, we it which is online um and I think Miss Bridges can talk a little bit more about that, but what it is is uh one-on-one counseling with a counselor and they also offer family counseling and they can do it outside of school. So, if a student is referred to Cartwheel, they need that um extra counseling outside of school, we we will do that. We have a contract with them. Um we also, as Bill said, we've implemented eye to side. So any student that has been caught uh smoking tobacco or THC automatically gets referred

083to I decide. It's an 8-week program that they work through with Jamie. Jamie runs the classes. They do it during wind block. Um and one of our goals was that implementing this would um you know cut down on second, third, fourth offenses. And out of all the students that we referred, we only had four repeat offenders which was which was really good. Uh we also have bright which is part of our guidance department. It is a bridge um when students come back after a long term being out has nothing to do with discipline. It more has to do with mental health or hospitalization. They've been out for a really long time and the worst thing to do for a student is to come in throw them in in their English or math class and say

084okay catch up from the last six weeks. It's not going to help their anxiety. It's not going to help their mental health. So, we have this uh great program in um guidance, which is bright, which is run by one of our alums. Um and she does a really good job bridging that gap and getting them used to coming back to school and catching up on their work. So, when they're fully implemented back into their classrooms, they are at the same level as everybody else. Uh we also have a bunch of community resources. Um and we also have parents coming in for meetings to um educate them on mental health. Um, as parents ourselves, we don't Mental Health is new to us. It was always kind of a secret. It wasn't really talked about. It was

085taboo. We talk about it all the time. And it's really important to talk about it all the time because our students need us. Our kids need us to understand what they're going through. Being a teenager now with cell phones, with social media, with the news, with everything that's going on in the world, they have everything at their fingertips. And for a lot of them, it's very overwhelming. Um, they don't know how to deal with it. So, we're not only are we teaching them about academics, about careers, we're teaching them about life and how to take care of themselves mentally because if they can't take care of themselves mentally, they're not going to be successful in the classroom. They're not going to be successful um on the, you know, the workforce. So pretty much our summary

086is what our team is. Our safe, you know, the safe office touches every single aspect of the building. I want to bring up Kate as well um at this time. She is a big big huge part of our team as well working with our freshmen. It's really important to have a very strong um person there to help our freshmen. They understand what our core values are. They understand what expectations are. Kate holds them to it. Um, she does a great job working with them, working with uh the teachers, the freshman team teachers as well as the parents. So when they're passed off to us, they know what is expected and the parents know what is expected. So um, thank you Kate for everything that you do for our office and really um, getting our freshmen

087kind of whipped into shape for for the rest of the years to come. So, at this point, does anybody have any questions? >> Thank you. Any questions? Mrs. Ferris. >> Mrs. Ferris, first, please. I'm sorry I didn't see you. >> Help me here. >> You're on. Your lights's on. >> Okay. All right. First of all, I want to commend you all for for the presentation. It's really well done. Um and and and certainly it's very comprehensive and it's exactly what should be done um in in this in your office. Um, I especially liked Bill's presentation because he hit on a lot of things that I had questions about because the questions that I have revolve around the comments that I hear um throughout the year and the comments that I hear are that safe doesn't

088support um teachers have just kind of thrown up their hands because many times um the student is sent back. Um there is no account well I shouldn't say no little accountability for the students and the teachers just feel voiceless so they are just throwing up their hands and maybe not recommend uh referring uh students to the office because quote unquote not much is going to get done or they'll be sent back and that's what I hear in contrast to this wonderful presentation. I want to believe every word Bill said because he said it with such conviction. It is like the best honestly. And I'm not I'm not, you know, throwing throwing smoke here. It is the best. And if it works like that and that's the way it is, perfect. But I can't honestly and

089I know it's not going to be perfect. I absolutely know that and I know you struggle with the same things that all the other schools do. But my feeling is everybody I hear from can't all be wrong and the consistency, the expectations, the standards need to be uh you know you do such good work, hold the kids responsible, hold the teachers responsible. But in doing holding them responsible, they can't be sending up a kid for uniform or any kind of dress code violation and the the kid is sent back saying, "Oh, [snorts] it's okay." Um, and and I get it. Between here and there, they can change their clothes. I get it. But you guys have 15 people in that office at this point. This is not a two or three man operation. This is

09015 people. And that's a lot of people trying to help students grow and help behaviors and also uh guide them and manage classrooms. Sometimes you have to um it's a lot of people. So it can be done. We're we're 2,000 students. So again what Bill says gospel I believe it but in reality I don't know if everybody in the office is in the on the same page and that's I think where the comments fly from the criticisms fly from and again you know what it happens all the time but I can't help but make it a point to say because I hear it all the time and that's where that's what concerns me. We have a handbook. Follow the handbook. It says appropriate dress. This is what it is. ABC. Then that's what it is.

091Yes, you're dealing with anxiety and all this stuff. But you know what? Kids rise to the occasion. If you hold them up here, they will reach that goal. If you guide them, yes, it's a full-time job. Um, one other thing, um, I noticed on on the 10 top things, uh, attire, dress code is not one of them. And I hear that a lot. >> It was one in within one of them. >> Yeah, it is. But but it's not one of the top 10. Um, not a biggie. Um, and but this is to me, >> yeah, >> that the consequences of the top 10 things, there's only one that says suspension. So, I mean, honestly, I get we're building, we're talking, we're doing restorative justice, all of that works. And if it works the way

092he he presented it, that's what I want to see. And that's what the handbook says. We're a policymaking bo uh body. The policy has been written. It needs to be followed. The the expectations needs to be raised. The accountability needs to be there. And you need to grow that confidence within the building. That's where the morale comes from amongst other things. And I'm not throwing it on your office at all. I'm just saying, you know, when when when teachers see support, they want to be they want to feel, oh, well, we're empowered, too. Okay, that's how it grows. That's where the strength comes from. Um, so I'm I'm confused about the the suspensions and I know, don't tell me about the laws. I know about that, but I also look on Desessie and we have

093sus other other places are suspending students. Now I'm not saying you know take their first born. I'm not take saying that. I'm just saying sometimes all these other strategies are not working and sometimes that intervention is the one that may make a difference and you know I mean I don't care send them home with a a research paper and have them come back to you and a unique research paper so that the parents are in with it too because that's all part of the process and safe right so it's family engagement So, I'm concerned about that one consequence of suspension for all of this. Um, and you know, whether or not they all go to Saturday detention or detentions and all that, I I I don't know. But I those were my comments and you

094know, again, kudos. The presentation is great and Bill, you could go to go on the road with what you said. >> So, >> no, no, it's appreciate appreciate all the feedback. I think you know as a committee you hear from whether it's different uh stakeholders their parents you could hear from students you could hear from teachers clerical administration we understand that I think as you get that feedback and pass it along to Mr. Lavoy and then it comes back to us. We always want to take that I meet with the team quarterly. Um you know we go over things such as you know what are these incidents? How can we best monitor the building? Uh communication is a big one on it. So uh it's constantly evolving. Uh we want to make sure that we're

095supporting our staff and our families especially. Um obviously we don't want to have the kids outside of class. We want them in class holding themselves accountable and learning those skills to be ready for their co-op and for their academics. So um we're going to continue to do that um as they're but we understand that feedback's going to come to to all of you in a variety of ways. Um and we're going to go through um this presentation or items in it as as best as passionate as Bill was. Um and I commend him and our whole team for that passion. But you know it takes all of us as a school. There's not a specific title or or or department that's like exempt from that. Our teachers, our our clerical, our paras, our liaison all

096have to work together for that safety. Um I mean safety probably hopefully was the most commonly spoken word here. Um, I always keep in mind in my return here when I talk to different families and I'm in those hearings when we have those ones uh that are 37H um and I ask why do you want your student here? >> Safety. >> It's a safe school. >> That's right. >> And I commend in this department as a big part of that. But it's all of us. It's the teachers. It's everything else. >> It never had an unsafe reputation. That's why everybody's clamoring to get in here. It it it just never did. As as bad as this place could have been decades ago, it still was the safest option. And you know, so I and I

097don't think it's I I honestly I'm not talking about it being unsafe. >> Yeah. No, no. I'm just summarizing what we're >> I mean it it's it's very safe as far as I'm concerned >> and but I am concerned about how you can get 250 staff members on the same page. They need to be on the same page because you guys it's not one office that creates it is a village. It is everybody. And if we have half their their their academic or or or career area people looking the other way, that is that is not the right message to be sending. You're working and working up a sweat while everybody else is looking the other way. You can't sustain that for a long period of time cuz stuff is just going to break down.

098And and you guys know this. I I just I'm looking for consistency. I'm looking for confidence and that and and and and empowerment of both the student and take responsibility. I'm looking for all of that and that comes from following what you wrote in the handbook. You don't have to like massage it so that the kid feels good all the time. It's okay for the kid not to feel that good. >> It really is. They don't all the time. >> All right. Well, I want I want the teachers to feel that they have a voice and that they are supported. And those teachers that are weak, you you should have already identified them and worked with them. That's what I'm looking for because not everybody Look, I'm I am I'm the best one. The minute

099you say, "Yeah, yeah, you're right. You're right. Send them up. Send them up. Oh god, you have the whole class up there. I'm not talking about that. I'm talking about identify those weak people that that that don't have those skills in the classroom. And and I'm hoping that that's already been identified. We're in May now. And and and the other ones that are strong, that want to make that difference, that want to continue to be supported, that want to have kids, as you say, nurture them, you know, have them value their life beyond Greater Lawrence Tech. those are the teachers that you need in on your team. And I think that we're we're well, you know, unfortunately they're feeling like why bother? Let me just get through the day. I don't I don't want to

100hear that because look, you know, we all have gone through that. Let me just get through the day. But it seems to be an all all the time message that I'm hearing. That's when it comes out of my mouth. I mean, I I've I've really kept quiet for a long time, but when I'm hearing it all the time, that's when it it has to be verbalized. >> Yeah. No, no. And we appreciate the feedback and anything that ongoing throughout the year, if you pass it along through, we'll get it and always work to our best of our abilities. >> No, I I understand you do, honestly. Um >> Yeah. Yes, I am. >> I am. >> Well, [clears throat] great presentation. Um, I agree with Marie. Uh, we like to believe that, you know, everything

101you guys are doing, it's exactly presenting is exactly as it's happening. Um, I think, uh, there's a lot I want to say, but I'm not going to be saying everything I really want to say because I don't want to be we don't want to be here until 10:00 tonight. But you know, I do have things like I know that obviously uh parents are being notified. What are we doing to make sure the student that was caught smoking or that was caught um in inheriting some kind of u illegal substance are no longer doing it. And and yes, obviously we can only control our time, but in our time, what are we doing to make sure that student when it comes back already to school is not already high or you know or or doesn't have

102sustenance on on them? what are we doing to follow up on these students to make sure that you know and then what you know what kind of conversation are we having with parents because you know parents they need to follow through with their kids as well because obviously you know we can only do what we can do during school but we want to make sure that that student understand that they're going to be monitored and that there could be further suspension or or some kind of um consequence on them using this substance whether it's during school or they're coming already high or they're smoking it when they get out or they're smoking it while they're here again. What are we doing? I love to hear what what are you guys doing to so they can

103know that my god I can get my locker checked out can get my bag looked at like I want to hear what kind of stuff we're doing so that that student understand that they're being monitored. >> Yeah. So, um it sounds like specifically about THC use. Um for thank god I haven't found drugs beyond that. It's been marijuana and THC for the majority of my career. Um yeah, those programs that we have put in place, I decide we use PASS. Um in some cases, bright may be a situation where a student Yeah. So, so PASS is a program that I'll just give you a scenario. Student is caught vaping. We find out it's THC. Uh, it's an immediate emergency removal, which is in le in lie of a suspension. We call the parents in. We'll

104meet with them briefly. We'll send them home with a letter. Within 2 days, we're scheduling a meeting with our principal. our principal has the ability to go beyond even the 10 days that uh we're we're capable of suspending a student. Um typically we'll meet at that hearing we'll hear the students situation the parent is involved in that. Um at that point uh myself if it's for me myself and uh chat will have a discussion we'll determine what outcome for this student based on what are all the variables that are in place. Obviously drugs in school it's a big one. We don't want it we want to eliminate it entirely if we could. Uh often times we have the placement at a program called PASS. We could go from 3 to 5 days at PASS. typically

105will take three days where it's in another district, but it's where we're a partner with them. So, the student shows up at school in the morning, we send them out to the the PASS program. They're at the PASS program for the entirety of the day. They're getting counseling that really centers around a lot of it centers around drug use. Um, when they come back, we'll have a we'll have a determination meeting of when they are re-entering the school. When they do, they'll meet with myself, Miss Gillis, or Miss Keys. When they meet with us, we'll put them on a contract. We'll uh determine what maybe their passes, how many passes they get. We'll uh in the past, we've done things as extreme as checking them each day if we have to. Um but we'll also

106we'll we'll administer drug tests if we have to. Those have been things we've done in the past. We do get repeat occurrences. when we do those are something that we have a a stiffer punishment. If we have to expel the student from school for the year then that's what happens. Um we we don't have many because of that. The second consequence it is a it is something like the numbers are so far up from when you know like I said 20 years ago when I began this role and I'm suspending a kid out and the kid gets pulled out in handcuffs. It's different now. We have a lot of students using this stuff inside and outside of school. Unfortunately, we're doing I feel like a very good job compared to other districts. We have some

107resources. The 15 people in our office help to minimize that. Security's checking bathrooms. We're following up on vape detection. When we do, again, the big the big picture here is if a student is caught the second time, there's some cases they're they're being tutored at home, they're being outplaced in a different program. Um, those are the things that we've used. Uh, but we do very rarely if they're, you know, depending on the circumstance, if it was a second offense, we will hear them, but then again, we don't have a lot of the repeat offenses because of that. Um as far as the um are we doing any kind of motivation speakers from professionals on that um you know substance uh uh you know expertise right to talk kind of talk to the whole students and

108tell them about consequences about using this stuff or even people who have graduated or already own the different fields to come in and talk to the students. So student can kind somehow reach um somehow can relate to them to themsel and see well if I do this then I can become that. I think a lot of that will help a lot of the students identify themselves with with professionals and and try to see try to somehow work towards that goal of becoming >> again different whether it's a teacher >> throughout my career I've seen multiple uh speakers that have addressed these to students to the entire student body um again something that we could plan to do more often if it's effective but we are doing it on an individual case by case basis Uh

109we do obviously have um different strategies that we use throughout the year to talk to the entire student population during our assemblies uh to bring somebody in. We sometimes absorb that cost because it is pretty expensive but it's worth it in a lot of cases. Usually we do it in smaller patterns and a lot of it I mean you might look to different departments like wellness I know they do a lot of focus on that. Um there are a lot of guest speakers that they'll bring in for different aspects. All of our students are required to take wellness. It's part of the curriculum that they deal with that they address these behaviors. So yes, absolutely we do. And uh I you know we we only have 180 days of school every year. I sometimes wish

110we had more. Sometimes I wish we had less but but uh having as much as we could it's it's important to utilize those that time very very efficiently. And uh I again I've heard a bunch of them. We'll always if you have any in mind just forward that to us and we'll look into it. It's it that's a great avenue to take. I especially like the former students. Uh every once in a while like we'll have somebody speak to the group uh who was a former student who struggled and has found their way and it's it's therapeutic not only for our students but also for them. >> Yeah. And and a couple of things like to Bill's point, we only have the kids in 180 days. We want them in their classes learning. Um when

111we do have situations where there's a consequence to students, we use outside referrals to agencies that may be involved with mentors in our community too. So we do have a lot of community partners when we do refer uh as well. We try to want to use our resources for that time that's outside of school as well because we do want our students in their CTE and academic classes um to to their best fullest potential because we have so much limited time to get them uh through their academic [clears throat] requirements, get them ready for co-op, get them ready for careers um and we don't want to uh kind of detract from that uh as well. So, um the past program has been a very uh big portion of the students that I see um at

112those uh uh drug or alcohol type uh hearings and suspensions. Uh and I think whenever we come in and have that re-entry and can involve the counselors, uh our mental health experts and kind of build that relationships, we see a severe decline in second offenses. So, um we understand that everyone here may have a different standard. Some people may want like more suspensions, some people may want less suspensions. We kind of go by the handbook, look at it, and we're given some leeway in that handbook and attack each situation as consistent as possible, but also understand we have to learn and really listen to all the parties around. So, it's a very difficult job uh that the assistant principles, deans, and freshman academy leads do. I did it for 10 years at a district before

113I became principal. Um I worked closely with them. Uh, it's always going to evolve. The technology, the vaping equipment, they're ahead of us out there. They're getting it in New Hampshire. They're getting it on Instagram. We know that. You know, we're trying to have those communications with the parents and educate them and really work to make sure we're all supporting our students so that we can have them back here safe and in their classes. That's the goal. Well, >> well, I came here to high school and I I remember I don't remember how often we used to go to the gym and used to have people kind of do this kind of motivation speaker that I'm telling you about and I'm sure that if we integrate it into throughout throughout the school year and having

114I don't know say four times a year everybody goes over there and you can have different people having five 10 minutes and come up and speak. I I I I really think that kids, you know, it's like a home. You know, your parents tell you all the time, you shouldn't do this, you shouldn't do this. Somebody tells you exactly the same thing outside your home and you listen to them and it's the same thing your parents been telling you for years. You guys are these parents. So coming other people from outside, other professional people who have different experience, who have similar experience in these kids, come in and talk to them how privileges to come to the school and learn a career and learn um you know be able to graduate high school. I think

115they need to understand how privileged they are and and understanding that it's it's when when you are talk about it, you know, I do understand they had to go through this last year through a a a a lottery, but be prior to that, you know, it's still a an an a a privilege to graduate from a technical school. And some people don't think so, but I graduated from I'm very, you know, very proud of it. But I really believe that kids need more talking to them and may need to come from a different source. Maybe again saying you guys are already saying but from living different life experience I believe that each person that go up there and talk to them will there's going to be a group of kids who go to identify and

116they person can become the role model and that can be a mind changing on that kid. I think if we start implementing something like that throughout the I love to come in myself and speak to the kids or I can bring other people who who be more than happy to come and do it totally for free. I mean I just saying different avenues to to try to get them to mature because that the truth is that between my generation and the principal the superintendent generation and your generation the kids generation because I have kids graduated from here already believe it or not. Right. So that generation that comes now after my kid graduated the difference between the mature level between us and them is way but that's because every every single time we keep on

117giving them more slack more slack I think we need to tight tight up the the you know be a little more tough on them and make them more accountable which is what I believe Mrs. Ferris is referring to so they can they can understand that there's going to be bigger consequences and they have to do what they need to do if they want to be in the school and if they don't apply to that then they can go somewhere else and that's just pretty much it. They do need an education but if they don't comply with our rules then they need to go find another school who will put up with that you know. >> Thank you. That's all I'm Thanks for the feedback. Look, when you talk um substance abuse, whether it's alcohol, tobacco,

118THC, whatever. I mean, the first thing that comes to mind is this a technical school. They're dealing with machinery. First thing that maybe I don't know, I know you guys are going to say, "Oh, well, Ferris, you you know, you're ancient history." Well, at least I was uh you know, a has been instead of a never was. So, um I am telling you that you can't tell me that there's no selling going on. You haven't found liquor? I mean, you going to tell me that? >> No. No. Well, we're we're not here to like get into individual circumstances. We we we did talk about there are those consequences that we shared on that. >> Okay. So, let me just go back. Just leave it general then. >> Okay. >> Um I'm concerned about safety. The

119the kid, you know, that maybe there's an instructor that's new that's not, you know, watching, whatever. I mean, and then you find out too late. I I mean, I don't know. I'm I'm thinking that way, you know. I mean, [clears throat] I don't think you can just, you know, I don't know. Well, I guess you suppose you can do your all your little interventions there, but I don't I don't I don't know that that's that works. I don't know that that works. >> Yeah, I I think we share your concern with the safety and the equipment and the things that people are doing. So, let me say that. I think they're not little interventions. I think they're very important interventions. [snorts] Um, I think when we're going through to make sure that we're uh communicating

120and really looking at the whole student and with their families and getting them ready and educated, we're doing that. Um, again, I think it takes we have the staff and we appreciate the resources to do it. Um, because we do have options for people to intervene so that when our students do return like they are and can be successful and a lot of places don't have that. they're going back um going right back to school. So um yeah, I I I think we share the same concern for safety and our student body is great. I don't want to, you know, this conversation keeps going on there and and it and it kind of brings you down a little bit. The majority of our students hold each other hold themselves accountable in our best. >> We're

121very proud of our students >> and and and just so that you know, I mean, I can come in here at different times. >> They're respectful. I don't see chaos in the in the in the hallways. Look, there's an awful lot of good that goes on here as you know. I mean, we're here to make sure that that handbook that we put our seal of approval on is followed and it isn't interpreted. And I bring it back to to ordering a Dunkin Donuts. I can order a Dunkin Donuts and say I want a medium to five cream three splendor. The order is correct but it does not translate to the execution of that order. And so therefore the product is compromised. So then I can go in another time and it's a different person that

122executes. It's got to be consistent. That's what builds trust and confidence that I feel is severely lacking. That's all I'm going to say. Thank you. You guys have been great. >> Thank you. >> Seriously. >> Any further questions? >> One thing I wanted to add though to sorry is um like the education piece about drugs, alcohol, tobacco, not only for the students but the parents, right? So when they come back, we make sure that they're educated. A lot of these kids, they're buying in on Snapchat. They're not understanding where it's coming from. The parents have no idea what's happening. They're working. They're out. They're meeting their friend at the park and getting and getting the drugs that way. Um, do we have that happening in the building selling? Probably yes, absolutely. Um, it is it

123it's part of being a teenager. Um, but we don't want, you know, we do our best to make sure that our school is safe and we do our best to make sure that we educate the students um before they're suspended, while they're suspended, after they're suspended, including their parents. Um, >> when she's finished, are you finished? >> Yeah. I want to ask you one last question and and and the only reason I just want to want to know a number, right? Because we all know what's what we smell like. We know what what marijuana smell like. The reality is that the moment I'm driving somewhere, I know the car that is driving right next to it, the guy who smokes it right front right in front of my house every freaking day, I smell it.

124So my question to you is how many teachers are really reporting the child, the student when it comes right by and gives you that slap with a smell of marijuana that that teacher or that um school member or you know from the different departments are really saying you know what Edison doesn't smell like marijuana today like I know he smells like I don't have to legally like go into his act to know that he already smoked. How many of these incidents are being reported so you guys can address it before they do something or like we said they hurt themselves with an equipment like are you getting phone calls from from different teacher and say you should check on so and so today without throwing the teacher under the bus too because then they want

125to probably >> you know I don't know if they will try to >> right yeah >> do something against the teacher because they they were thrown under the bus. >> Yes, we do. And what another great part about Bridal Lawrence is that everybody wants the school to be safe. Teachers and students. Um so if a teacher thinks a student is under the influence, they'll call us and say, "Hey, they're acting weird, their eyes look weird, they smell, and we investigate. Um you know, we investigate. We we'll look through their stuff. We bring them to the nurse. The nurse will do a check. Um and we figure it out. we figure it out whether it was before school or the night before or um you know the other issue that we have as well is there's

126edibles which don't smell you don't know you don't know what they're doing they look like gummy bears they look like starburst right so we are fighting all those different things at once in making sure that we keep our school safe and because we are a technical school we hold it even higher and I say to the kids all the It's different than if you went to Lawrence Him through high and over high north and over high where you're just sitting in class. Here you're working with heavy machinery. Not only you're going to put yourself at risk, but you could put a lot of other kids at risk as well. So we do take it super seriously. We investigate everything. As soon as a vape detector's gone off, we search if there is a par, you

127know, a student, a parent, whoever is saying they think a student is under the influence, that also is addressed right away. >> Thank you very much. You're welcome. >> All right. Thank you all. I'm going to call this now. We coaches are ready to drag me down to the gy gym and give me a boxing lesson if I don't get them out of here. >> On a personal note, >> go ahead, Mr. Superintendent. Okay. So, I'm trying. Well, first I want to thank everyone who presented today did a great job. I also want to thank the school committee for bringing up your concerns. uh we take them seriously, take them to heart and every summer we have a summer retreat with the administrative team. This will be one of our topics this year. How do

128we do a better job in terms of working with our students regarding discipline and managing? But uh when you think about the world today and the social media, managing kids today, and I'm not talking about discipline, but managing and supporting kids in a way to get the best out of them behavior-wise and everything has never been more challenging than ever. Uh it's really challenging. What they deal with and what we have to deal with is enormous. So I do thank our uh team for the work that they do. It's not easy and I think when you think about this and you think about the work they did and we will talk about this at our retreat. It's not do our teachers need some training on how to manage kids. Do our I think our teachers

129also are dealing with challenges and they've never deal dealt with before. So their job so I think we need some professional development for teachers. Not to say that they're not doing their best, but I do think there are some teachers who are struggling with management and they think they may think the easy way is to send them to the front office, which is, you know, that's for us to help them. And more communication teachers who feel they need help. We we have to make sure they understand we're here to help them. Don't be worried that we're going to get rid of you because you're having difficulty. We want you to go to your supervisor. we want you to go to the and the best people to go to are the discipline people that are in

130the uh safe office to work with you. So, all I'm saying is it's a team approach. We're going to continue to work at this to make it better and and we really do hear you and we agree that we do need some improvement and and we're going to take on that challenge. >> And Miss Lavoy, just to piggyback on that, on April, we did professional development with a wellness theme where um Miss Gillis, Mr. Vogle, a couple people from Mr. Nelson staff and some other experts we have did some PD around wellness um and some of those and bias and antibbias uh as well. So we had some PD where teachers did learn uh a little bit about some of these signs uh to help our students. Um we do have peer mediators that our

131students are trained and I'll leave with just a congratulations. Martha Carrasco and Brenda Cody are are our peer mediator uh adviserss. Brenda Cody's retiring uh after several years. I don't have the number uh but always done a fantastic job with that. So we'll have two more peer mentoring adviserss coming on next year. So thank you. >> Thank you. Um I don't want to stay here please one second. I I just on a personal note I don't want any answers. God knows I don't want to make this longer than it has to be. I know how hard your job is and I appreciate everything you do. My career was 28 years in teaching. The disciplinarian told me because I was from industry. I was when I said something something got done. The disciplinarian told me that

132this is not a penal institution. It's an educational institution. This is high school. This is the best years of their life. Treat these kids the way you would treat your son and daughter. And that's all I'm going to leave you with. I thank you very much. Bill, I might owe you an apology. I think you uh lost out on your son's sporting event. And Christa, I might have canceled your birthday party if today is your birthday or yesterday. I thank you both and all of you. Kate, Chad, thank you very much. Have a good night. >> Thank you. Have a good night. >> All right. I don't believe I'm saying this, but let's move on. Student data. Um, I think Brenda and Pota were gonna uh do that. Uhoh. All right. Are we ready to

133go, Mr. Hayden? Or >> I'm sorry. >> Should I start? Okay. All right. Thank you. Um Pota Athan Ellis, she's our director of teaching and learning. So, we're going to share this presentation together. Um so, this is basically about um student data privacy. So, this report is kind of a followup to um one of the the trips that this committee approved probably back in December. It was an out-of-state travel request to go to a national conference. So, in March of 2026, uh Dr. Ethanellis and I went to the student data privacy conference in Long Beach, California with a goal of aligning um GLTS in terms of data privacy with national standards. So, before I say anything else or forget, I just want to thank you for supporting the work and approving a trip like this

134uh because it really is um incredibly helpful. it it puts us in a you know a position where we're you know with other some experts and also other people who are still learning but the information that we came back with I think this conference in particular um was invaluable so thank you for that um so the conference was offered by an organization called A forl access for learning so it's a nonprofit organization that brings together people from educational institutions vendors mostly um software companies curriculum providers and other software um providers and other stakeholders to develop real world solutions to data privacy concerns. So they're part of a national organization as well, the SDPC, student data privacy consortium. There are a lot of acronyms in education and I feel like particularly in student data privacy. So

135bear with us. Um, so and the goal is to build a shared digital freeway with safe safety guard rails for every student. And honestly, it's not just students, it's staff, too, adults. So, we all have access to so much technology now, so many different resources. And we don't really know a lot about what we even have like at our fingertips. So, I don't know how many times you download an app or, you know, go to a website, you accept an agreement, do you even check the preferences, data, privacy settings? um after going to this conference and learning more, I go in and I check them all the time and I change the preferences. So, it really is for students and adults as well. So, when we're talking about data privacy, we're talking about um kind

136of two different buckets. So, cyber security and data privacy. So, cyber security, I like the the um metaphor here that um was included. So, the cyber security is more like the lock. So think about your infrastructure. So your technical controls, firewalls, encryption. So basically the the back end um of what we do in the IT department. Data privacy um that's the keys and that's talking about the policies and agreements that govern um how you're using your technology, who has access, what information you're sharing. Um sometimes knowingly and sometimes unknowingly. So that's why I think this is so important. So when we're talking about data privacy, we're talking about both legal and ethical uses of information um that are granted once we start using a a product. Um and that could be something that's paid like

137a a curriculum online curriculum that we're using, we're paying for, we have an agreement, but there are also all of these concerns with anything that you can access for free. And I think um Penny is going to talk a little bit more um in a couple of slides about just how many um apps and programs we use. We were actually shocked um when we started looking at it and doing our audit. Um so this is not just like a nice to have. This was also a legal mandate. So there are a bunch of different state and federal regulations. Um the federal one being furpa which is the federal law that addresses student um privacy, access to student records. Um, Kappa, this is not as applicable to us. Um, it mostly applies to students under 13.

138So, most of our students when they start, they're usually 14 or soon thereafter. So, we have fewer restrictions than say a middle school or an elementary school. But, it is still something that we need to be aware of. Um, that CMR 17 Massachusetts regulations about student records and student privacy. And then uh finally NDPA that those are national data privacy agreements. So um we have a local um cooperative that we're part of but it's based on a national data pro p privacy agreement which gives a framework for what we should be looking at when we're um getting into contracts. We're buying software. We're engaging in different contracts. So there's a national standard for data privacy. And different states have different laws and regulations as well. So there also you know you you start with the

139national framework and then there are other it's called an exhibit or an attachment to those agreements that are based on state specific regulations. So we again we learned so much um but some key takeaways if we could summarize um the first one is about active auditing. So really getting a good handle on what is it that we're using? What's our paid software? What do we use for free? What are staff using? What are students using that we may not even be aware of? Um, P, are you talking are you mentioning go teacher in your >> I certainly can. >> Okay. All right. So, she can go a little bit more into that. So, basically how we're doing this audit and how we actually find out what we're using. Um, so it's really important that we

140find out everything that we have and um, we look at the consortium that we're a part of. I'll talk a little bit more about that. But if we're using a particular software, a program, a platform, is there a data privacy agreement available for that um resource? And if there is, we access that right away. It's a very simple process. And if not, it's something that we we can request on our own. So that's about the auditing piece that she'll talk more about. Um the human factor, and this is this was I think really important to kind of take in. So there are things that we're just learning about. Um but you can't hold the students and staff accountable if they're not aware. So um we've started to do some professional development on this and we'll

141be doing more um in the fall. Um we'll have a a roll out and we're working on a specific process for approving software and different tools that we're using as a school. So right now we're still in the middle of that. We don't have an approved list yet, but that's what we're working towards um to try to protect this as much as possible. Um, and also transparency, building trust with families. So, um, you know, families, they get the student handbook, they sign off on it. There's a lot of information in there, as you know. Um, so what are we actually doing to make sure that we're doing the best we can to make sure that students is are safe, that they're not accessing things here while they're at school that they shouldn't be, that things

142that they're not accessing at home. Um, you know, that they're we're not selling their data unexpectedly. you know, we sign on for an agreement and if we're we're not careful and we don't have an agreement, we might be unknowingly selling that students contact information, their data to an outside provider. So about a year ago, uh we joined the tech student data privacy alliance. It stands for the education cooperative. So this particular alliance, they uh cover 16 different states. Uh Massachusetts is one of those. So, we joined it about a year ago. We pay I think it's an annual fee. It is not expensive at all and it's been an incredible tool. They've been great partners so far. Um, so what they do is they help us to access those data privacy agreements. Um, so we

143have a portal, we have a list of all of our approved agreements and we can also research if we if a teacher or staff member wants to start using something new, we look on the database, we look up is that resource available? um you know with a data privacy agreement if it is we sign on to it and it's very quick and easy. If not they'll do actually do the leg work for us to create a new data privacy agreement um so that we don't have to every time we want to use something we don't have to send something to our attorney and have them view it and vet it. This is um what they do. This is what they specialize in and they make it incredibly um easy and much more safe for our

144school. So, Pennyota, you want to take it from there? So, um, yep. So, after all those things that we learned at the conference and beyond, uh, we came back here and worked with our team to come up with, okay, what are our next steps forward? Um, so these are our district um, technology strategic priorities. Um, really what it boils down to, first off, student centered learning. We want to make sure that um you know when we bring in technology that students still remain at the center of the thing of of the work. Um equitable access. So with technology come opportunities and sometimes barriers. So looking at that piece um the systemic security piece um like Brenda mentioned before making sure that um from an infrastructure standpoint everything is safe. Um and most importantly of course

145for our context in terms of the learning is um workforce development. So making sure that the technology we have here sets kids up for success in their career of choice. Um we wanted to take a minute to um recognize our team who's been working so so hard on all of this behind the scenes. Um, so people you're seeing up here, they're members of the IT department and the teaching and learning department. Um, so something that happens a lot in schools is that um, the teaching and learning people and the IT people don't necessarily always really work closely together and sometimes um, goals and priorities can kind of be at odds with each other. So, um, we make sure that we're we're working together from the ground up and building all this together. Um, so Jacqueline

146Hunter, she's our instructional technology specialist. She's with me in the teaching and learning department. Um, and then we have Louis, Mario, and Jason on the IT side. Um, and everyone is managing different aspects of the work because there's just there's a lot of this right a lot of work right now as we're getting everything cleaned up and ready to go. Um, next Hey, Mario. Um, speaking of Mario, >> he wants his picture up longer. >> Yeah. [laughter] >> Yeah. [gasps] >> Um, so again, what we back what we brought back here was looking at our current systems, what was in place. Number one, um, safety and security. The purchasing was decentralized for a while. Um and that means that um there wasn't uh like a set vetting process that was uniform across the school. And

147then also potential financial inefficiency. When you centralize this kind of thing, you make sure that um you know your resources are being used as efficiently as possible. We don't duplicate etc. Um and so this is the part what Brenda mentioned about go teacher. So, Go Teachers, a company that um is helping us with all of this. Um they basically bring all of the information together and um what um Louie and Jason found in their searches that we have we had over 1,600 applications in use that were not vetted. Um, and a lot of those are considered to be shadow apps that don't um, have formal safety reviews. Um, and again, our big concern is student data privacy. That information goes out there. Um, there are lots of companies out there that really want to do

148good things and there are others that don't and, you know, want to take advantage of our our students. And so going through this process, we're making sure to cut out any of those organizations that um do not have those those good intentions. So um we we're down from 1,600, we're now down to under a little under 500. And we're we're going we're going um we've gotten to the point where now we're going to look at the different apps very closely um and do uh just a a more a more detailed vetting process to to shrink the list down. So um now that we got get to this point, we're designing a new protocol so that any requests that come through going forward will go through this process. Um, so we're going to make sure that

149it checks off all the boxes in all the areas that we just discussed, compliance, efficiency, and data privacy. Um, every single app will be approved by um, a committee. It's basically the teaching, learning, and IT departments. Um, and um, we plan to roll all of this out in August. U, we have [snorts] let the whole staff know at our May faculty meeting. We gave them a little bit of initial information, told them that this is coming. Um, and we'll have this whole process um, ready to go for start of school this next year. Um, and this is just a little bit more specifically how we're what that protocol is going to look like. We just kind of need to figure out the sequence and all the details, but we know that from a teaching and

150learning standpoint, we want to look at um, is it of educational value? What's our return on investment? Um, and how does it align with our educational philosophy here? and it is going to look at the real technical side of things and making sure we have those data privacy agreements. And so this is just in in timeline format basically what we just discussed. Um this is pulled out of our pages and pages of notes from the conference. We really like this quote um that people cannot follow rules that they have never been taught and a privacy program is not a single policy. It is a culture of shared accountability. This is a mindset shift. This is um helping people become very critical about what they're clicking on. Um and and we we we know it's going

151to be a process and um we're we are excited to get people on board. [snorts] Um and then oh yeah last piece too um we just found out recently we um we had submitted a proposal to um present this work at the best practices and innovations in CTE conference. Um it's basically um it's meant for CTE superintendent um principles etc. They get together once a year and share [clears throat] innovations and best practices. And so we were selected um to share this. We'll be able to share this with other um vocational schools in the state um in September. >> Any questions? >> Thank you very much. How long how long was this conference was? >> I want to say what was it? Three or three days? 4 days. >> Three and a half days. Yeah.

152>> Thank you for taking the time to do it and thank you for sharing the feedback to us. >> Sure. Yeah. Happy to. >> Thank you. Have a good night. >> You too. Um I actually have a very unrelated thing to share. It's a shout out um that was sent to me. [laughter] Please >> um ask and you shall receive um incredible things happening in other departments as well, other career areas. So, this is from Dave Thompson um from the metal fabrication um shop. Uh student Daniel Ramirez. He got early acceptance into local uh 537. It's the pipe fitters union tonight. Um it is that's not an easy thing to achieve and especially um even before graduation. Um so thought that would be something great to share with all of you. one more um student

153example and career area example to celebrate >> in this very very busy night full of a lot of content. >> Thank you very much. >> Thank you. [applause] >> Um before I get to the student handbook updates, can I ask if we have any interest in the committee to give me a motion? I'd like to move the coaches up. They've been sitting here very patiently. I would like to get them rearranged the which which item is it? >> It's the travel coaches the travel grip vulture. >> Okay, I'll make a motion and move it up the agenda. >> All those in favor opposed >> I just wanted to comment on the um last presentation. I think that this their the work that was already done is extremely important and critical to the safety and security

154of not only our students as you could uh as you uh heard through their highlights but also that this work is ongoing work and has put on more responsibility to some of our administrators and in particular our IT department who has to follow up and manage all the new software. It also will uh lower our cost with software and make sure that we're getting not only quality but safe software. Uh and uh being a leader in this has already been recognized uh as you know because of the responsibility of two administrators seeing how important and critical this is. Both Brenda and uh Penna taking the initiative to make sure we were a safe school. I applaud them for that. Thank you. >> Thank you. uh coaches uh out of state travel coaches Tony Sakis and

155uh AD director Mike Nelson are here. Um you can blame me, gentlemen. Um for $14,330, I would like to hear from you why we're doing this. >> Yeah. Well, first of all, thank you for having us. I think it was a blessing being here for this whole thing because a lot of the things that we uh we heard about can be remedied by kids playing sports and keeping them active that they can uh we look at a holistic approach to the kids. The skills USA very big advocate of that keeps the kids involved and sports is another avenue for these kids to learn discipline, learn rules, all the stuff that uh kind of gets them into that uh mature uh responsibility. Mr. They hit him. I think you remember Louis Pantini that was in your

156shop. First time we went to the Nationals was with him back in 1999 and I saw him last week and he talks about that experience that's turned him into a man. He's working for a housing authority in Lawrence. He has four kids now. He can't stop talking about that. So, we can't underestimate a lot of the things that we do here at the school in athletics that make our kids uh young men and young ladies at the end of the day. So, I thank you for listening to us. We have our uh four 11 kids that are qualified for the nationals in North Carolina. We took uh we started this two years ago. The first one were Elazado and he is now running at Marry Mat College at a division one program. He has the

157second best 110 hurdle at Marramac College and he's going to get a degree in business. We have another young man that's going to be going this year, Gustavo Varela, who's had tremendous success this year. He has the uh the uh state record for career uh career yardage. He's going to be playing at Assumption College and he got a scholarship to go to school there. Our level of expectation has grown and that's because of the uh the opportunities you guys give our kids and we're asking the same thing with this is just having our 11 kids experience this. And we know that our kids grow when they when they don't feel less than and they're right up there with any other community that's around us. get to go to these great opportunities as a nationals in

158North Carolina. So, we're asking uh for your support to send those kids there. >> Coach Mike, >> I can't that's going to be tough to follow. That's spot on. Yeah, we've gone this last couple of years. Um Coach Sarcus and his and uh I want to say you go with about three other guy, three other coaches. Um so, in this packet there's um yeah, there's 11 kids and three coaches. Um it's a great experience for them. It's probably once in a lifetime. We There's different ones that you can go to. The one that um we chose to go to is the um the Adidas one over in North Carolina. Um it was just a great experience like Tony said a couple years ago with Elazardo and so we did it again last year. Great experience

159for those 10 kids and we're just hoping to do it again this year. >> Thank you very much. Mrs. Fur, were you going to make a motion? I make a motion that um we send them to wherever they're going. North Carolina. >> Out of state travel. >> Do I get a second? Any discussion? Call the vote, please. Sure. >> And by the way, I love the segue between discipline and sports. It's right up my alley. Miss Harris. >> Yes. >> Might Jones. >> Yes. >> Mr. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. Donald. >> Yes. Guys, thank you for all you do and thank you for taking the time from your families to be here tonight. Thank you. Good night. >> Thank you. Thank you, >> Mr. Lavoy. I'm sorry. >> Yeah. I

160always have something to say. >> Sure. I just want to give you I want to just give everyone a little uh Reggie sports history. So, we had a great track season this year and uh we ran in the Andover Boosters. We did an amazing uh the kids were amazing in that uh boosters meet. Everybody was shocked at the quality and how well you did. So, congratulations on that. There was a great article in the newspaper. But I the history I want to share with you. In 19 1968 we had our first meet ever dual meet against Andover High. And that year they were state and and New England championships. And in that meet we only had one first place and that was the two- mileer which I was running the two mile in that meet.

161>> That's [laughter] great stuff. But just to give you perspective, Gustavo right now is the area leader in 100 yard dash with under 11 minutes running that he's incredible. And then we have a couple of other guy are long jump 22 feet 10 in and he's leading the state in all divisions. So they're just really because of the support Mr. Nelson and you guys. >> Thank you gentlemen. >> Thank you. >> Good night. Thanks for your patience. student handbook updates. Uh Mr. Lavoy or Brenda, one of you were going to handle that. >> Yeah, I just wanted to mention that um we are actually not going to be looking for a vote on the handbook tonight because there will be more um changes coming. So, these had already been prepared. I know it's a lot

162when you get the changes to the student handbook. Um so, we can certainly, you know, talk about anything that's in here now. Um I had asked Mr. Jackson for more information because I wasn't working on these specific changes. He said a lot of the changes here are really kind of cosmetic. Um the biggest changes that were submitted here um are numbers 5 through 7 which relate to the terms academic dishonesty. So they added the term academic dishonesty and cheating to plagiarism and forgery and then included sort of the flow of steps um they take for consequences. So those are the biggest changes in here. Uh we will have additional changes for the June meeting when we ask for approval to the acceptable use policy. We'll be looking at electronic devices. Um that type of thing.

163We just weren't quite ready. We'll do >> um I'm going to put a motion to table it so that we can discuss in the next meeting. >> A motion to table it. >> Okay. >> Yeah. >> Second. Um any discussion? Cher will follow a vote to Mr. Tom, >> yes. >> Miss Ferris, >> Miss Mr. Jones, >> yes. >> Mr. Mania, >> yes. >> Mr. Mercedes, >> yes. We'll table this till next month's meeting. >> Um, what type of information are you looking forward for forward to from additional information? >> No, no, no. She she said that they are still working on things. I'm not looking for information. >> Okay. Are you looking for additional information? I'm sorry. >> Put your mic on, please. So, we can record this. >> So, is the is the

164grading policy one of those things that's missing or is it the same or do I have bad information? >> So, we've had a team working on it. integrating for equity policy. So, I think there are some changes to that that would be coming as well. >> We don't need it now. We'll just look forward to it next next meeting. >> But that's a policy this committee votes on. >> It's in the student handbook. >> Correct. >> But before it gets to the student handbook, is it a vote from this committee? >> Yes, it comes from the principal. The principal is in charge of the student handbook committee. Right. >> Right. Yes. And I'd like to have the principal here next month to speak to this. And please check. >> Okay. This is tabled here. >>

165Jet Jackson. All right, moving on. You called the right. admissions report. >> Mr. Lavoy or Brenda, are you doing any admissions? >> I can speak to that. Um, so as of this morning, there were 494 uh confirmed students who had been accepted and who had uh most of u the students have completed the online registration through powers school. There are some I think who are still working on it and the admissions office sent out their fifth round um today. So that was a total of five oh so it must have been 495. So they sent out five additional acceptances today. One to Andover, one to North Andover and three to Lawrence. So they're very close to full. um it it's probably going to be close to impossible to actually get to that 500 number consistently

166because you have students who decide to go somewhere else or they're moving. Um so we'll continue to accept students from the individual community wait list as openings [snorts] become available and they are upload um updating the uh the list on the website so the on the lottery page um so a minimum of twice a month but I think it's updated really even in real time almost. Um, so if you look on the website, you can see how many students are still on the waiting list for each community. >> Any questions on that? >> Mrs. Ferris, >> what do we know about the chemistry of the 2030 class? Or is it what do we know about the chemistry of this class? I don't understand this year's class coming in. >> So, I'll just say um I'm,

167you know, not working directly in the office. I don't have an exact pulse on the students, but I do know that our um from what was reported to me, our numbers of special education students has um gone up significantly as well as multilingual learners. Um, so those transition meetings are happening and yeah, so it looks like there'll definitely be some changes. So, um, luckily we do have, uh, you know, a lot of support staff and we've already sort of anticipated that we may need an additional special ed teacher or ML teacher. Um, so we're continuing to keep an eye on that so that we make sure that we have the appropriate staffing. questions. >> So, I uh I sent this letter uh to all of our legislators. I I sent a I believe a copy

168to you on behalf of the school committee and and myself um u outlining why uh a lot wasn't the best uh idea or best solution in uh dealing with the need for more seats. And so, um, I'm hoping there was a a law, there is a bill in, uh, the House and Senate that, uh, we're trying to support that would eliminate the lottery starting next year. So, if we get enough, uh, uh, traction, uh, we could get that passed. That would be good. Um, so, I just wanted to give you an update on that. I also shared this we the retirees had their meeting today. So I shared this with them and asked them to contact the legislators regarding the lottery as well. So um anybody you know uh get them to uh reach out

169to their representatives or senator uh and ask them to uh support this bill that eliminates the lottery for vocational schools. Any questions? >> Okay, >> Tommy, >> please. >> This letter was sent out already. >> Yes, this was uh sent out to all the legislators. It was emailed to all the legislators. >> Okay. Can you send us a copy of what was sent? I'm not sure I got it by email, but >> this what you >> No, but the email that the email that was sent, the letter that was sent formally by email. If you can forward it to >> I can forward it to you. Okay. >> Yep. >> All set. Uh, graduation update. You want me to just read this, Mr. Lavoy? You want to speak to it? >> Yep, you can read

170it. >> Graduation details. Class of 2026, Thursday, June 4th, 2026. The rain date will be June 5th at GLTS. Prior to the graduation ceremony, light oerves and refreshments will be served in the Four Winds restaurant from 5 to 5:30. 5:30 to transport on honored guests to the football field where the graduation march will begin at 5:50. And uh just a question on the guest speaker, will we be having a guest speaker this year? >> No. The they voted not to have a guest speaker this year. the uh comm uh the committee the they they thought uh that that they wanted to try it this year and see if it uh would help with regards to the time that it took to get through the ceremony. >> And who did they suggest to do some speaking?

171>> Who did Who was that? >> You. >> Oh, I'll lengthen my speech if you want. Only kidding. No. So, >> we're going to keep it short. >> Yes. No, I'll I'll be definitely speaking. >> Thank you. >> Um, just one one thing I want to emphasize is that try to uh be here for 5:00 uh because we only have a half hour and there the uh the uh culinary students and teachers will be preparing uh the light meal in orders and so [clears throat] we won't have all that much time in there. Uh so uh just uh next year we're going to make it from 4:30 to 5:30 just so we have a little more time but the invitations had already gone out so we stuck with it. So um because they want us

172to leave head to the field by 5:30 so they can start this the um ceremony well not the ceremony but the march by 5:50. >> Okay. Would you uh want to speak to the uh superintendent's evaluation is next? >> So I gave you you should have a copy. Do they have a >> I think you got a copy of the typical form we have we do for evaluation my my particular evaluation which is due to go through next meeting. I will send you [snorts] by Tuesday uh some uh information or some references, examples of accomplishments for each of those standards. I will email that to you between now and Tuesday. I wanted to get it done this week, but we've had so many challenges on the on the budget that I spent most of this

173week, almost every minute, trying to get that budget uh transfers and uh kind of getting people on board uh purchasing the things that need to be purchased. Since our uh director of of of uh finances uh was out last week and this week, I've been kind of filling in for that. So, I um we'll get this to you by next Tuesday. >> I believe that was in everybody's packet. If it wasn't, I can get you a copy. >> Set with that, Mr. Little. >> Yes. >> Uh school comfort dog update. I think Brenda, we own that dog now, don't we? >> What's up? I'm so excited. Highlight of the night. Um, so did want to give you an update. So there was a litter. They're Australian Labradoodles. They were born on March 30th. The the

174litter was born on March 30th. We're only getting one. Um, so we were ma matched with our puppy last week. So they do a specific matching when they're looking to have a dog that's trained as a service dog. they have to, you know, look at the dog's temperament and all these different factors before they match them um with a school or a um a police department, anything like that. So, we got matched last week. Um so, our puppy will be ready for pickup um by a trainer on uh May 25th. So, um there's a it's a very detailed, very specific process that um they the puppy has to go through for training to be a service dog. So instead of us picking up the dog on March 25th or May 25th rather, it will be

175picked up by uh a trainer that will have the the dog for one week. Um so they do more assessments um and you know make sure that the temperament is is good uh for the for the purpose. So after that week um we will go and pick up the dog from that trainer. They will then go home with the primary handler which is um Deborah Reyes who's one of our school social workers in the guidance department. And then once the puppy has all of the immunizations, everything that they need, they'll start more intensive training at another um training place. It's called Auntie Dog in Tukbury. You might have heard of them. They she trains a lot of police dogs um and school service dogs. So that's that would be ongoing. There's like an intensive puppy

176camp and different um levels of training to get the dog certified. Um so we expect that the the dog will join us in person here in the fall. um in September and we're working on a school policy. We found that even um a lot of schools that have a comfort dog, they don't really have a formal policy. So, we're looking on um looking at finalizing that and hopefully we'll bring that to you at the June meeting. And uh without further ado, Mario, if you could bring up the the picture. This is Rio. So, uh Rio. So in in Spanish and Portuguese, Rio means river. So we tried to match the dog with, you know, their look and also the spirit of being a service animal in the guidance department. So he couldn't be any cuter.

177>> We have one more picture. >> Was he on the lottery? >> Sorry. >> Was he on the lottery? >> Sort of. We he we were just told we were getting that that puppy. So it was kind of a lottery. >> Um >> thousand dogs wanted to come. Yeah. So, you know, as we mentioned before, he really um you know, will impact the the staff um both the staff and the students um reducing stress, anxiety, and just helping to create a positive um school climate. So, we're very excited and um uh Deborah Reyes has done a ton of work on this. Um you know, it it really has been a lot a lot more than I expected even, but she's been great. Um very diligent, detail oriented. Um, so she's been amazing and um, we

178both wanted to thank you for the support um, for this because this certainly wouldn't have happened without your approval and support. >> Will this dog be trained locally? >> Yeah. >> It's for the whole community. >> Will this dog be trained locally? Is the trainer? >> Yes. So, the first trainer is in Marramac, New Hampshire, and then after that it goes to the trainer in Tukbury. >> Yeah. >> Thank you for the update. >> All right. That's the new school logo. Helps people days for days. >> Reports of the committee. I see none. Old business, I see none. >> New business is none. Tabled matters. We're none. >> Okay. >> Uh personnel considerations report. Um staff from beginning. Jessica Nanva, math instructor, effective June 20th 22nd, 2026. Austin Pora, HVAC instructor, effective June 30th, 2026.

179Leaves of absences, I see none. Retirements: Susan Amano, director of grants and workforce development, effective August 21st, 2026. Appointments are none. Job postings. Um, there was one added. I will put it on at the end. Um, you can ask the question, Mr. Lavoy. What's the question? Okay. Uh, first one. Athletic liaison $30,000 stipened year round 10,000 worth being funded through the current equipment manager stipen it's a new position city attached I'd like to vote on these uh separately one at a time please can I get a motion on that one >> question please for athletic liaison is on. >> Yeah. >> What's the purpose? >> Uh if you look at the job description highlights, uh the the purpose is to support the uh athletic director with a lot of uh activities and duties. Since that

180our athletic program is continuing to grow, there are more buses, more kids, more scheduling. It's been uh becoming more and more of a a a large uh [clears throat] task to continue to deal with particularly the athletic athletic activities which happen after school. Uh this uh which goes beyond the regular school day uh responsibility as athletic director working with his staff as an administrator. So, um it was requested um to have this self uh support person which I think will um uh be utilized in a way that'll uh give the director more time to focus on uh quality and more time to work with both other schools with scheduling and getting things done in a timely manner. >> Yeah, thank you for the background. Um, I mean, I asked So, it's a $30,000 type and

181I I saw there's a certain hours and and when it would be happening. I mean, I'm This brings me up recollection in terms of when we talked about the expansion of this department, we had, if I, if I remembering correctly, we had hired an equipment manager who was handling all of that. um which was also full-time. So I don't know if there's anyone in that position. >> This person person is the equipment manager. So part of the job responsibility is continuing in that role. So for that that's included that's part of the 30,000. So uh so it's basically an additional 20,000 to do other take on other responsibilities. Um so if you can see um below some of the responsibilities that person will be taking on uh that are additional beyond the uh support of

182the equipment >> as uh in so if you look at at the other uh bulleted responsibilities of the job there are numerous responsibilities and it's a minimum [clears throat] of 3 hours a day 15 hours of for for the additional uh pay. >> Yeah. Yeah. No, I appreciate again the background. Um I mean based on what I heard, this is I mean it's an existing position. This is just a stipen to that position. So it's not a new position. >> It's an expand it's an expanded row to the position. More responsibility. So thus more funding, more money. >> So there's a there's a person existing person in that existing position. Yes. >> So this would be a stipen for that position >> given that individual. >> Yeah. An additional stipen but this will be posted

183this exist the person in the job now has to reapply for this new it's a new job new title so anyone can apply for this. >> Okay. Thank you. >> Yeah. >> Just for clarification Mr. Lavoy we're coming up with 20,000. The athletic director's budget covers 10,000 of it, >> right? >> So, you're asking for 20,000, not the 30,000. >> Well, it's increasing Yeah, it's increasing the budget by 20,000. >> The athletic budget. >> We get a motion. >> Wait, >> I'm sorry. Do you have a question? >> What What is in place now? Is there an assistant athletic director? We have a trainer that does some of that work during the day, but all the problem with the [clears throat] situation with the trainer is that she also oversees rentals and facilities and so

184that's taking more and more of her time. And >> I mean that's separate I would think trainer >> that's a separate job but that's the only other support that the director of >> didn't we like a year ago we hired some people for like the fields and I thought it was somebody inside also helping. >> So the fields that's the p the field person who oversees the rental and the managing of everybody that uses the field any problems or issues is the athletic trainer. that's part of her role as a uh for the additional hours that she goes beyond the athletic training. So, um now we have security for the fields. That's a whole different job that we have people that are uh overseeing the facil uh rent. When we rent the fields, we need

185somebody to be out there to ensure security for the fields and people who are out there utilizing the fields cuz there at times many people out there. Uh and they manage to make sure that people are following the rules of the field. And also a lot of times we give them certain cleanup duties as well. Take care of the bathrooms while they're doing that. They have other responsibilities but that's a whole different aspect >> right but that that that must overlap with facilities right >> no >> doesn't overlap with facilities in the sense that it's not a facil's job it's a it's a um we do have a facilities well what you're saying is we do have a facility person that works ours and does some security as well. Yes, we do have that. They

186they work for uh for facilities, but also are out there. So, we don't have to hire somebody all the time, every minute for security. For the hours that the facility person isn't there, we hire someone that's specifically for security. >> And you think this position is needed? >> It's not part of this job. >> Okay. So, so the fact that it's in here, you feel it's needed? this liaison, athletic liaison. I mean, I just want to know how important this this job is. I mean, is it is it necessary? I'm going to say yes if you put it in here in the agenda. I need that. You feel that this this position is necessary for us to pass tonight. Correct. >> I do feel it's necessary to help manage everything and and uh so that

187we're uh able to so that the athletic director can do a better job at what he has responsibilities for and that some of the happens after school with regards to equipment. uh students, everything that's going on after school. We have >> hundreds of kids that are participating. >> So, there's a lot going on and a lot to try to manage. >> Okay. I'm making a motion to accept this approve it. >> Motion second discussion. >> I I do have a question. I want to know um is this going to be added to somebody's already salary or this is going to be their salary or somebody just who already have a salary a job who's going to take this over is going to add another $30,000 to their to their already salary. >> So this is

188a new position not being added. So in other words we have an equipment manager now that job is going away and going to be part of this job. So equipment man this person who's doing this also has to oversee the equipment. Uh but that's a totally this whole position is a brand new position. Uh anyone has the opportunity to apply for this position but that's one of their responsibilities is to be equipment manager. I'm sorry. >> Thanks. The equipment manage position is going away. You said that's >> that title is going away. >> All right. But there's still responsib. >> All right. What was the position manager's pay close to this or >> equipment manager's pay was $10,000 a year. >> Okay. I just want to make sure the uh it's important to note that

189we're coming up with the 20,000 not the 30,000. That's what we're working on. Um discussion further note. Can we have the vote? Cheryl, please. I want to call these. >> Mr. Mercedes. >> I'm really still like confused about it, but um sure, >> Mr. Tabox, Miss Ferris, >> yes, >> Miss Dler. >> Mr. Jones, >> yes. >> Mr. Mahia. >> Yes. >> Mr. Hayden. >> Yes. >> Stipen to engage in curriculum alignment work with Northern Essex Community College. Four positions, $50 an hour, May 2026 to August 2026. This is grantf funded. It's a new position, city attached. Can I get a motion on that, please? discussion >> if the and when does the grant is up to >> the grant just covers them to finish to do this uh activity that's uh work doing uh

190I think is for curriculum to work with Northern Essex to do some early college curriculum. So, it's a one time >> one time deal. >> It's a one-time thing. >> Any further discussion? >> College Hill, please. >> Mr. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. Tarbox. Miss Ferris. Miss Dla. Mr. Jones. Yes, >> Mr. Hayden. >> Yes. Stipen to develop early college readiness Xlock curriculum for two positions. $50 an hour May 2026, August 2026. This is also a grant-f funded new position. CD attached. Can I get a motion on that, please? >> Motion with uh discussion. Can I get a second please? >> Discussion >> uh through you can just a question for the superintendent. Um what is the writing this xblock curriculum? >> So the uh it's a uh it's one of

191the periods that we have every on the academic week where students can it's basically like >> a wind this is the wind block. >> No this not wind block >> separate. Okay. separate where we there some students who have specific need to take specific course for support like in uh ELA or reading or special math classes. It's an extra class to accommodate students that are so that they're not having to be taken out of a history or science and then also to have other uh enrichment courses that students can take as well. Uh so it happens on their academic week uh one period a day. >> Okay. It's called >> Thank you for clarifying. Thank you. >> Thank you. >> Any further questions? >> Call of Train, please. >> Mr. Jones. >> Yes. >> Mr.

192Mahia. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. Tarbox. >> Miss Ferris. >> Miss Dler. >> Mr. Hayden. >> Yes. Health and Public Safety Workforce Pathways Development Co-op Coordinator to support the expansion of workforce aligned programming and health and public safety pathways. Stipent 22 thou 202,550. This is grant funded. Uh runs from May to August 2026. This is a new position, city attached. Can I get a motion on that, please? $2,550. Are you missing it, Mrs. Ferris? This is the uh health and public safety workforce pathway development. Correct. There's two. >> The fourth one down. >> What? >> The fourth one down. >> Yeah. One of them is for co-op coordinators and then the other one is there's >> a couple of them for Adam and Yeah. Probably three of them. >> Okay. Yes,

193we good. >> We get a motion. >> Yeah, I make the motion. >> Second. Any further discussion? Cheryl, >> Miss Distla, Mr. Jones? >> Yes. >> Mr. Mahia? >> Yes. >> Mr. Mercedes? >> Yes. >> Mr. Tarbox? M. Ferris, >> Mr. Hayden. >> Yes. Health and Public Safety Workforce Pathways Development Administrators three to oversee planning and development of health and public safety programs ensuring alignment with chapter 74 uh requirements and district priorities. Stipen $1,800. It's grant funded inclusive of travel expenses May through August 2026. This is a new position. City attached. I have a motion on that, please. >> I'll make the motion. >> A second, please. Mrs. Ferris, any discussion? >> Where are they traveling to? >> Amir, I can't hear you. Please, >> where are they traveling to? >> This is to oversee

194it. >> Says inclusive of travel expenses. I believe they'll be traveling back and forth from here to Northern Essex, I believe, is where they >> What a >> Yeah, I'm that's the only thing I'm aware of that they'll be doing some traveling back and forth to meet with Northern Essex staff as part of this uh project. Won't be much. should be very just uh gas costs or what typical traveling costs that you would put in uh like if I went to a conference and I was using my own vehicle I would put in for travel time it's not like to go to Florida for this >> and this is all for that um the John and Lavoy um uh safety uh what are we calling it health and public safety building correct This is uh

195it's going to be where >> the John Lavoy public safety building. >> Oh, >> that doesn't >> it doesn't exist. But if it were to exist, maybe we could use it. No, it's uh this this would be our facility here at the school in in Northern Essex. >> But but all these positions are to uh equip that pathway. Is that what you're saying? ensure the oversight and the uh implementation uh and preparation also of the program everything from curriculum to uh getting it uh implemented. >> This need is needs to be done because of the grant. Am I right? >> Yes, it's part of the grant that the department of ed has uh supposed to do >> and uh there is an expectation that administrators be involved in this project. >> Any further discussion? Call

196vote. >> Miss Ferris. >> Yes. >> Miss Distler. >> Mr. Jones. >> Yes. >> Mr. Mahia. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. Tarbox. >> Yes. >> Mr. Hayden. >> Yes. Right. program clinic commission responsible for supporting students experiencing significant mental health, emotional, behavioral or health related challenges that have impacted school attendance and functioning per teachers contract school year 2627 from the guidance budget. This is a new position city attached. Can I get a motion on that? We heard about break from uh >> this position is is in the budget. This position was put in the budget. >> I'll make a motion. >> Second. Any discussion? >> Yes. Discussion. This is the Bright program. >> Bright program that Mr. Vog was speaking about. >> Yes. So this will be an addition to the

197safe office. So it'll be 16 staff at that point, right? No. Or is it separate? >> The separate office. >> This is separate from safe. Okay. >> Yeah. Yeah. Part of the guidance department >> and this is part of the same program that we discussed before for students with mental health challenges. >> Okay. >> All right. Thank you. Yeah. Yeah. >> Okay. Thank you. Further discussion vote. >> Mr. Tarbox. >> Miss Ferris. >> Yes. >> Mr. Dler. >> Mr. Jones. >> Yes. >> Mr. Mahia. >> Yes. >> M. Mr. Mercedes. >> Yes. >> Mr. Hayden. >> Yes. Advanced manufacturing instructor. Summer school. One instructor to teach summer school and advanced manufacturing up to 40 hours per week. teachers contract July to August 2026 new position. Uh Mr. Lavoy, is this one of our instructors? >>

198Summer school. >> Oh yes, that's uh Don actually. >> Thank you. >> Yep. >> Any discussion? I mean uh any motion >> and this position is going to be for 2 months only summer school >> just two months. >> Yeah. For right for 8 weeks. >> Well 6 to 8 weeks. It may only go 6 weeks. >> I'll take I'll I'll make the motion. Make it a second. >> Any discussion? >> Cheryl call. >> Mr. Mercedes. I'm sorry. >> Discussion's over. We're voting. But please ask your question that and other students that may uh take advantage of uh uh the opportunity to uh come to the program. uh we're going to offer it to more than one stu particularly to work with the students but other students will have the opportunity to come in and

199uh do some extended learning >> no charge back to the vo >> Mr. Mercedes >> yes >> Mr. Tox >> Miss Ferris >> Miss Dla >> Mr. Jones. >> Yes, >> Mr. Mahia. >> Yes, >> Mr. Hayden. >> Yes. One more for health and public safety, workforce pathways development. Department leads two to support high impact curriculum development and workforce pathways expansion in health and public safety programs. $6,275 grantf funded stipened inclusive of travel expensive expenses May to August 2026. It's a new position. CD attached. >> Can I get a motion on that, please? >> Get a second. >> Discussion, >> please. >> Yeah. Um, so was this added to the agenda late or was this >> we voted it in before we set we sat down? >> Yes. Okay. >> This is the addition. Uh,

200Sue had sent me a little note saying that it was her mistake. It was timed in at the right time. She just didn't put it into the pack. >> Okay. Thank you. >> You're welcome. Just can we just make sure that like even if things are submitted but we don't have it that we have it before the meeting not on the table so that >> we don't come to the meeting and it's by surprise I know it's a mistake but just so that we can make sure >> when they were going through the book >> one wasn't added >> but it was timestamped so she put it on our >> okay today. >> Thank you. My apologies, but she took ownership on that one. Um, vote please. Any further discussion? >> Mr. Mia? >> Yes.

201>> Mr. Mercedes? >> Yes. >> Mr. Tarbox? >> Miss Ferris? Miss Distla. >> Mr. Jones? >> Yes. >> Mr. Hayden? >> Yes. We have no future agenda items. At this time, I'd like a motion to enter into executive session. >> So move >> discussion. All those in favor? >> I >> opposed. Let's go to executive session. I'm going to hit the manual first. >> See, too. I don't want Good summer. We'll call Billy, take a look inside there. See if there's a medical box on the wall. Right side should have one hanging on the wall someplace. motions to put on the floor. >> Yeah. I'd like to make a motion to pay a one-time stipen to the facilities director of $3,000 for acting as a proctor manager on a campus project. This is a one-time

202stipen. Any future projects oversight will be dis pre-isced uh before started >> second >> discussion >> Mr. Mercedes >> yes >> Mr. Tox >> Miss Ferris >> Mistler >> Mr. Jones >> yes >> Mr. Yes, >> Mr. Hay. >> Yes. >> Make a motion to approve the uh facilities administrative assistant uh retro uh pay. Yes, >> I'm not. >> I'm voting no on that because um I think it's being that the title should it's going to be involved in other situations. So I think we are making a mistake as a committee. Thank you. Mr. Mc >> abstain. >> Mr. M. >> No. >> Mr. Jbox. >> Miss Ferris. >> Yes. >> M. Disla. >> Mr. Jones. >> Yes. >> Mr. Hayden. >> Yes. Um, I'm uh put a motion to assist assistance superintendent to change

203from retirements to buy back sick days. Do I get a second? >> Second, >> Mr. Jones. >> Yes. is going to be. >> Yes. >> Mr. >> Yes. >> Mr. Towers. >> Yes. >> Mr. Tesla. >> Mr. Hayden. >> Yes. >> Mr. 53. That motion was already done. >> That was already done. >> That was the motion that you made. >> That was repeated. Oh, Mr. Chair, just clarif >> um the motion that Mr. Mercedes made was about the assistant superintendent buyback. This is the superintendent that the one that he just made is about superintendent's vacation time being rolled over. Yes, they're two separate. Yeah, >> thank you for the verification. We have a second. >> No, >> Mr. Jones. >> Mr. Mia. >> Yes. >> Mr. Mercedes. >> Um, abstain. Mr. Ferris. >> Yes,

204>> Mr. Make a motion to accept the clerical contract as ratified by the local 1707, including the CTE clerical um position. Again, I'm making my no vote because this clerical was as we discussed in in executive this was um negotiated by Mr. uh superintendent and it should not have been. So, and again, I just want to add that everything that was discussed in the secret session, as far as I'm concerned, was out of order today. Thank you. >> No, >> yes, >> Mr. Jones. Yes, >> Mr. >> Yes, >> Mr. Mercedes. >> No, >> Mr. Mr. >> Yes. Motion to establish a subcommittee on personnel. Mr. Thomas. >> Yes. >> M. >> Yes. >> Mesa. >> Yes. >> Jones. >> Mr. M. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. Yes, there was the

205change in title for the facilities administrative assistant to procurement and to to allow that position to be sent to the AG's office for approval. >> Yes, that's the motion. Mr. Mercedes >> abstain. >> Mr. Toxeris M. Distler. >> No. >> Mr. Jones. >> Yes. >> Mr. Nia. >> Although I made the motion. No. >> Mr. Hayden. >> Yes. Yes. Do I miss anybody else? >> Make a motion. Someone want to make a motion to adjourn. >> Second. >> I