001You can make a motion tonight to uh reverse it. >> Like to call the meeting to order, please. Miss Martell, would you do the roll call, please? >> Miss Ferris, >> Miss Dla, >> Mr. Jones, >> here. >> Mr. Mahia >> present. >> Mr. Mercedes. >> Mr. Tarbox >> here. >> Mr. Hatum >> here. Uh, can we stand for a pledge of allegiance, please? And remain standing for 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. Please keep in mind all our servicemen and women here and abroad. Uh especially our graduates, please. Thank you. Uh can I get a motion to uh accept the minutes? I'm going to
002have uh two separate votes, please. one for March 24th and the other one for April 7th. Can I get a motion for the March 24th, please? >> Motion. >> Second. All those in favor? >> I >> just give me a second. I'm going to do this show is just running a few minutes late. Can I get a motion for the April 7th meeting, please? >> So moved. >> Any discussion on the April 7th meeting? All those in favor say I. I. >> I. Mr. Dphano, you're going to tell us about a missing cash balance report. >> Yes. The March um cash balance report and reconciliation. Uh we will have next month um Joan as as everyone knows Joanne Colleen retired and we have new staff and so uh staff is just getting up to speed
003uh doing very well but we need uh a little bit more time to present those schedules next month. >> We move on to uh consolidated cash. Everybody has the handout. Revolving fund is a packet. Everybody has the packet. Budget report is also a packet. Any questions on any of those? Uh, Miss Martell, you're going to tell us about budget transfers, please. >> Okay. The first budget transfer was for athletics to cover some expenses for nationals. The second one was to cover some unexpected uh invoices for snow plowing. We had a budget adjustment to cover invoices for electrical and fire equipment. That was facilities also. I was asked to do an interdep department adjustment to cover some CTE assessments and then um Cosmo had some end of the year supplies that they wanted to purchase. So
004they asked for an interdep department budget transfer also. And then the last one is again for facilities for additional funding for invoices that they had from February to April and it was for snow removal again. >> Thank you. I'm going to get a vote on that. Please can I get a motion to approve the budget transfers as presented? >> I'd like a motion to close. Any discussion? >> All those in favor? >> I >> Any opposed? Superintendent, you're going to tell us uh about plants. >> So, uh I'm going to bring you up to speed on a situation we're dealing with here. So, um I'll start from the beginning. go. Um just around just before the holidays, just before the uh Christmas uh holidays, um we had a grant $4 million, which was our last
005skills capital grant uh that was ending and uh the well was actually uh in the fall we had to submit our final we had to submit our final uh expenditures from the to the state in order to get our last check which was for425,8137. The request went in 2 days before the grant ended. Um the state thought that we weren't going to be sending them that final uh request, so they took the money and moved the money. So now the state uh was short 425,081. So after uh meeting and having discussions with them uh they said that we were going to have to wait until the next skills capital grant in order to get the money that is owed to us. This the skills capital grant that just got uh finalized. Um, we should be
006getting those funds from that skills capital grant. I spoke to uh the state last week. Um, and they're working on uh getting us the final payment to us, the 425. But because we have to close the books on 224, we have to move money from um the skills capital grant uh to uh capital in order to cover that funding. So, um just giving you uh we need a vote on that to do that to move the money from capital uh skills capital to the capital to our uh capital improvement uh line item which will be reimbursed uh hopefully we we expect to get it very soon. We had thought we were going to get it a lot sooner than this, but after several calls back and forth with the state, um, finally the last week,
007I finally they uh assured me that we'd be getting it soon. >> Would you put your mic on, please? >> What What were you talking about? The $4 million But we had >> two years ago we got a a grant for $4 million, a skills capital grant for 4 million to build the aviation hanger >> and also to buy some equipment for aviation. >> Right. The last uh payment on the hanger was for that we had to pay to the contractor uh was it approximately well was that in some uh equipment was 425,8137 you can't build a state until uh we've paid the until we've paid that once we pay it then we can ask for reimbursement. It had to be in at a certain date, >> otherwise they wouldn't give you the money. Well,
008we got it in two days before the grant was supposed to end. So, we did get it in on time. They thought we didn't get it in on time. And so, they returned the money. And so, uh, when I contacted them and said that they that we did get it on time, I provided them documentation that showed we did get it on time. they realized that they had made a mistake and that they owed us the money. >> Okay. >> But they didn't have the money on hand until until they got a new allocation for the next skills capital grant which was just recently. And so that's where we expect to get the funds from. Can I get a motion to approve uh moving the 425 and change? >> Question. >> I'm sorry. >> For
009the superintendent. Um for the because this the grant is reimburseable once the transfer is done. >> Um does the money that that is transferred to the capital skills grant have or capital improvement line item have to be spent by the end of the fiscal year? This fiscal year or the next fiscal year? uh was already spent. >> So it would be reimbursed just >> reimbured for what we already spent. >> Okay. >> Yeah. >> All right. Thank you. >> Yep. >> Any further questions? >> All those in favor say I. >> I. >> Opposed. Okay. Donations. I see none. articles. We have one article. Uh Mr. Lavoy visited the state house. Can you tell us about that, Mr. Lavoy? >> This was >> clean energy. >> So, I spoke to this, but I think it
010was about 6 weeks ago. Um, the clean energy center asked me if I would uh present before the legislators at the state house uh to support their request for additional clean energy funding in the new budget. So I went to the state house and did a presentation on behalf of the clean energy center um uh regarding all the projects and the things that we have done with funding that we've gotten from the clean energy center which is probably I don't know maybe almost $2 million over the last few years from them. Uh and we just were awarded recently another $750,000 for from them as well on uh some clean energy projects we're going to be uh embarking upon here. here uh as part of our clean energy curriculum >> next year. >> All set. >>
011Yes. >> Thank you. >> Please. >> I appreciate you sharing that again, but I think we I think you shared this in the last meeting. I did this announcement. Okay. It just >> it was so good you wanted to do it again. >> I know you want to do it again. >> Yeah. I don't know how it on ended up on there again. >> Good news needs to be heard many times. We have a slide presentation from the special education department. Principal Jackson's going to introduce his team and tell us about it. >> Oscar, does he have a mic? >> Get the hand mic tonight. All right. Uh good evening everyone. Uh Superintendent Lavoy, members of the district committee. Thanks for having us tonight. Um I want to start off by introducing uh members of
012our team. Uh once again joining us is uh director of teaching and learning, Panota Athanellis. Um also here tonight is our director of special education, Miss Tina Nutter. Uh and our director of language uh culture and equity, Joe Faucet. Um, as we look to at our progress of our special education and multilingual learner programs, thank you. We want to start with a message of gratitude. Um, a lot of work was done uh by this committee to approve uh in the last two budgets um some personnel additions in both special education and in multilingual learning department. Uh and they're the foundation of tonight's presentation. Uh we titled tonight's presentation empowering every learner because we want to show you exactly how your strategic investments are working in action. Uh the line items you approved are now real
013people in our building and they're doing incredible work to support our students. As you will see in the upcoming slides, this funding has allowed us to create a true culture of equity. We are translating your financial support into very tangible outcomes. From ensuring our multilingual learners are safe and supported in our vocational shops to building robust individualized post-secary pathways for our special education students. Uh to take a deeper dive uh into these departments um and showing how they align with our broader instructional vision, I'm now going to hand it over to Panota. Thank you. Great. Um, so we thought before diving into talking about um, all of the work in special education and our multilingual learner departments, thought it'd be really important to talk about um, how this fits into our larger instructional vision. Um,
014this is our third time coming in this year to talk about um, our instructional work. Um, we've talked and um, I know we've showed this visual before, the multi-tered systems of support. Um, it really is at the core of what we do. We we put so much emphasis on that tier one, which is the universal um, curriculum and instruction that we give to all learners. Um, when we're talking about our students who are on IEPs and our multilingual learners, um, they have access to all of that, um, rich instruction. And that's what we've talked about in our previous sessions. Um we talked about the curriculum rollouts in ELA and math. We've um talked about all the work going on in CTE as well. Um and um and now we want to really zero in on
015what's happening for those students who need some extra support, tier 2 and tier three supports. Um we all work as a team. So, um, this is not a place where, you know, the special ed department is on its own island, the multilingual learner is on their own island. We all work together to make sure all of our kids are getting everything they need. Um, and with that, I'm going to pass it off to Tina Nutter to talk about special ed and all the amazing work that's going on. >> Good evening. Thank you for having me here tonight. My name is Tina Nutter. I'm the director of special education. I've met a few of you, but not all of you. Um, I want to thank you all for the support that you've provided to the special
016ed department. It really is making a difference in the work that we're doing. Um, and I appreciate you giving me this opportunity to update you on both our literacy programming as well as our transition programming. Um, this before we move forward, I want to ground our work in this visual. This is one of my favorite visuals because it really captures how we think about supporting our students. Equality is when everyone is given the same resource. But as we know, students don't all start from the same place. The reality is that our students come to us with very different strengths and needs. Equity is where our work lies. Providing students with the specific supports they need to access learning and become successful. And ultimately justice is the goal. Removing barriers so that all our students can
017fully p participate and succeed. So our reading specialist um is very experienced. The one that we hired, she's certified in multiple different programs. Um, and we've made literacy a priority because it directly impacts both our academic s success and also our career readiness. In a vocational setting, students must read technical materials, follow directions, and communicate clearly. Our approach is not one-sizefits-all. We use comprehensive multi-tiered models to meet students at their individual levels and target specific goals. So with that work, we are currently using three core programs in the special ed department. We do use other supplemental material, but these are the three core programs that we're currently using. Uh we're using the Wilson reading system, which is uh what our reading specialist is using. It's an evidence-based program that provides structured multi- um sensory instruction
018for students who need foundational decoding support. Read Naturally is also an evidence-based program that focuses on fluency, helping students build accuracy, speed, and confidence. Those are the two programs that our reading uh specialist is currently using. In addition, um we're also using language live. We have three teachers that have been trained in this program in addition to the reading specialists. Together, these programs allow us to support students across all areas of literacy and move them towards independence. Each one is targeting a different area. So, when we're looking at our students in the special ed department, currently we have 68 students that are receiving reading services through their IEP. So they have goals and objectives on their IE IEPs specifically for reading services. Um we have trained our staff to support students across all of our
019programs and the reading specialist like I said prior is working mostly with our dyslexic students. So she if you look at the slide she is supporting 23 of our students. those students um are students that have been identified with dyslexia. Our other students that are struggling learners um out of the 68 students will have programming but don't necessarily meet the dyslexia criteria. Um, in addition to the data that we collected, I also wanted to uh provide some student feedback about the literacy class because as we know literacy um in high school can be tricky to teach. Uh these are some of the quotes from the students in the class and the piraphph on the right is it's only eight responses from students but 87.5% of the students feel that it has impacted their reading skills.
020Um and 12.5% said maybe. So um this is just some of the data that we have been reviewing. If you look at this graph we have six students on the bottom. it is identifying um reading accuracy over the three quarters. So student one is in the first column for f quarter 1, quarter two and quarter 3. We student two is absent for quarter 3. So we don't have that data but it just shows you the growth that students have made um with word list reading. These were some of the areas which students identified that they improved in. Um they can break words into syllables now. They've got faster at reading. They understand what they read better. So I just wanted to give you some student feedback as well as the data that we have. Another
021position that you um have approved for the special ed department was our transition specialist. She um started this year that has been a really really big impact in our department. So what are the roles of the transition specialist? She focuses on preparing stu students for life after high school whether that's employment, education or independent living. This work includes instruction, work-based learning, and community experience. And it begins at age 14 as part of the IEP. By law, we're required to provide transitional services for students per the IEP. Our goal is to ensure that students are prepared, confident, and able to navigate their steps independently when they leave GLTS. she supports um these are some of the things she supports here. So as well as transition services, she does some career exploration which is um typically done
022through a transition assessment. So it's a formalized standardized assessment that she completes to look at um career explor exploration with students. um she's working to with our co-op director. Our special ed numbers are low for students that are out on co-op. So, we're working really hard to increase the numbers of students with disabilities going out on co-op. So, she's currently working with Audrey Durkin um to build more internships for us students. We just started actually stu two students today inhouse. one is working in the IT department and the other one is working um doing some graphic design stuff for the restaurant in Cosmo, updating the menus. So, just getting those students some work experience before they leave. These are some of the services that we work with outside of the school. Paths is a big
023one that we work with. We just had um five students over break do an internship at American Training. That is a paid internship. They work at the Hyatt. They work at the hotel. They work um they have bakeries bake um a bakery, a pop-up bakery inside American training. Um and they're working with our students, a lot of our students on the autism spectrum who need more of those soft skills to be work ready. Um, we also, our transition specialist is responsible for submitting what we call 688 referrals. Those are referrals that are submitted so students are ready when they leave school with services. Special ed and high school is an entitlement. When you leave here, it's not an entitlement. So, in order to get those services, we need to be able to educate our families
024on what they're entitled to and get them um those services and those connections before they leave here. So, some of that data um from our transition specialist, so far we have 55 seniors. She has completed 30 transition meetings with families and submitted all the paperwork. Um we have 42 students have that have been referred to Massability and 38 of them are currently elig eligible for those services. So they do a lot of um supported employment um job shadowing and job support coaching. We also have um this year we have a simulated driving class for students that struggle to get their license. So, we have Northeast Independent Living coming in after school on Thursdays and they're working with students with a simulated driving unit to be able to get their permit and learn the rules of
025the road. And then we have three students that are not eligible to be able to drive due to their disabilities. And they've all been set up on the ME mini mea transportation. And this is work that our transition specialist is currently doing. And where are we going next? We um we're going to continue to expand our literacy and the services of students. We are training um three teachers this summer in Read Live. That will be um an extension to what they're already doing. The other three teachers in addition to the reading specialists. Our goal is to ensure that every student leaves GLTS with a clear plan and skills needed to be successful. Transition is where everything comes together. Your academics, your vocational training, and your real world readiness. Thank you. >> Tina, would you mind
026a question or two? >> Sure. >> Anybody have any questions? Can I throw one? >> The Wilson reading, reading naturally and language live. Do any of our sending schools have these programs? So when the kids come to us, I see on the uh language live, it's from fifth grade to 12th grade. Do >> Yes, we do have kids that have had exposure. We don't have a lot of kids that have received um Wilson. We do have kids per se that have received the language live, but the Wilson is a very intensive certification. It's not just a training. So a training versus a certification is a lot different. So, like a Wilson certification is 60 lessons that you have to do with a student. I'm certified in the Wilson. That's that's why I can answer this,
027but 60 one-on-one lessons that you do with a student and you're evaluated from the school. They come in and they watch and observe a lot of your lessons and give you feedback. Um, a lot of the trainings are just one or two day trainings. So, it's a big difference to be certified versus train. But the reading specialist that we hired was a certified Wilson um teacher. >> Thank you, Mrs. Ferris. >> Your mic on, please. >> Um special education department made up of 68 students. Is that what you're saying? >> No, we have 220 students. We have 68 receiving reading services. >> Reading services. And and is this how is this delivered? Is it in the classroom or just one-on-one with the reading specialist? >> It's not one-on-one. Unfortunately, some kids do require that. It's
028typically the students that are with the reading specialist is typically a group of three. >> Um are I do have two seniors that have severe dyslexia and they haven't previously have this had the service. So, they are working with her one-on-one. One wants to be a hairdresser and she can't read the material to pass the test and she's a senior. So, I do have her working one-on-one with that specific student to build her skills before she leaves. >> No, I mean, this seems it seems really great. I mean, I I you know, I I like the progression and you're just not dropping them off. you're seeing it through with um a trans transition to community. >> Thank you. >> Yeah. So, it's great. >> Any further questions? Billy, >> I'll get you next. >> All
029I can tell you is that um couple things. I was here quite a while ago and we didn't have the services that you are now providing and I thank the school and superintendent and the staff that you have because it's terrific. Uh question um are there any students who are going to stay longer than their senior year, you know, like until they're 22 in program. >> So, we currently don't have that programming. Um, we did have last year a parent who was looking to reject the students diploma so they could have additional services. Um, not having the MCCAST is a >> it's it's good and bad, right? Because that was the divide that kind of told us our students that were on more of an 18 to 22 track versus students that would graduate with
030a diploma. parents don't want students to leave without a diploma. So, a lot of parents are choosing that. I do feel like with the lottery, we're going to need to look relook at some of that programming, >> but right now we're really using the community and our outside resources to make sure our students are ready to leave. It's out of the academic side. >> Next. >> So, I just want to commend Tina for her work since she's been with us. Uh, talk about advocacy. uh she cares and advocates for every single special ed student out there. She doesn't miss anybody and uh she has worked hard uh tenaciously to get some of these like the transition program, the reading program, all these things we've never had for students. At one point, uh we didn't have
031a program for dyslexia students and uh last year was the first year we started to have one. So, can you believe we didn't have that program here? So, and it was because of her belief in that we had to have provide services for all kids that has made it possible. Um, when she comes down the hallway, I go the other way. No, only kidding. I'm I'm really uh proud of the work that she's done and how much she how much it matters to her. So for me, it's easy to support her because I know it comes from uh caring and from the heart and really wanting kids to succeed in the worst way. So uh I appreciate the work she does every day. Thank you. >> Superintendent Lavoy, >> just a question. How is the
032lottery going to affect the numbers do you think of kids coming in with an ed plan? >> Well, we're looking at that right now actually. Um that's some of the work I did today as we were pulling kids in. We get a lot of parents that um check off that students don't have IEPs. I think fear of not getting into the school. I know that changed with the lottery, but we uncover a lot of kids in the beginning first quarter that have not been identified. >> So, we're trying to pull everybody in through Edwin to see if they've had um services in the past. So, our numbers right now, we're looking at higher numbers. Typically last year we had a high. We had about 75 students come in on IEPs. Our junior and our senior
033class are more like 55. Right now it's looking like 90 students coming in on IEPs, which is high >> until you find something differently. Yeah. >> Yeah. >> Uh thank you for your presentation. Uh we appreciate it. Um and the background you gave from your department. Um, in terms of the transition transitional support, I know we have workforce development programs, the adult workforce development programs. I'm not sure if that's any in any way tied to this. Um so I'm just looking at more like how we are streamlining the transition services support end in terms of what we have inhouse and also like mass hire when they help the summer youth jobs or the internships uh in the corporate or nonprofit end. >> So this year um with mass hire we only got seven jobs for
034the summer. So, we are looking at um because they're cutting, you know, the budgets are cut, but so our seven students that we're placing, six of them are on IEPs, one is not. Uh we're looking at students, high need students living in foster care, uh homeless students that really, really need a job over the summer to have that stability is what we've been looking at for that. But we're really looking to partner more with them next year so that we can get more of our students with disabilities out through a yearly program through Mass Hire versus just that summer programming. Um the workforce development is separate than um the transition specialist. her job is really looking at students that are not employable due to their disability. So for instance, one of our students that started
035today working inhouse um she has autism, she is in calculus, she is brilliant, she does not have the soft skills to be employable. So, it's her really looking at those students and how do we build those soft skills to get them out in the community and be employable and build those connections with um different companies that are going to be willing to employ students with disabilities. Uh I think our students that have invisible disabilities sometime sometimes people don't recognize that and it's a lot harder I think to get a job and keep a job. So they might initially get one, but they're not able to stay employed. So that's where Massability and the other services come in to support that when they leave us. Um, well, my last question, how many special education teachers are
036I'm not sure how they're assigned, but I know other districts have like zones per se, but for because we're a smaller school, how is the layout in terms of by grade? Is it by population or, you know, how is the division with the teachers? >> That's a good question. We're doing um we're partnering with Blue Engine which is a co-eing um consultant firm this year and they work intensely with three pairs of teachers. So our 9th and 10th grade teachers teach both 9th and 10th English and math. So we are trying to concentrate those teachers to have a partnership just with one math teacher, one English teacher. It's not always perfect, but we're trying to do that. So moving forward, our ninth and tth students will be working with the same teacher, special ed teacher.
03711 and 12 will be working with the same teacher. And we're really breaking that down to executive functioning skills and transition skills. So we're developing, we're in the process of developing a scope and sequence for both of those that will be taught in their instructional support classes. You're welcome. Yes, that's the goal. That's what we hope, right? Like that really is the goal. Where it's challenging is we have students from so many different places that have received different services. So I think right now we work with 20 different middle schools and even if you're coming from Lawrence or Mthuan, even the middle schools run differently in the services they provide. This year um we've we've had a lot of kids that have required reading services as freshmen that haven't previously had those services pending the
038districts that they're coming from. special. >> So, um, we use, that's a good question. So, we use, um, Dr. Orin's reading graphic organizer. So it looks at your cognitive skills that dictate your reading ability and then we plug in your reading scores based on that graphic organizer to see uh this is like a whole presentation but it's basically to see are we looking at a decoding weakness, are we looking at a fluency weakness, are we looking at a comprehension weakness and then we plug in what program we're using based on that graphic organ. organizer. So my reading specialist, I previously worked with her and we had a lot of training in this area. So that's what we've been using. I know some people have asberers close. Thank you. >> Thank you. I got it. Um
039what is the percentage in resource classes versus um you know we have co- teachers and special ed kids in the the mainstream. >> We have for for your core subjects we have very very low percentage of students that are in small group classes. >> Okay. >> Um we do pull for instructional support. We're using the smarts curriculum for executive functioning skills, but not for core academics. I would I don't know the percentage off the top of my head, but I know that in our junior class, we have about 55 juniors. We have three students that receive small groupoup instruction for ELA and math. >> So, they probably come in with being in from their other schools integrated with the mainstream. These three specific students do all have intellectual disabilities. So, typically our students in a
040small group class would be a student that has an intellectual disability. My goal is to eventually get them all in the inclusion classroom. >> Um, I'm not there yet, but I would like them all to be in the inclusion classroom. So, one thing I didn't mention was our co-eing program has grown immensely uh under Tina and some of the uh other administrators working as a team, but her uh leadership and the work that's happened in the last two years has been amazing. our co our uh uh special ed teachers and the work and the partnership that they have with the regular teachers now is uh like day and night from it was two years ago. It's great to walk into a classroom and see two teachers working together as a team. That was never happened
041in the year many many years I would go through and say how come they don't work together? How come they don't work together? That's all changed and a lot of that initiative has happened under Tina. So uh that in itself has been pretty terrific. >> Thank you very much. >> Thank you. >> Uh Dr. Faucet, you took your time. I Thanks Tina. You left me so many minutes left. Hi. Good evening everyone. Thank you so much for your time tonight. Um my name is Joanna Faucet. I usually go by Joe Faucet. I am the director of language culture and equity. I have the fantastic job of overseeing our multilingual learner department. Um and within that is also my teachers, my paras, our curriculum, supports in our vocational classes, supports in all of our academic classes.
042So, I get an opportunity to be in all parts of the school. Um, and I'm excited to talk about um some of the staffing increases, the curricular materials, and also some of the programming that we now have running at Greater Lawrence Technical School because of your support over the past few years um in um supporting new positions in the curriculum materials and the programming that we're running. Um, so some of the upgrades that I'll focus on are staffing specifically about our par profofessionals and how the additional staffing has allowed for more access in our career and technical education areas. Um, also with our instructors in supporting what um, Mr. Lavoy mentioned earlier about our co-eing model and then also our highquality curricular instructional materials from National Geographic which is approved by the state as a
043um a curriculum support resource to use for English learners. All right. So specifically in the area of the paraprofessionals who work in our department, we currently have eight paraprofessionals. Three of them specifically work with our freshmen in the um freshman one day, fiveday, and final placement for their shops. Each of those paraprofessionals is assigned to seven of our 21 shops. And so they rotate through with the students. One, building the capacity of our paraprofessionals to work in that shop and really have some hands-on knowledgeable understanding of what those students need to be able to do. One, to be safe, two, to access the content and material. Um and then they do that again for the five days and then for the final placement. Two of the paraprofessionals who do that role um are graduates from
044GLTS and they are assigned to the shop that they had gone through. Makes perfect sense. Our other five paraprofessionals support our students in the academic areas. Um it is based upon student need. Um every year I ask to ensure that the paras are feeling like they're in a good place. They have good relationships with the teachers. um they do know that I have to make decisions for placement depending on student need. Um however, we do look to assign with the same teacher or the same grade level content area. That way it's not somebody bouncing between multiple places but having that consistency to build collaboration and and build collegiality amongst each other. Um, also in terms of department upgrade staffing, we have added an additional teacher bringing the ML department, the multilingual learner department to seven
045teachers. Um, I do need to shout out my teachers. They are amazing group of people. They do an amazing job of being of teaching two different areas. They have their ESL, their EL curriculum that they teach um, and using the curricular resource that I'll talk about. They also co-e in ELA, math, science, or history. And by co-eing, they're not just going into the classroom. They're co-planning, they're co-eing, they're co-assessing, they're truly working in a collaborative nature with that other teacher. And it's something that I'm super proud of them for. Um, if you on this slide, ninth and tth grade, we have a focus on ELA and math. So, as an example, one of my teachers teaches their EL classes, but then they go to an English teacher who has a ninth grade and a tth
046grade class and works with them throughout the year. And we're maintaining those relationships. It's the same for the past two years. We're looking to maintain that one to build capacity of both teachers, but also that collaborative nature and support within the classroom. So the students see two teachers working together to give them the best um instructional experience. Um I think that was it for that and the additional upgrade for our curriculum resource math and and English have gone with um HMH and they're moving forward. We're using National Geographic which is approved as a um high quality instructional resource for English learners for multilingual learners. The benefits of using this is one there is um consistency across the the the teachers in the department of what is being taught in the different levels. It gives students
047a similar experience. So the common assessments are the same. They're common assessments across and it also gives my teachers a chance to collaborate with each other to build really engaging and exciting lessons and units that capture the students interest to build their language. Um I'm going to switch from staffing and curricular resources to some of the programming that I'm super excited about. Um we have this is our second year we have been running a ESL for parents and caregivers for our multilingual learners. Um we started last year we had two sessions. This year we've just kicked off our third session. It runs at night Tuesdays and Thursdays. Um it is funded through title three. So it has to be um the the program has to follow the the grant um requirements of who it can
048be provided for. But we have an average of 20 parents and caregivers coming every Tuesday and Thursday night for two hours to build their English um language skills. I do want to say that um we had a great success the beginning of this year. Two of our fam two of our um participants they were here last year. They started this year. Susan Almano and um Sonia Santana came to talk about the advanced manufacturing program and we they fed right into that program and they're there being successful right now. So I I couldn't be more happy about how that all worked out. Um so we're running our third session right now. It ends the middle of May. Um we're looking to expand this into the summer as a way to build community with our freshman parents
049coming in. Um, we, as Miss Nutter mentioned, we have students coming from four different areas, 20, 25 different middle schools. How do we build this sense of community with our families and then transfer that to their students? So once we have our students claimed as to who our English learners are, we're going to reach out to those parents, see if they're interested in doing a summer language intensive um program for three weeks and see if we can get them in to start building one their language skills for their own um future employment to be able to support their children with homework to feel like they can come into school and have a conversation um and then also have that transfer to their incoming freshmen and have that sense of community. The big one that I
050also um I want to invite you all to um this upcoming Thursday. It's very short notice, but we have something happening at GLTS that I couldn't be more proud of our students for. Um the state seal of biiteracy Massachusetts um allows schools, high schools to um put a signifying mark on a diploma and transcript of a high school senior who can demonstrate proficiency in two languages. Um, we started this program here three years ago and we had 11 students in 2024 um, sit and take the Spanish language test and they earned an advanced or proficient score on it. Um, last year we had 24 students and this year we have 31. um the these students they have to pass their ELA MCCAST test or moving forward whatever those requirements will be but they also have
051to sign up take a test in another language for many of our students it is Spanish they have to earn um proficient or advanced which on an AP exam that you may take at a different school that's a four or a five and some of these students sit for four five almost six hours to really do their best on this because they're excited to have a recognition that they carry with them for the rest of their lives. Um, so this year we have 31 students. Two of them earned distinction, meaning they had advanced both on their ELAMCAST test and also on this language assessment. Um, so this Thursday we are having a celebration. You are all invited. Um, I can send out an email reminder if you want. It'll be in the pack to start
052with with a presentation of the award winners and their families will be there to be able to celebrate and then we'll move into the four wins for um some light refreshments. Um and one thing about the state seal of biiteracy is um it's not just something you get as a senior but you get to carry this forward. So when you go for job um interviews and you can not only just say yes I am bilingual but I am biliterate. I can communicate in the four domains of a language at an advanced level makes our students that much more marketable and employable. Um it also for some students it could be the difference in a paid differential to be able to have a skill that other employees do not have and those who want to go
053on to a 4-year university. some SC um there are I want to say 24 15 I'm sorry 15 mass state schools that are now giving credit so students can um already have credit for their world language requirement at a university level um so all of this is possible from my staffing for par profofessionals supporting in our CTE area and our academics my additional teacher to really work on our co-eing and these additional programming is is because of your support and I couldn't be more proud of our students and our staff. Oh, the the um the celebration is 5:30 on Thursday if anybody wants to be there. Um I will say the presentation is done in Spanish as the audience is um a Spanish- speaking audience. We do have slides up in English for anybody who
054wants to follow along. Um, and then we come into the um the four winds for a great um bilingual conversation and food and snacks. >> No, I'll let them ask their questions first. >> Yeah, thank you. Um, similar question I asked regarding the teachers. >> Sure. >> You said there were seven Yep. yellow teachers and how are they divided amongst the different grades? >> Sure. So, it does depend on the numbers in each grade level. Generally, um this was kind of a question Mr. Jones, you had asked about like students kind of um exiting out of having um special education services. We noticed that our numbers, so we have 95 freshmen right now. Um if you look at our numbers, those numbers get smaller as um the years go up because students are exiting from
055um being identified as an English learner by the state. So we have three teachers working just with freshmen right now and the others are spread out over 10th, 11th and 12th grade. We also um have our students organized by their overall proficiency level. So it's not a group of students who are um identified as being level one English proficient two and three all in the same class. We have our groups of students at a early beginning level all the way up to the advanced level in separate courses. Then um we have them paired with that content teacher for the co-eing. um it's not necessarily the same students they have in their EL class, which is great because it gives our students an opportunity to interact and engage with multiple teachers at the school and not
056just have one teacher that they kind of follow for the whole day. >> You're welcome. >> Um and this is probably a silly question, but in terms of the ELLL teachers, >> um are the teachers bilingual, multilingual, or just >> singing? Yeah. Nope. So, one, two, five. That's all. That's So, we're hiring the seven. So, right now, six, four of my teachers are bilingual. Two are working on their proficiency. >> Okay. >> All right. Thank you. >> Yeah. Cuz I I just I asked just because of the population of students. I think it's important just in terms of when you're building that relationship with the kids to understand their language and their cultures and where they come from. So, >> that's important. But I also see my other question was already answered on the slides
057in terms of the credits. So, two of the students that I met at graduation last year got the seal >> and they're now at UMass L >> and they got credits in their Spanish requirements. So, now they don't have to take >> absolutely >> Spanish classes because they met the requirements and are able to take classes that are focused on what they want to want to want what they want to study in college. So, >> and the one thing I also missed on my slide, sorry about that, is the department of ed. If we have a student who is interested in going into education um as their career after um they can have a if they earn the state seal, they also get a voucher for a free MTEL. So taking away another potential um
058barrier whether it's finances or how to get into the um get an MTEL or any of that. They just fill out a form and the state sends them a voucher for it. So again, uh Joe's a another outstanding administrator. Uh you would think that her and Tina were twins in the way they advocate and work hard for their students and uh have started new programming and again our uh co-eing program has thrived under uh Joe as well. You know, they say that uh lightning won't strike twice in the same place, but lightning struck twice at Greater Lawrence and left two great people behind when they hit us. So, uh congratulations to both of them. We're very fortunate to have you and the future looks bright for us no matter who they send us next year.
059Thank you. >> We are prepared. >> Yes. >> Questions? Bring more. Okay. >> Yep. Oh, this is only the se Oh my goodness, you asked such a great question. This is only the senior level. Um we have um we already have 27 rising seniors next year who have already met the requirements. So now they Sorry, I'm yelling. Now they just need to I get excited. I get really excited about this. Um, so we already have 27 juniors who when they become seniors next year, they already have met the two test um test requirements, the MCCAST and the language assessment. Um, they'll need to just make sure that they pass their classes and are eligible for graduation. Um, but then we'll run another round of testing in the fall and any additional seniors. So, I'm hoping
060we break 45 for next year. We'll need a bigger venue for the celebration, but that's what I'm hoping for. Thank you very much. Uh, Principal Jackson, I'd like to thank you very much for bringing this team together and bringing them before us to give us the feedback on all the programs that we that the superintendent pushes to get squared away for the special uh education department. >> Every one of them every one of them touched base on how this committee has stood by him. Thank you for bringing him for the feedback. That's very important to us. No, >> you're welcome. And it's part of when Mr. Lavoy and myself uh communicate and think of ways we can do come back to the committee and celebrate our students work and our staff work. It's by design.
061Um and I think we look forward to coming back with members of our team. Um as Miss Ferris said to kind of highlight what we're doing for students. Um and if we're able to bring some staff with us or even some students with us, we will too. Um, but we'll continue to work together to kind of uh plan that out. So, I appreciate the opportunity to bring my team. We're fortunate to have them. >> Thank you very much. >> Start with Mr. Lavoy. >> All right, moving on. Mr. Lavoy, school choice. Oh. At this time the uh as every year the uh district committee has to vote on whether we will uh take uh school school choice students or not. Um >> we are presently not a school choice. >> That's correct. We're not a
062school choice. Uh >> we haven't been for a long time. >> Right. We have not been. And your recommendation >> is continue not being school choice because we have so many students that in our own district that are, you know, uh really anxious to become a GLTS student. So I would say we would vote no to school choice. I would recommend voting no. >> All right. Can I ask for uh a motion to approve or not approve the school choice for Greater Alliance Tech? >> Motion to reject. second. >> We got a third. Um, any further discussion? Can we call a vote? Uh, just for I think we know where we're going on this. We haven't been one for a long time and we're against proceeding with one. >> Yeah. All those in favor say
063I. >> I. >> Opposed. >> Thank you. Give me a second to write. >> Uh point of order. Uh the we don't have a recorder. Do we have >> We don't have a recorder. I'm doing the best I can and she will uh she was supposed to be coming, but she can go over the tape. I'm doing who? >> All right. Thank you. >> Who's doing the motions? >> Okay. Okay. Thank you. >> She can read my short hand. out of state travel. No child care program. >> So I want to review at the last meeting you had a presentation from early childhood and there was some u miscommunicated information to you based on some information that apparently was misunderstood. So, you had uh Amory Girtton uh report to you that uh we were looking
064to have all three programs under one. We were able to take all three programs uh under uh chapter 74. Uh but apparently that's not the case. Uh we can we we have to continue to uh support EEC uh staffing. EEC uh falls for our toddlers and our infants have to stay under EEC and chapter 74 falls under uh the uh early childhood students fall under chapter 74 in which uh it was reported that they would be under the responsibility of the school committee. Uh but the truth of the matter is after we uh after that meeting uh we contacted the uh chapter 74 staff contacted EEC to make that change and they said that that was not accurate. So the truth of the matter is um we will continue to work under the EEC lensure
065for early childhood uh for the toddlers and uh uh infants and remain chapter 74. So what that means is that students who want to work with um infants and toddlers have to get fingerprinted. Uh the other students do not have to. So, we are going to put a early plan in place um now that we have our uh freshman with us, an early uh plan in place to get them fingerprinted uh trying to get them fingerprinted before the end of the school year. So, we'll be contacting parents and trying to get parents support and come up with a plan that uh parents would feel comfortable with. So, I wanted to let the school committee know. >> So, this is justformational. We don't need to vote on anything, right? >> Any questions on this, please? >>
066I know the fingerprint was a big thing lastly. >> Yes. >> Yep. >> No. Any further questions? >> Okay, moving on. We have uh five uh out of state travel. Uh if you bear with me, I'd like a motion on each one of them. Um the first one is for out of state travel, Manny Malave to travel with students to Chevy Salem, New Hampshire to expose students with new experiences. May 14th I believe is going to be for one group and May 24th 22nd will be for the second group. Uh the only thing he's requesting is the buses. Two buses for a total of 1338. Can I get a motion on that please? >> Make a motion to accept a second. >> Second. We'll go to discussion. >> Second discussion. Yeah, about how many students
067is my first question. >> I believe it's the whole shop, A week and B week. >> And the second observation is the next one is going to Eping and are we using the same bus company? Because >> All right, let's let's vote on this one first. >> Yeah, but I there's a difference in price and I I just want to know. >> Yeah, but the difference was only like four or five dollars. It's for two different weeks. A weeks and B weeks. >> Am I wrong? >> Yeah. I'm just making an observation that there's difference in costs. >> Okay. >> Help me out one at a time. We go to the second one. >> Okay. We got a motion. We got a second. Right. Any further discussion? All those in favor say I. >> I.
068>> Opposed. Okay. Oh. Uh, the next one is uh automotive technology. It's from Mr. Wlette. He's the lead teacher. How to stay travel. Lead teacher. All teachers to travel with students to visit NH, which is the National Hot Rod Association. Youth and education services which is the yes program uh located in Eping New Hampshire on June 5th estimated cost and it is also two buses uh I believe for two groups of kids. Can I get a motion on that please? >> So moved. >> Second. Um >> any discussion Mrs. Ferris? No. Okay, >> Bill, >> maybe you don't know the are they is the school providing lunches for these kids when they go on. >> Normally they get served over there. The school doesn't provide it. >> Okay. >> Am I right, Mr. Lou? >>
069Uh, it depends. In some cases, we send them a lunch with uh It depends. So, if they don't have lunches where they're going, we have special uh lunch carriers and the teachers take the lunches with them. Just so you know, Billy, on the bottom of these, it has if they if we're paying for breakfast, lunch, or dinner. Okay. Second say I >> I >> state travel math instructor to travel to Connecticut to attend building thinking classrooms conference 628 18 to 53 There is a breakdown in this package. I just want to note that superintendent. >> So moved. >> Discussion. to see what what things are coming out of this this uh conference. >> Yeah. So, if you look at what they're uh what they're going to be learning at the >> conference, you'll see part
070of it is that the person going will be asked to coach colleagues. >> Okay. and regarding the new strategies and techniques that she learns. >> Any further questions? All those in favor say I. >> Opposed? >> Yes. Another out of state travel. Scott Donald and David McDonald are electrical instructors. Quest students May 1st to travel to Whole Foods in Salem, New Hampshire to visit an active job site so students can see the day in the life of an electrician. Uh city agenda attached. Uh there is no cost to the district on this. Can I get a motion? Second. >> Thank you. >> Any further discussion? All those in favor? >> I >> opposed. Last one. Out of state travel for Nicole Dilla, health assisting instructor to travel to River University Nursing Department for juniors to
071tour their nursing facility and partake in guidance simulations on May 1st, 2026. Estimated cost is nothing to the district. I believe that's in New Hampshire, right? >> Yes. >> University. >> Yeah. >> So, it's just a for the travel. >> Yeah. >> Can I get a motion for this, please? Any discussion? All those in favor? >> Opposed? >> I just trying to keep track of this for sure. Um, admissions report. Mr. What are we doing? Yeah. >> So, you just have in your packet a list of uh where we're at with um the applicants and what school they came from and how many students have been accepted. >> Does anybody have any questions on admissions? the question um related to admissions the students that have been that have applied through the lottery process um given
072that as as we know the students have to respond with commitments. >> Yes. >> Um have we finalized on those commitments or is that still an ongoing process? >> It's still an ongoing process at this point >> to continue adding more students that >> end up not committing and there end up being more seats. >> Yep. We haven't filled 100% all the seats yet, but we'll be sending out more opportunities soon. >> Um, and do you foresee a specific amount of students that we would be tapping into um the lottery weight list or is that to be determined after it's after all the commitments are in? >> Um, you you mean u the ones that are still on the wait list >> or no? So, in terms of students that haven't committed, whether or not
073they're attending GOTS, the accepted students, >> y >> because we know not all the students that get accepted commit. >> Um, >> when would we expect to go and tap into the lottery weight list? >> Would it be just an ongoing thing or after? >> Yeah, it's after we give them a little more time to we'll call each of the parents to make sure it's clear that they aren't coming. And then once we verify all that, whatever amount of seats are left, we'll put it out there one more time, which is not a lot. >> Thank you. >> Yeah, Mr. Lavoy, is that is that typical? I mean, if you're giving them 10 if they're supposed to have 10 days, right? >> Yes, that that's typical >> because I see that. Look, just Lawrence, for
074example. Well, I don't know what that adds up to where it says confirmed, but that's nowhere near what their aotment is, I don't think. And again, I'm not good at math. >> Where are you looking at? >> Well, we're here. This this it says applicants and it says accepted and confirmed. So that's a lower number than it's got to be than 325 seats. That's no 325 seats. >> That was at the time of this that was at the time of this report. >> I know. But it's way low. I mean 20 40 60 I don't know. Maybe. I don't know. >> Yeah, we're higher than that now. There are more kids that have accepted than in the 400s now. When was this? >> I know, but I'm concerned about those those students in the 8,000s
075and 9,000s or 7,000s that that don't even have a shot at this and we're allowing people to take weeks to say yes or no. I mean, either you want to come here or you don't. It's not a big decision, >> right? So that but they have the minimum amount of time the 10 days. >> Okay. 10 days. >> So then after 10 days we call them to make sure and then after that we then start admitting more students. >> I'm just looking out for those people at the end. >> Yeah. So we did have a week of vacation. So nothing went out during that time frame. >> Okay. >> Yep. I can find out the exact number where we're at tomorrow and I'll email everybody so you have a better idea of what the exact
076numbers are as of tomorrow. >> Go ahead, please. >> I'm not sure cuz I didn't meet with her recently since we've been back from vacation. I'm not sure where we were having days. >> It was the beginning of March that this this happened. So, we're now at the end. We're in May, beginning of May. So, there's been a couple of 10day cycles that have elapsed. >> Yeah. So, if they haven't confirmed, then they would no longer be on the lift by this time. >> But I don't >> look only eight, seven, >> right? 11 19 students in Andover >> have confirmed and there's a 45 no there's a 25 >> number a lotment >> has 25 seats 5% >> so you have to remember this report was done for our la the meeting that we
077pushed back by a So, we're probably two or 3 weeks behind what the actual number is. So, I'll find out what the actual numbers are tomorrow and I'll email everybody. Uh, this a question through you to the superintendent. So, we um this admissions conversation comes up in every meeting. Um, I think it's an important one and my phone doesn't stop ringing from all the parents and the letters that I get at my house. Um, but we voted to send a letter um supporting against or not supporting going against the lottery that the state implemented and that we were going to affirm our position as a district uh committee on that. Um, I just want to I haven't seen that letter. So, I'm just going to put a reminder that we did vote for that resolution
078and that I think it there's some there's something that should be sent out >> with all of our names on it. >> Um, because it was a unanimous vote that we took uh to do that. >> Yep. >> So, there is a bill that's uh in the House and Senate now to re uh to um resend the lottery. uh one of the that's been put out there. So, we're going to we're looking at doing how do we support that bill? I personally can't start a campaign or anything, but the only thing I can say is that uh parents would be the ones that would So, um I'm going to ask um our legislative body when we meet on Friday, uh where they're at in terms of their support for that bill and uh and advocate
079for parents to uh send a letter to their legislators for or against so that there's clear so they have a clear understanding where their contingency uh where their uh contingents of their uh the people within the community uh are on the on the uh issue. I I appreciate that update, but just to put on the letter, I think as a committee, we've since we voted on it and I I think we're clear on our position on it. >> Um as a way to voice ourselves as a region that we don't appreciate this system and it's not working for the kids. >> So, >> yeah. >> Um so, but that's Yeah, cuz I I I I'm seeing the numbers. >> Write it. >> Would you like me to write it? That's okay. I'll I'll send the
080letter out tomorrow. Okay. >> And then when they come in Friday, I'll reiterate >> the vote of the committee and the feelings of the committee. >> Yeah. It's it's in the minutes somewhere. We voted on it a few months ago. >> Um and just to make sure that that that goes out >> and that we discuss it on Friday. Um, but yeah, I think every meeting as I see the numbers come in with the students accepted versus the kids that are all the way in 7,000 6,000. >> Um, it's just an unfair practice and it's just not helping out right now >> in the process. >> Friday's breakfast. >> Yes. Yes. >> Okay. Moving on. >> The bond vote. Mr. Lavoy, state qualified bonds. So um so we're working on uh trying to obtain a
081bond for the addition and um for state qualified bond but we have to uh u revote uh specific language for the issuance of a state qualified bond. And so I have some language here that I'm going to read uh in which we need a vote um voting on spec on this specific language. that the appropriate officials of the district are authorized to file an application with the Commonwealth of Massachusetts Municipal Finance Oversight Board to qualify under chapter 44A of the general laws any and all bonds or notes of the district authorized as of the date adoption of this vote and in connection therewith to provide such information and execute such documents as the minister. Municipal Finance Oversight Board of the Commonwealth of Massachusetts may require a motion. >> Can I get a motion on this
082language? >> Motion to approve with discussion. >> Second by Mrs. Ferris. Any further discussion? >> All those in favor? Going to make it easy on to catch up. I'm sorry. Question. >> Uh what? Um so this is uh part of the bond that we discussed in the last meeting. >> Yeah. For the $4 million bond. This allows us to apply for uh the state bond rating. >> Yeah. And what's the purpose of the change of language? >> Because we want to uh use a state bond rate rating uh which is better than ours. So it would have any would it have any negative impact or is it just a technical thing? >> No have it's a technical thing actually will have a positive impact. >> Okay. Thank you. >> Yeah. If I if I may
083um also we're working John and I and Melissa are working with Hilltop Securities, our financial advisor. And so when we go through the state and it's an an enhancement, it's like a double A rating. And so our rates are much better going through this route and having this language rather than not. So, uh, it's really good that we're doing this. Nice hearing from the treasurer. >> Thank you, Jerry. >> All those in favor? >> I >> opposed. Why? Yes. Okay. Reports of the committee. None. District committee priorities. None. New business. See none. Table matters. >> Question on new business. >> Oh, >> I had asked in the last meeting to add an item. It's very technical item. I missed my colleague over there. So, just to revert back to the original seating chart, >> we
084can do that at the end of the meeting because I left that opened. >> That's okay. >> But we had to change it because it was voted to change. >> Yes, I know. Yeah. Yeah. Okay. >> But I told you you have your say at the end of the meeting. Either you or Zoa. >> Uh table matters. None. Personnel resignations. I see none. Oh, I see Rachel Giamasi, early childhood assistant, effective June 22nd, 2026. Leaves of absences, none retirements, Suzanne Wlette, administrative assistant, effective June 15, 2026. Uh it's important to note that uh Sue is a 26-year employee. She started here in November of 2000. Happy retirement, Sue. Appointments. Daniel McLord, IT hardware and operations systems instructor, effective April 6th, 2026. Sophia Kim, finance specialist, effective March 23rd, 2026. I have uh three job postings.
085I'd like to vote on them separately. uh intensive English language institute for freshman ML caregivers instructors up to two parap professionals up to two and clerical up to one for summer of 2026 per teachers paris clerical contract July 13th through July 30th 2026 this is a new position and I believe these are all our teachers and our aids for summer work. Am I right, Mr. Loy? >> Yes. >> Okay. Can I get a motion on that, please? >> Motion to approve. We got a second. Any discussion? All those in favor? >> Discussion. Quick question, >> please. >> Uh the position is uh temporary in the summer. >> Yes. >> Okay. Thank you. And is this part of any union contracts? >> Professionals and clarif >> I >> opposed. Thank you. Business office specialist clerical contract
086new position details are attached. Um they were missing from mine. I believe they might be in yours. If not, they were handed out to you. Um, Mrs. Ferris had it. I didn't have it in mine, but if you have it, it's business office specialist. That's the job description. Can I get a motion to approve that? >> Motion to approve. >> Second. >> Any discussion? Mrs. Ferris, will you shut your light, please? Thank you. Uh all those in favor say I. >> Opposed? >> I custodians second shift uh custodians contract new position and there is uh a job description on that one. Can I get a motion on the custodian? I get a second. Any discussion? question. >> Um, is this an addition for the upcoming school year or is this part of the current facilities?
087>> Upcoming school year. >> Yeah. Okay. Thank you. >> Yeah. >> Oh. Your your packet probably wasn't changed last minute. >> Yeah, mine was a little uh disturbed also. >> Does everyone else have it in their packet? >> Yep. All those in favor of the custodian position. >> Opposed. No more discussion. Moving on. >> Hi. >> Okay. At this time, I'd like to motion to get a motion to uh enter into executive session. Uh we have personnel matters and negotiations for clerical. Can I get a motion for that, please? >> So moved. >> Second. Any discussion? Okay. Can we have all those in favor? >> I >> opposed. >> Thank you. Make a motion to move uh the facilities clerical into the specialist category. Further discussion. >> No. >> Mr. >> Abstain. After all the
088talk and to look at all their budgets recently. uh over the weekend and when you look at you know 50,000 for equipment so you go in and you see what that is it says 50,000 for equipment it doesn't articulate what that equipment is so now I've said to the CTE coordinators today I need a list of what that actually what is the equipment they're looking for uh but as far as any any request that was written as far as the advisors are concerned um we're working on that that most of that they're going to we're going to be able to uh purchase. >> Yeah, I can give you once I've get the breakdown of what all those things are that they've put in their budget but didn't really um describe do a description of what
089it is they were looking for. Once I can break that all down, I'll give you a copy. I'll give everybody a copy. >> And the other the other one is it's sort of concern building that backyard. >> The house, you mean? >> Yeah. Yeah. Yeah. Yeah. >> What's it going to be once it's complete? >> It's going to be uh uh it's going to be to continue teaching kids about uh clean energy home to uh uh passive homes. So, some of the walls are going to be left open. Some of the And then it's also going to be used to do practice work for design. So kids can design different style houses and interior design and stuff. So it's gonna a lot of it's going to be reused and re uh so it's going to
090be a teaching lab, a clean energy teaching lab when it's done. >> Yeah. >> Right. Yeah. >> Looks like Yeah, looks like Well, >> don't say >> No, no, no. It won't be three years, but they're they were working on the floor. Uh sheathing today. I mean, I think they were. Before I say yes, when I was out there yesterday, almost all the joists were down. So, I'm assuming they started the plywood today, but I have nothing out there today. So, I'm just That's my assumption. But if it's not, they didn't start it today, they probably start it tomorrow and then they can start the walls for the the second floor walls. >> I guess my my other concern really is once that house is done, construction. >> We've always had a house. >> Yeah.
091>> That's the best education. >> Yeah. So, I have some thoughts for a proposal to to address exactly what you're talking about that the way other schools do it. So, I'm still doing some research on it, but I will bring something to the committee. Uh, it may not be next meeting, but it'll be maybe the meeting after so that we have something to follow up. uh this >> place anymore just bring them in and get some good location >> I just have my item about the seating chart. Oh, >> did you forget? >> Okay. Um, I proposed an item at the last meeting for this meeting to revert back to the original seating chart. It's just more a technical thing. >> Any further discussion? >> I didn't hear what he said. >> He wants to
092change the seating back to where it was. >> We miss our colleague, so we're going to go back to how we were. >> Okay, >> fine with me. Mr. Tom >> Misler. >> Mr. Jones. >> Yes. >> Mr. Mayor. >> Yes. >> Mr. H. >> Yes. All in favor of adjournment. I >> I posted