001Please. Good evening, ladies and gentlemen. Sorry it's uh we were running a little bit late due to the advisory. Um I'd like to get started with the pledge of allegiance and stay standing for a moment of silence, please. I pledge of allegiance to the flag of the United States of America. >> Um, moment of silence. Uh, folks, we had two, uh, faculty members that have passed away, one in December, one in January. Um, I'd like to remember Pat Row. She was a cosmetology teacher from 2001 to 2015. And uh also one of our principles, Mary Beth Sullivan, who was an English teacher, an administrator, and a principal. Uh she spent 22 years here. If you would keep them in your thoughts, I'd appreciate it. Thank you. I think uh Mr. Lavoy would like to say
002a few words before we get started about Mary Beth. So uh Mary Beth uh for myself was a very good friend. Uh I worked with her uh probably about 15 years maybe a little more than that 17 years. I worked with her when she was a instructor and uh worked with her on many many committees. She was always one of those uh leader teacher leaders who always took uh responsibility for anything that wasn't getting done or needed to get done regarding development of curriculum or committees. Uh whatever the committee was that we where we we needed a teacher leader to engage with administrative team, she always stepped up to the plate. when we first started uh our uh ninth grade exploratory program, she was instrumental in getting that off the floor. I worked with her
003very closely on that. Uh it was extremely successful to the point where we are today doing some pretty amazing things in that program. Uh she became the principal uh of the school. I didn't spend a lot of time I was worked with her when she first started as principal uh but not through her whole tenure as principal. Uh she worked with our uh Frank um Frank Verska uh as the superintendent and was extremely instrumental uh keeping the school running through some very difficult times when the school was being renovated. Uh she was leading uh the educational programs and keeping keeping everything together. She was a person that could uh manage an amazing amount of uh isu uh initiatives at one one given time. She woke up in the morning, was here extremely early and stayed
004here late into the night. I think she got up in the morning, came here, went home and went to bed every day cuz it was that challenging in those days when when the school was being renovated and we needed someone to really uh facilitate and uh manage all that was going on during those times, a time when uh there was so much uh change and happen things happening. We had students that were uh in uh buildings outside of the facility, outside of our grounds. Uh we had students that were in trailers. We and uh Mary Beth was the uh one that really was uh overseeing a lot of the the planning and the organization of all these changes that happened. Um I think I often uh say that uh I don't know if the school
005could run during those times had she not been in charge. And uh so uh she was a person that uh we should uh at at uh definitely uh remember, honor and respect. She left a legacy that uh very few people who have ever worked here uh can follow. So uh if you knew her, you would know uh what an amazing human being she was in person. Uh and it was all about kids. She really cared about the students that went to school here and her commitment was to those students to provide them the best opportunities under the most difficult uh challenge uh situations at time. So she she'll be missed in our community as well as she was very instrument uh very active in our community as well uh from and she lived in the
006town of Andover. So, uh, uh, we cared about her. We loved her, and, uh, we, uh, will miss her. Thank you. >> Thank you, John. Well said. Uh, before we get to the roll call, I'd like to, uh, tell you about a couple minor changes in the agenda. Um, when we, uh, vote to accept the minutes of January 9th, it was stated that Mrs. Richardson, assistant superintendent Richardson was intend in attendance. She was not in attendance at that meeting. She's a correction there. Um there was another one that we have uh a time uh decision to make on a travel voucher for uh travel out of state travel. And the uh there's been an update on ICE. The state department uh just had a meeting uh the week we had our original meeting and the
007policy has been updated. I think we can vote on all three of those at the same time unless anybody has a question on any of them. Can I get a motion to accept those three, please? >> Make a motion to accept those three changes. >> Any discussion? Thank you. Can we have the roll call, Cheryl? And please note that uh vice chair is on Zoom, please. >> Miss Ferris, >> yes. >> Miss Distler, >> Mr. Jones, >> yes. >> Mr. Mahia, >> yes. >> Mr. Mercedes, >> present. >> Mr. Tox, >> Mr. Hayden, >> yes. Present. Students report, please. We have Yeten and Leila, right? Who's going first? >> Um, this is the February 10th, 2026 uh district committee student presentation. So, first we have the writersite creative writing club which will take place every
008Friday. Um, it it is being hosted by Miss Dan D. Francisco in the library during win. Students can sign up using my flex. Uh in the club, students will uh learn about creative writing techniques, play writing games, and practice writing. Strands word game competition. The JTS um library held a schoolwide game um using the word search game Strands on New York Times. The contest ran from Monday, January 5th through Friday, January 23rd. A total of about 300 students played um with one winner being chosen every 3 weeks. Students played the game and submitted their scores online to be entered to win prizes. Uh, the three winners are were Amber Solomon, Cole Jackson, and Deborah Santiago. The library will be hosting an AfricanAmerican poetry readin on Tuesday, February 24th and Wednesday, February 25th during windblock in
009the library. SATs. It's nearing the time of year where most juniors begin to sign up for the SAT. Although it is not required, a good score on the SAT can increase a student's score uh a student's chance of getting to into their college of of choice. All 11th and 12th grade students get two free SAT vouchers. Students should contact their guidance counselors for more information. For sophomores, it's also generally recommended to begin studying um for the SATs during the spring of their junior year before their junior year. Guidance FAFSA resources. The guidance department is available to help all juniors and seniors look into their options after high school. Students can contact their counselors if they are interested in applying for FAFSA loans or college. The GTS mobile app. GLTS recently released a one-stop app where
010students and parents can find the school calendar, upcoming events, the daily bell schedule, bus routes, request transcripts, and more. The app is available on both Google Play and the Apple Store. GLTS driver's ed. Berkeley Auto School is returning to GLTS this February and March for driver's ed. Students who are 15 years and nine months by the time the class starts can attend. Important information, the fee is about $825, which includes license which includes license test sponsorship. Classes run right after school from 2:45 p.m. to 5:15 p.m. Students can catch the 5:30 p.m. athletic bus home after class. Sessions are held on Wednesdays and Thursdays throughout February and March. Class size is limited and filled on a first come, first serve basis. For more information or or to sign up, visit berkeleyschool.com or call their phone
011number. Good evening. Good evening everyone. So we have more important news. I we would like to congratulate Gustavo Balera who was recognized on the house floor alongside Mr. Nelson ad and coach Sarcis. They spent a few hours with state representative Frank Moran and other legislators from throughout the Commonwealth. Sports wrestling milestone. Caleb Reynolds and Isaac both recorded their 100th wrestling match wins. Girls basketball. Girls basketball team competed against teams from other states in the Hoopla basketball tournament. Sports. Boys basketball. Current record 105 with a few games left before state vocational and MIAA state tournaments. Girls basketball current record 96 with a few games left before state vocational and MIAA state tournaments. Indoor track, cheering, league, state meets, competitions are coming up in the few in the next few weeks. Swim season saw huge growth. Boys
012finished fourth at state. Vogs with seven podium finishes and many PRs. Young team, bright future. Hockey qualified for the MIAA state tournament. These are athletes of the month of January of 2026. basketball. Albert Diaz, Diego Hermono, Evie Lopez, Camey Deada, Julian Garcia. wrestling Daniel Estrella, Daniel Turner, and cheering Rihanna Lopez, Jaden Perez, Payton Maxwell, Amar Belz, Shaveley Carabajio, Track, Shamil Fernandez, Swim, Jacqueline, Poss, Haziel, Herrera, Ellie Gazar, Noel Perez, Ipsswitch River Wild Life field trip. On January 9th, the environmental science sophomores visited the Iswitch River Sanctuary. They employed methods used by real scientists to calculate the biodiversity of the sanctuary. Senior awarded prestigious scholarship during NAACP MLK breakfast. Congratulations to Kieriss Melendez for being awarded a $1,000 scholarship. She earned it throughout her dedication to academics, maintaining a 4.0 0 GPA as well as her
013extracurriculars participating in NHS, Skills USA, and Reggie Leader Leaders. She hopes to get accepted into her dream school, Boston College, and become a pediatric oncologist. Colladoscope Club. The Collato Collidoscope Club is run by Miss Webster. Students go to Navin's Farm Animal Shelter and work with animals that may have health issues and are waiting to be adopted. Museum of Fine Arts field trip. As part of her grade nine history seminar, Miss Gore held a field trip to the Museum of Fine Arts. Students explored historical art from around the world. When they returned to class, students used what they saw and learned to design their own museums. February vacation. February vacation lasts from the 16th to 20th. See you all in March. Thank you. >> Thank you guys. Well done. Um, at this time we're going to
014do the minutes. Um, I have two sets of minutes, so I'm going to take two separate votes, please. Uh, can I have a motion for to accept the minutes of December 16th? >> Second. >> Any discussion? Chair will call the vote, please. >> Mr. Mahia. >> Mr. Mercedes. >> Yes. Mr. Talbach, yes. >> Miss Ferris, >> yes. >> Miss Dler, >> yes. >> Mr. Jones, >> yes. >> Mr. Hayden, >> yes. >> Ask Mr. Mah. >> Mr. Maher, are you with us, Vice Chair? >> The audio tricky. >> Audio is kind of tricky, but my >> Okay, we have you now. Thank you. >> Um, you know what? Um, vice chair, if you do have a problem, I will keep my phone on the desk. You just uh buzz me, please, and we'll fix it.
015>> Okay. Thank you. >> Thank you. >> Um, can I have a motion for the minutes to accept the minutes in January 9th and please note that change that uh assistant superintendent was not in attendance at that meeting. >> Can I get a motion, please? >> Motion to move. >> Second from the here. All um second any discussion call the vote show. >> Mr. Jones, >> yes. >> Mr. Mia, >> yes. >> Mr. Mercedes, >> yes. >> Mr. Tarbox, >> yes. >> Miss Ferris, >> yes. >> Miss Dler, >> I think. >> Mr. Hayden, >> yes. >> Okay. U Mr. Jones abstained to he was okay. Uh Jerry, can you give us the finance uh report cash um balance? I think you have two of them for us, don't you? >> Thank you. Yes, Mr.
016Hayden. >> I'm going to need two separate votes for that. >> I have November and December. So, let's start with November cash balance. Uh account balance was uh um 4,1661 194. We had deposits of 5.78 million. We transferred out 2.75 million to the MMDT account. Uh you see uh less the payroll amounts and uh the AP warrants. Uh in the GL balance at the end of November was 3.5 million. In the MMDT account, the balance was 7.9 million. We had a net transfer of 2.75 from operations. The interest was a little over 32,000 and um the ending balance in MMDT was 10 mil almost 10.7 million and total operating cash balance was 14.2 million for November. >> Thank you. Can I get a motion to accept those minutes before we move to the next >>
017motion to accept? We got a second. Any discussion, please? >> Mr. Tox, >> yes. >> Miss Ferris, >> yes. >> Miss Dler, >> yes. >> Mr. Jones, >> yes. >> Mr. here. >> Yeah, >> Mr. Mercedes. >> Yes, >> Mr. Hayden. >> Yes. >> Um, Jerry, the second one, December 31st, I believe. Cash balance report uh for December. The account balance at the um end of November was 3.5 million. We had deposits for the month of 4.4 million. uh transfers in uh from MMDT of 1.25 million less the payroll and the AP warrant amounts as shown uh leaves us with a GL operating balance of 2,778. Um in the MMDT account we had uh close to 10.7 million to begin and then um a transfer out of that 1.25 25 to operations interest of 37
018uh 37,700 leaves us with a GL balance of uh almost 9.5 million and a total operating cash balance of 12.2 million. >> Thank you. Can I get a motion to uh approve the minutes of December 31st? So move. >> May I get a second, please? >> Second. >> Any discussion? >> Cheryl, call. >> Mr. Mercedes. >> Yes. >> Mr. Tox, >> Miss Ferris, >> yes. >> Miss Distler, >> yes. >> Mr. Jones, >> yes. >> Mr. Mahia, >> yes. >> Mr. Ha. >> Yes. Consolidated cash. You all have the handout. We have the revolving fund packet. We have the budget report packet. Any questions on any of those? We have the budget transfers. Believe Miss Martell is going to handle that. So, we just have two budget transfers. Um the first was an interdep department
019budget transfer for culinary just moving $11,000 from their other line to their instructional equipment. And then the second budget transfer was um to move money from our principal contingency account which is where we put the money that rolled over from last year. Um we we put money on um automotive, biotech, and culinary so they could make some instructional equipment purchases. >> Any questions from Miss Martel? >> Can I get a motion to approve that budget transfer? >> Motion to accept. >> Any discussion? Michelle, please. >> Mr. Mercedes. Yes, >> Mr. Tox. >> Miss Ferris. >> Yes, >> Mr. Jones. >> Yes, >> Mr. Mahia. >> Yes, >> Mr. >> Yes. Donations, we have none. Articles, we have none. Public participation, I don't see any. All right, Lewis, we have a report from the IT department.
020Would you introduce yourself for everybody, please? >> Hello everyone. Um, I'm Louis Galagani. I'm a network server administrator uh that works in the IT department. Um, I'm very excited to share some updates regarding the IT department over the past year. Excuse me. Um, if you have any questions as I go through the presentation, feel free to ask me any questions. Um, yeah, let me get right into it. Um, so as everyone I'm sure is aware, uh, in November of 2024, GLTS suffered a major cyber security incident. Um, sensitive data was breached, critical IT systems were compromised, and ultimately we were out of school for a week. Um, following the breach in January of 2025, the director of IT resigned. And a month later, uh, a network server administrator also left GLTS. Um, the remaining members
021of the IT department, Jason and myself, uh, in March of 2025 started the process of conducting a NIST cyber security audit. Um, with the goal of seeing where we were at in terms of cyber security posture and where we needed to improve following the breach. Um, NIST stands for the National Institute of Standards and Technology. Um, and really it's just a uh industry standard framework and a set of guidelines that help organizations identify, manage and reduce cyber security risk. Um, so what did the audit look like? Um we worked with a cyber security company uh to provide network documentation, IP addressing information, switch uh configurations, firewall configurations, um and also policies and procedures so that they were able to get a uh a snapshot of what our network looks like, but also how the the
022department operates on a day-to-day basis. Um and the audit culminated in a 41page report that they provided us um documenting all the gaps in our cyber security posture. Um the the findings were categorized by risk uh from high to medium to low. Um and we were able to use those findings to assess our current posture and also plan for the future and how we can respond and improve um for the future. Um one of their recommendations was a MDR provider. Um, MDR stands for manage detection and response. Um, and what they're able to provide is 247 monitoring of our network, uh, our Google Cloud environment, um, by a dedicated security operations team, u, in this case through Arctic Wolf. Um, they're able to not only monitor and notify us of any issues in our network,
023but also respond immediately and, um, contain threats before they become a bigger issue. Um and it also includes monthly strategic meetings with what they call a concierge security team. Um which is a dedicated team of cyber security professionals that with the goal of maintaining our posture and keeping us ahead of any emerging risks in the cyber security landscape. Um, the other great thing about MDR is it's able to combine data from multiple um, locations and sources to kind of piece together threats that maybe one source wouldn't have picked up or another source wouldn't have picked up. They're able to see all that data and pick up threats that no other source would be able to to be able to see. Um the other piece of our Arctic Wolf um package is uh security awareness training
024and this is very important because uh studies have shown that over 90% of cyber security attacks involves some level of human interaction or human factor. Um so that's what this security awareness was really targeting. Um it's short engaging weekly training videos for all staff members. Um the topics can include fishing, strong passwords, data security, internet safety. Um and the goal is really to cultivate a culture of security and awareness of cyber security in a school environment, which is not always easy, um because everyone's so busy trying to teach their lessons. Um, it also includes regular fishing simulation campaigns, um, which just helps staff members to be able to see what a fishing campaign might look like and how to respond to it in the future if they were to see a real one. Um, another
025recommendation from the audit was an upgrade to our firewall infrastructure. Um, for those that might not know what a firewall is, it's basically what separates our internal networks from the dangers of the internet. Um, so it's super important towards our cyber security posture. Um, so we were able to replace our singular firewall with a two firewall cluster. Um, and the great thing about that is if one device goes down, another one is there to take over the load. Um, so it just ensures constant uptime, which is very important for your firewall. Um, also it's a cloud managed system, so we're able to enforce multiffactor authentication on there. So, it's removing the risk of any unauthorized access or unauthorized changes to the firewall. Um, another recommendation from our audit was to remove any outside devices from
026our internal Wi-Fi networks. Um, and we were able to do this with a large scale Wi-Fi upgrade to the entire building. Um, so last summer we replaced around 200 access points around the building. Um, you could think of an access point similar to your at home router that provides internet access. Um, so we replace all 200 of those around the building. Um, and at the same time we changed the way that users authenticate to the Wi-Fi network. Um, before it was similar to your probably what you have at home where you're authenticating with a password. Um, but we transitioned over to what's called a certificate-based authentication system, which is much more secure and it allows us to uh lock the network down so only glts managed devices are able to connect. Um, the next recommendation
027was uh completely rebuilding our domain controllers. Uh, domain controllers are some of the most important servers that we have at GLTS. They handle um user account loginins, your connection to the internet, um name resolution on the internet. So when you type www.google.com, it takes you to the right website. Um so the recommendation was to decommission the servers that were a part of the breach um and completely rebuild them from scratch. Uh and we followed industry uh standard best practices to ensure that the security is as secure as possible on those uh very important servers. Um at the same time we were also able to enforce multiffactor authentication on all server login. Um again with the goal of reducing risk of unauthorized access to any of our important servers. Um along that same vein is Google
028MFA. Um so we're a Google organization. Every user uses Google for their email, Google Classroom. Um and they use Google to sign in to a lot of the different applications that we use in the building. Um, so we have uh mandatory MFA, multiffactor authentication for all staff Google loginins. Um, the options include a text message code, a phone call, or even a physical um, security key that they're able to use to authenticate. Um, and this not only protects their Google account, but also all their data scored in stored in their Google Drive and then their login to other applications that use Google login. Uh the big one would be p school our student information system that is also now protected behind uh multiffactor authentication. Um another big project is a scale computing migration. Um we
029utilize virtual servers at GLTS. Um so it's one big piece of hardware that uses software to divvy up that hardware into in our instance over 30 virtual servers. Um that hardware was aging and it needed to be replaced. So we took that opportunity to switch to a different software provider as well. Um so we replaced all of the hardware with brand new hardware. We switched to a new software provider and we also took the opportunity to invest in a cloud-based disaster recovery. Um so in the future if any breach were to happen, we wouldn't be out of school for 7 days anymore. we'd be able to spin back up our most important servers instantly um and be able to get students back in the classroom uh so that they can learn. Uh we were also
030upgraded our physical security in the form of a new camera system. Um so we were able to replace we kept all the same physical cameras but we replaced the software behind it which enables advanced analytics on all the existing cameras. The main takeaway with that is uh we we can receive notifications when people are accessing parts of the building that they shouldn't be in. Uh for example, a network closet. If somebody's trying to get in there, we'll get a notification and we can respond accordingly. Um another recommendation from the NIS audit was uh migrating our sensitive information off of GLTS property and into secure cloud platforms. uh that enables us also to enable multiffactor authentication to access these files um and it eliminates the need for a VPN um at GLTS which was one of
031the main contributing factors to the breach. So that risk is now eliminated as well. Um another recommendation was uh regarding IT governance and policy. Um, so you can have the best hardware in the world. If you don't have the right policies and procedures to keep it up to date, to maintain it, to keep it up to best practices, it's not going to matter and you could still um get breached. Uh, so working with Arctic Wolf, working with industry professionals, we were able to completely reimagine our IT governance and policy um, and rewrite a lot of those policies so that we're safe now and we can stay safe 5, 10 years in the future as long as we follow the proper procedures. Um along the same line there's also professional development. It is always changing very
032rapidly. Um so professional development is super important so we can stay on top of the emerging IT landscape. Um so in the past year Jason and myself has completed the CompTIA network plus certification course um covering industry standard network fundamentals. Um, and we're also scheduled to complete the come see a security plus certification course which focuses more on the cyber security side. Um, also we've became members of META which stands for the Massachusetts Educational Technology Administrators Association. Um, this is great because it's more focused on education. It's all um IT professionals that work for school systems. Um, so we can really bounce ideas off people that work in the same exact role as us, um, and network with them. They also offer mentorship programs that Jason and I are, uh, enrolled in, so we can
033learn from these, uh, very experienced IT professionals that have worked in school systems. Um, also within the last year, we've made some improvements to student learning. Um, as I mentioned before, we upgraded all the access points in the building to provide faster, more reliable internet for the students. Um, we've been monitoring student Chromebook usage using tools like GoG Guardian um to make sure that students are using applications um with data privacy in mind. So, student data privacy is very important and ensuring that they're only using applications that protect their information. Uh we've also developed a plan to replace all 100 interactive classroom displays um this summer with a new system that they'll be on a mobile cart uh so the teachers have more flexibility as well as a Chrome box just with the idea to
034make the teachers lives as easy as possible for their instruction. Uh we've developed a and implemented a new uh Chromebook borrowing process. uh with so much curriculum online these days, if a student forgets their Chromebook, it makes their day very difficult to learn. Um so we were able to create a new process so that they can borrow a Chromebook and still be held accountable to make sure that they're returning it and that the families are also notified if they continue to borrow and they've lost their uh computer. Um I'm also very proud of the fact that we've resolved 958 uh technology support tickets. Uh we are very close to that 1,00 mark. Um but I'm very proud of the 958 that we've resolved in the past year. Um and we've also strengthened most recently we
035strengthened student account security by um enforcing a password reset. So we made all the students reset their password and we also made the requirements more complex and longer for their passwords. Um and that's also following the NIST framework for those uh password changes. And then finally, some schoolwide operations. Uh over the past year, um we have collaborated with administration um during budgeting just to make sure we're buying what we need and we're not buying what we don't need. Um we've also replaced phone switches across all 15 network closets to try to modernize that phone infrastructure. Uh we've provided support for rentals and after dark programs and district committee meetings um past the hours of normal school operations. uh we were able to secure a more cost-effective lease agreement for our copers as well. Uh we
036sat down, we looked at the data, um we worked with the manufacturer to make sure we were sizing the machines appropriately for each department. Um and we were able to save some money and also get brand new um you know faster um copers for each department. Um, and we're supporting the ongoing efforts to ensure student data privacy and ADA title 2 compliance for digital accessibility. Um, which is very important, keeping student information safe and also ensuring students with disabilities are able to access and have fair access to all the curriculum. Um, so that they can learn at GTS. Um, that's all I have. If you have any questions, um, happy to answer any. >> Thank you, Louis. That was well done. Thank you. >> Um, I'm proud to say that Lewis is one of our
037graduates. >> Yep. >> Uh, I get a couple questions. >> If I was your instructor, I would say, why did we have 958 complaints? But I'm not going to say that. What was the biggest complaint of that 958? >> Um, I would say the biggest complaint this past year has definitely been the um displays in the classroom, the TVs. Uh, so that's kind of why we wanted to develop that plan to get them all replaced because they're reaching the end of their life for sure. and starting to have some problems. >> We had our own today. Good thing Oscar was here. >> Yeah, Oscar's great. >> Um Lewis, how many cameras are protecting us? >> We have just under 150 cameras. Um they're outside, they're inside. They're covering both uh athletic complexes. Um >> you
038feel >> it's not a classroom space. >> You feel well covered. >> What' you say? >> You feel well covered. >> Yes, definitely. But um any questions for uh Lewis Lewis? Thank you very much. Well done. >> Time. >> Thank you, Louie. >> Thank you, >> Principal Chad Jackson. Uh you're going to tell us about uh a safety conference you went to. Would you re um introduce everybody, please? >> Sure. Uh thank you for having us back. Um Chad Jackson, principal to my right, assistant principal Brennan Sullivan. Um, sorry. That's it. Thank you. Thanks. You a few other members of our team will introduce as they come up after. Uh Brendon and I are going to talk about uh the first part of this presentation um about our trip uh to school safe con conference
039in Texas back in November. Um we'd like to open the presentation by sharing some strategic outcomes uh of our attendance uh at the conference. Our goal here is to demonstrate how these national insights are being integrated into our building leadership model. Uh we're going to provide a highlevel overview of the process we have launched uh to help ensure that Greater Lawrence Technical School remains a leader in both school safety and student accountability. >> Good evening. So a major takeaway from the conference was that safety protocols are only as effective as the uh leadership that's driving them. We attended as building leaders because the national standard requires executive oversight of uh to set the vision for safety. This allows us to provide the necessary support resources in clear direction to our operational teams including our safe
040office and facility staff. And one of the big um points that we're trying to emphas emphasize is that safety is not just a department. It's a buildingwide culture that must be managed from the top. Uh one of the critical uh takeaways from the conference is that shift from reactive discipline to proactive building management uh systems. Um, we're exploring integrated safety and accountability software um to enhance our real-time tracking of student and visitor movement. Um, we're also prioritizing redundancy and communication. Uh, this means ensuring that our every instructional space has physical hard copy protocols to supplement our digital emergency systems. Um, the goal is to move from a response mindset to a preventative and accountability mindset. So as you can see um we have our internal progress and timeline. Um as soon as we returned we
041moved from learning to implementation. When we returned we presented to the leadership team about our learning. Following our leadership debrief in November. We convened our crisis planning team on January 12th to review our emergency response manual. We're currently refining the roles of our incident command team versus our smaller crisis response teams to ensure zero confusions confusion during events. And our department heads are now reviewing specific safety plans for CTE shops and campus grounds to ensure a 360 degree safety perimeter. Uh our implementation is built on uh four distinct pillars. Um team refinement, environmental security, software evaluation and sustainable growth. Uh we are currently clarifying the specific roles uh as Brendan mentioned of our incident command team and our rapid response crisis teams. Um regarding environmental security um we are conducting a comprehensive review of the
042campus including shop safety and ground security. Uh and most importantly, every change is being vetted uh by our internal experts to ensure that we have protocols that are sustainable and effective uh for our staff. Uh after the initial roll out, um our process is is a little bit deliberate and data driven. Uh we're not trying to rush in the changes without full internal analysis on their impact. Uh we're currently, as uh Brendan mentioned, in the auditing phase, uh reviewing our response manuals and safety cataloges following our leadership team meeting back in January. Um as we reach specific milestones, formal policy or resource recommendations will be brought back to Superintendent Lavoy. Um and we're committed to a safe, supportive, uh accountable environment um where students and staff can focus entirely uh on technical excellence. Um, also
043just to mention, we've had a couple vendors in over the past week or so uh to look at our visitor management and some of our responses that were as part of the auditing phase as well. Uh, so we're we're moving along to ensure that we have the best spot and safety for our school. Um, so not right this time, I'm going to pass it over to Panota um, who's going to talk about the teaching and learning priorities informed by the ACT and the other couple members of our team. Before you get started, does anybody have questions for the principal and the assistant principal? >> I do. >> Please, >> if you were to say that um going to this conference, you could bring you there was something that you really thought it was something that
044was said that you can implement here, what would that be? And if you didn't hear anything, which it could also be >> Yeah. what would you implement that we already have to to to in the from the conference uh visit? >> Yeah, and I'll let Brendan answer for himself too. Uh I think for me in going through in hearing from other schools big and small throughout the country, rural, urban, um in kind of the different ways they look at campus security uh in some of the tech the current technological tools to help with your visitor management um and having uh securing the facilities at all uh hours and really looking at how some people invest in in some personnel to oversee that in some larger um uh vast districts. I think it allowed me to
045kind of take away and say we have to put some a high level of time in kind of looking at the design to make sure that we have procedures in place and are tight on that because there's nothing more important than the safety of our staff and students. So that that was it for me. >> Yeah. to to build on that, one of the interesting things hearing from districts from all over the country and how they approach this was um some different ways of approaching training. So um they talked a lot about uh using tabletop exercises to allow people to talk through um events and procedures before trying a drill or having them in real time. So, as we're building new uh procedures and protocols, having these um these learning tools to try and get
046people comfortable with them so that when you know if the time ever comes for an incident, people feel very prepared and they've they've kind of gone through the training from the ground up. And since you mentioned security, um, after hearing our IT talk, do you think we need to start taking further consideration on on more technology or having given them the asset financial asset to get more training to implement those security in in in our facility? >> Yeah, I think that's a great question. I think we have Mr. Lavoy um and our larger team and operational level have meetings that include IT include our safe office include our safety uh leadership um kind of our leaders uh and eventually if we get to some practice we'll involve some other students and staff but that's kind
047of like we need input from all those departments to kind of if we want a recommendation for a particular product or budget towards something I think you know Mr. Lavo is kind of leading that to make sure if we have that we'd come back like to you if we needed that. Uh but I think we're in that process of having getting that input to be able to come back. >> Okay. Thank you. Mrs. Ferris is next. All set. Mrs. Ferris. >> I don't know if it's much of a comment or anything, but >> I mean I just know that >> into the mic please. Mrs. Ferris, >> I just know that what uh Brendan had said. >> Turn it on. Okay. All right. Well, Brendon had said it and it's something that I've always lived
048by is that anything that you, you know, you go to all these trainings and all these new things come up and there, you know, all this failsafe stuff, but it's only as good as the leadership that drives it. And I mean for me I need to know how emphatic is this staff with with I is this leadership with the staff all staff in keeping doors closed all the time. I mean, that that prevents an awful lot, number one, and and I'm not sure that that that's that happens all the time. So, I mean, all this this it's great. I mean, I'm I'm all with you and I I I want this to happen, but you know, something as simple as keeping the doors locked all day is extremely important >> and it's a very basic
049thing. >> Yeah. No. And I think our our staff in procedures are to go around at various times and checking to make sure doors doors aren't propped in that. Um we're trying to be a single entry point or exit point with that communication uh to make sure we know who's in our building. >> Okay. And what um I know other schools have these fobs. I don't know if that's useful or not. >> Yeah, it could be. I think it's one of the things when we look at kind of taking all this information and we have different vendors in >> um that you know they have access to this technology when you're going to doors and whether you use an ID uh to get to gain access in and having people have them um on that
050it's all things I think we're considering uh is if if it makes our school better I think >> John would absolutely support support that so >> Mr. delivery next. >> Okay. And the the third thing is >> another another key thing is identifying students or or anyone for that matter that may have a propensity to be unsafe and what do we do about that? And I I mean I'm just throwing that out there, but it just can't be your two sets of eyes. It has to be everybody's and people have to not just say okay person's having a bad day. Repetitive stuff is a flag that flies high. So that's all I want to say. >> Thank you Mr. Lily. So um this year next I want to say this year we have as one
051of our initiative and part of that initiative was going to the conference that we have brought our crisis team together several times this year to look at uh our security in uh many facets of the school and uh to take a look at what are we doing good and what are we doing not so good and uh it's not as as uh Chad said and uh Brendan said that, you know, all the tools in the world are are not effective if the people using them aren't following the protocols and procedures. And to be honest with you, in all our meetings, we have had a lot of discussions about how do we get staff to follow protocols and procedures? That's more important than any tools or equipment we have. How do we get them to understand
052the critical importance of following those protocols and procedures? And uh and that's a challenge because we get very lax about, you know, the dayto-day and nothing happens. But it's every day we got to be uh persistent and uh dedicated to doing it the way it's supposed to be done. And the only one of the ways to make that happen is for our leadership team to hold the staff accountable. That's the first thing we question ourselves. We look and say how can we as a leadership team not in a punitive way but in a motivating way and in a way to change the culture of what we do. So that's part of the work, but the tools are also so effective today and so much uh so powerful in in making this work so much better.
053So we've had to we've had a few vendors in and it's uh interesting because in one of the meetings we had and I had a follow-up meeting with uh the I with the two IT uh gentlemen, Louis one and and Jason the other and they both said to me, "Well, those tools are great." They said, "But they won't work if the the staff isn't willing to use them." They said, "What we have to make sure is we get the staff to feel like they're important and that they want they're going to buy in and be part of it." That's the first thing they said and they're absolutely right because but we're all working together to understand it and make the school safer and a better place. Uh and it takes it takes a culture and
054a changing of the mindset. You know, it's like if we can't wear our security badges, what makes you think we're going to wear our badges of safety badges and have the apps on our phone to make it safer? So, we got to change the things we already do and get that really good and then we're going to introduce all the new the new effective tools. Then we feel confident it can work. >> And I don't know why. So, I mean, I totally agree. But, I mean, >> but that's part of our work. That's an issue when you can just turn on the television every single day and see the reasons why. >> Oh, yeah. To be >> Yep. Yep. Yep. >> And proactive. >> Yeah. Well, it's extra challenging for us because we do activities
055throughout the outside outside of the school in the so the you know when kids are going out there and they got to come back in the building the doors locked. What are the >> Yes. >> Yeah. So what is the procedure? So what becomes even more important that front gate and the gates on on the two sides because the the facilities have to be secured and we're we're looking at some changes to that as well because we know that that's a big part of it but it's a it's a big job and but I think it's become uh an issue that is uh uh becoming nearer to the top and not to mention some other uh important issues that are going on that we have to get more knowledgeable about and improve our understanding about
056that we're looking to do as well. So, it's an ongoing job and it's something we take we do take it serious >> and I'm I'm happy to see that there's a heightened awareness about it. So, I mean maybe it'll just you know continue >> you know no I agree and our our safe office and Mr. Vogle particularly at the start of the year runs us through the drills uh back to school and I think to Brendan's point as we kind of develop and do some more exercises and practice it's only going to make us better uh on that too. So, um, it was a great conference to get a chance to come back and and kind of start to, you know, put some of these things in place. So, we're looking forward to continuing the
057work. >> Mr. Tox was highlighting that um whether it was and myself teaching here earlier on the students are very much in the community you know and things weren't as difficult those days as they are now but something you got to keep your eye on because a lot of the students are outside the building working on projects so you got >> yeah it's a It's it's a it's a big it's this is a wonderful campus. We have a thousands of kids and uh we want them involved and interacting and learning in the best way possible. Uh and with that comes you know you know that those challenges to try and make sure we can account for everyone and that they're safe and that you know we're not cutting corners and that takes everyone. So you
058know I I couldn't agree more. >> Mr. Jones. >> Yeah. Once you get your practices all aligned, will you be doing some simulations in the school? >> Yeah. No, I think we we, as I said, do a few drills already to start the year. We do um you know, um, you know, we do our our fire drills, our Alice drills throughout the year. I think we're going to look to do some more additionals with different types of scenarios. One of the things at the conference and my takeaway is in hearing you know other parts of the countries have other challenges with tornadoes or flooding or things like that. We have our own challenges here. There was a gas explosion not too long ago. There's some other things that you know you can get people in
059and and try and and go through your protocols that we have and practice them. So I think for us it's you know we're a relatively new team over the last year and a half and a lot of new people. I think we we can get people in place to practice them and to then go and so we're better prepared and people feel safer. So that's part of it too. You practice it because you know in emergency it turns true chaotic scenario you revert back to your practices and kind of how well you're prepared. So you know um it's a it's a lot of listen it's a lot of information to go to these conferences and they there's there's someone trying to sell you everything and there's a lot of information. So we come back synthesized
060it and trying to take pieces away that we can practice and better the communities. Go ahead. >> Yeah, >> I I heard the term, but what's the Alice drill? >> Um, it's for when um if there was an emergency out out loud, it's a it's a flow or program uh that you'd want to use um um alert, lock down, um >> test calm, >> inform, counter, evacuate. Thank you. On there. So, it's a it's an acronym that takes you through the process that empowers people to make decisions, teachers with students, so that given any type of scenario, you're preparing the safety of a of the campus. >> Thank you. >> Thanks for the help. >> Any further questions? Are you all set? >> The last quick point that I wanted to make was that >>
061um relationship building with students is critical and important. We've had some incidents this year that we were made aware of because of strong relationships with kids who are willing to come forward because there's a trust between the staff and the students and that's really important. That's an important key point. We're very fortunate here uh that our students uh that we have good relationships between teachers and students and there's a trust there and that has helped us in several occasions particularly twice this year. So that's an important point of what security also brings security to the school. >> Brendan, uh, any other further questions? >> Brendan, you, uh, had mentioned major incidents. What are the major incidents they were most worried about? Well, I mean, one of the things about going to a national conference like
062this is that you get to hear from schools that you've pro some of those schools that were that represented there were ones that you would have seen on the news for some of the incidents that they've had, intruders in the buildings, things like that. Um, so you get to hear directly from people who work there and learn from their experience. Um, but they also highlighted and Chad touched upon this that, you know, there can be weather related emergencies. Um, I was in one seminar where they were talking about um, a place, I believe it was in the Midwest, and there was a lot of snow and then a a branch fell on a roof and they were having um, part of the the building was in the gym was caving in and it was in
063the evening and there was a rental going on. So, they realized, you know, what's the procedure for that? So thinking about beyond just what you see on the news, all the different things, checking people in or out, keeping track of people, trying to identify students who might need more assistance so you can um you can connect with them before it gets to anything like that. Um so hearing from schools from around the countries who who've dealt with these things firsthand and learning from their experience is something that you you you can't really get another way. Thank you both for attending. That uh was well said. I know Chad tried to pass this off to the CTE real fast, but >> I mean I but I appreciate that instead of us doing one group, you let
064us off the hook now, so now they have to come up. But no, it's a pleasure. Uh we look forward to following up. So thank you. Thanks for having us. >> Thank you. Uh Brenda, the assistant superintendent, are you leading the uh CTE or >> I think Lauren Jones is starting >> police. Good evening everybody. Um so yeah. Oh okay. So um so I'm Payota Athenellis, director of teaching and learning. I know we've met before. Um and I also want to introduce um my colleagues here who also attended this conference. um Lauren Jones, director of uh career and technical programs, Lindseay Ganji, CT coordinator, and um Brenda Richardson, assistant superintendent. Um I'm going to give you just a quick little overview before I pass it off um for uh Lauren and Lindsay to talk more
065specifically, but so basically the conference we went to um the ACT conference that stands for Association for Career and Technical Education. It's basically the biggest organization in the country that focuses on CTE. Um so we were really really lucky to be there with thousands of people from um schools across the country. Um and our big reason for going to a conference like this is to find out what are the trends out there. There's so much happening so quickly because of technology. um we have so many different types of career areas and programs um that we want to keep up with. So this this is an amazing way to be able to do that. Um it was great in a sense that it it helped to affirm the direction we have been going in is on
066point with where the country is going. Um but it also helped give us some more specific information that we can really we came back and we're like we really really need to re sort of focus on these things. Um big themes that came up um universal design for learning. So it's a way of designing the learning so that you're removing barriers before the kids even get into the learning. um doing real um assessments, not just sitting and taking a test, but actually, you know, if there's a skill competency that they're working on, can you do this? And can you explain why you're doing it the way that you're doing it? Um were were huge. Um and having really really high expectations for students and their learning. Um but really what was at the center of
067everything was um generative artificial intelligence or AI. Um how that is completely transforming um the way that teaching and learning is happening and the way that our the different career areas that our students are working in how those industries are evolving. It's happening so quickly. Um so I am going to pass it off to um Lauren Jones. She's going to talk a little bit more about the connection to the workforce. Thank you. So as Pota u mentioned, this conference provided a clear and consistent view of the labor market. Um and the trends are unmistakable. Uh AI and automation are reshaping every industry. And that's not to say that they're replacing workers, but that it's redefining the skills that employers expect. So, a theme that echoed throughout the sessions and reinforced by our own industry partners
068as well as our advisory board members that some of you heard from tonight earlier um is that employees will be expected to demonstrate four core competencies uh which are technical literacy, AI supported problem solving, the ability to interpret and validate data, strong communication skills, specifically within the capacity to collaborate with and guide AI tools. Lindsay is going to talk a little bit more about specifically how that's showing up in our work here. So, as a continuation of the work we've begun at the conference, we've moved beyond initial exploration and into active implementation. Professional development trainings have been focused on the effective use of AI and instruction and have been implemented to support educators in enhancing their lesson design, student engagement, and assessment practices. In addition to that, we have begun developing and mapping next steps
069to support departments in ongoing curriculum development, which is ensuring that instructional programming remains responsive to emerging emerging technologies and workforce trends and Brenda. So ACT affirmed that GLTS is moving in the right direction as Pennyota said and that um preparing students for future-driven workforce is fully aligned with our district's broader vision and long-term strategic goals. So the integration of AI modern instructional practices and high quality curriculum design uh strengthen strengthens equitable and bias-free learning experiences for our students. Um it expands personalized supports and helps remove barriers for full student participation. Um this work directly advances our district commitments to post-secondary readiness, workforce alignment and consistent um highquality learning environments across all programs. Um so as GLTS continues to grow and adopt researchbased frameworks, it ensures alignment and coherence across all career pathways and supports sustainable
070growth uh without compromising quality. So collectively, this work reinforces our position as a statewide leader in career and technical education. I truly believe that uh proactively preparing students for a rapidly evolving economy while upholding core values of equity, excellence, and access. >> Could you go back a slide there, Lindsay? Thank you. Uh one thing we just wanted to tie together um just between the two presentations that um we appreciate uh the support to sending interdisciplinary teams for these PD opportunities. Even hearing from Louie earlier and he talked about his experience uh um with a professional group. Um it helps us get the most effecting effective strategies uh to strengthening uh our all of our teaching and learning throughout the district. um they go beyond individual growth um and kind of gets us working in that
071um continued continuous uh improvement cycle that we want that builds that shared vocabulary common frameworks on the instructional side um in a unified vision for implementing these practices. Um as we know uh and try to work with our teams when our teams learn together um the knowledge doesn't stay siloed. It allows it to flow throughout our building and helps enh enhance our culture uh going through department practices, instructional planning, uh all the ongoing curriculum development uh that we're using. Um you know, uh at the end of the day, we want to strengthen our practice, our teachers practices, uh with these initiatives, uh from safety protocols to instructional technology. Um we look all that commonality is to remove barriers for student success. Um so these shared experiences are just so important to us uh so that
072we can help GLTS remain at the forefront um especially the future of focused career and technical education that uh Panota and her team uh just talked about. So thank you for supporting the work and open up for any questions you have as well. >> Any questions Mr. Lavoy >> uh can you uh talk a little bit about CTE group that went to the uh after the time that you >> after the time that you spent at the conference uh what are some of the things that you took away that might have had some uh uh implications to what we were already doing? Did we change the directions? Did it solidify what we were doing? Did we introduce anything new in terms of the work we're trying to do? How did the support the actual being
073at the conference support your understanding and knowledge that makes you a stronger supervisor or a leader for the particular programs that you oversee? Uh how does that support that? Do you think there was a a benefit in that way? >> Yeah. So I can speak to the um curriculum development piece. I think um so um we always want to make sure that for teachers when we're we're doing any professional development that it is relevant and it is connected. It doesn't seem like a bunch of random you know initiatives being thrown at them. So um we are embarking on a curriculum sort of redesign process and had a lot of those steps already laid out. We're also we've been doing schoolwide PD with um uh a consultant who specializes in artificial intelligence in in learning. Um
074but I think for me the biggest thing that came out of it was uh this is how these two things can can can roll out together. Um and we were able to connect with people there who were doing the work in different ways in different parts of the country. And so um for example there was a a district in um from California very different type of district um but they were doing a lot on um AI in their district related to curriculum related to how they're doing their um even their student support and counseling and stuff like that. So we were able to take that and say okay these are really really interesting things that we can use here. So it's like it for me I feel like when we go there it's like you're
075a detective kind of there's so many sessions so many people like but it's like okay we have our big we have our big focus we know what our students need how can we gather a whole bunch of different things and and put them together so that's for me when it comes to our projects that are already going on um it's enhancing them it's like um you're able to just bring so much together so >> that's hopefully that answered the question >> thank you Um so we've debriefed many many times. This conference as um Brenda and Pyota mentioned is the the largest um in the country. So it is um it's it's so exciting to to go to and so we were debriefing about there's it's so dense and and it's really difficult to bring back
076um just all the ideas. And so one I think Lindsay's got a an example about something specifically that we're we're doing and translating into a specific program. So I'll let you um so this year we have some PD offerings for our teachers focused on generative AI. And so at this conference there were many um subgroups that talked about how to implement AI. And so I brought back to my health and medical teams who are pretty advanced in terms of you know using AI and comfortable working with it how to use and leverage AI into standards aligned activities for their kids that are more engaging. And so they've really done a lot of great work and they're using it in their professional development. They're digging deeper. They're using it in their curriculum. They're creating these great
077standards aligned, engaging activities for kids that are studentled. Um and we've seen a big difference um with what we've brought back. >> So, >> thank you. >> You're welcome. Sir, >> got to kick it. >> I think I >> There it is. >> Got it. Got it. >> Well, I want to thank you all for bringing um all the information back. I mean, from from it to all the presentations. Um what I want to ask is you mentioned uh we are using IA IA ei >> yes so we are using it already and what I want to know is how we're keeping um confidentiality um by using you know I know that students all everybody's using it but how we're keeping the confidentiality um >> yeah that's a great question >> because it's very important
078I mean, >> yes. And it's like when we're talking about student safety, a lot of what you talked about is the physical safety. We're looking at sort of it's it's the psychological safety. It's all well and it's it's student data of course. Um so we have been going through a process with um so there were things that we took from the conference and also uh the consultant that we're working with um is helping us really educate the teachers educate and so that they can also then educate the students um and so we're putting whole processes in place to vet not just the AI tools that we bring in but any digital tools so and then that's sort of a connection back to the IT part where um you know it is is doing their piece
079of it on our end in the teaching and learning side we're we're vetting the educational value of these different um apps but it's it is a real real um thing to worry absolutely absolutely what's what's great is um so we have when we're thinking about just a general AI tool um so you hear of chat GPT and a whole bunch of others. Gemini is the Google one and because we're a Google school. Um we so Google protects our we're like in our own little oops our own little sort of bubble with our data. Um chat GPT it they do a lot of they take your data and they use it to train their models but nobody really knows what that actually means. like it's this is all deep behind the scenes stuff, but um we
080know that in Google Gemini it's it's kept secure. So um we're doing a lot of education with staff around um use Google Gemini. Um and and the big thing too is like we know that it's not going to go away. We can't ignore it. It's going to hit every single career, every every part of our lives. Um or like one day somebody asked me like do the teachers in the construction trades really need to know about AI and I said well remember back when like we were introducing computers and the internet maybe people were asking that question but you can see now everybody it's it's just part of life that's what's happening here with this. So we're trying it's it's challenging because again it's the the technology is advancing so rapidly. It's in all of
081our lives and so we're doing everything we can to work rapidly to try to keep up with it. Um but it's AI literacy is what um the big sort of buzzword is right now. We talk about digital literacy and like computer all these different English uh I mean sorry reading, math, all that but AI literacy is a whole other thing that we're we're tackling. Um so that was a long answer to to your question but we're it is front of mind for us. Yeah. >> As long as we aware that >> Oh absolutely. Yep. Yep. >> The potential I mean it's very important. >> Yeah. >> Stay away from using that tool and putting information there that can be critical to even the school and the the the people that are here. >> Absolutely. Yeah,
082and that's why we're we're so grateful we had the opportunity that that you you approved for us to attend the conference because what we get in those few days is like it would take us months to get that information. So, um we're just really grateful. Thank you. >> Mercedes. >> Um thank you guys for the information. I think we all uh I can I think I can speak for for the committee that you guys sound very excited with the information with the learning you guys got on the conference. However, I would like to kind of see on writing what you guys are planning to implement from, you know, what you learn on this comm this conference and so we can see what you guys either going to change or going to implement so that we
083can somehow in near future kind of see you know what you guys implement and the benefits of these new um um strate uh strategies that you're going to start implementing so we can start going back again maybe a few months from now whenever you guys going to start it we can start seeing the benefits again um and then we can sit here and say oh my god that was great you know that we kind of look back cuz I think it's a lot said it's a lot of information for for us to maintain in our head um but I would love to see it on writing so that when we do see in the near future um and you guys already implementing so we can start seeing the benefit oh my god that was great
084you guys went and these are the b you know these are the results of these stuff cuz trust me I don't know about them, but I'm not going to remember all that. >> No, it is a lot. >> But if I have something on writing that I can look back and say, "Oh my god, I remember when they talked about this and this definitely, you know, they've been implementing these new strategies and it's great that um I can I remember when was said and what was said because I have it on writing. >> We'd be happy to. Yeah. Um and one thing to kind of put out there, um there's um I I think you get to these later, the um the request to post for positions. You'll see one very concrete thing tonight is
085um we got a grant through the um mass um DESIE um to do curriculum work in CTE areas um aligned to the new frameworks and um we're going to be putting that artificial intelligence training right into that. So when you see that posting later tonight, you'll know it's this is one of the things that kind of came out of how it's going to shape um our work. So, but yes, we'll do a list for you. >> Uh, one thing I just want to add to Miss Distla's question. Um we in working with our um our consultant um we work together over the summer to do guidelines uh for both educators and students around AI so that when we transition into the year and our students and teachers are working in that environment. We have some
086guidelines that he works on state boards and things like that that we're able to collaborate on so that there is a target there. they're aware. We we're teaching them kind of where this technology is going because the kids are usually ahead of us. Um they're on their phones. They're they're they're on that the AI mode. I learn a lot from my kids um as much as I learn from the job as well. So, um you know, we have to do our best to stay ahead of them, too. So, thank you. Can >> I add one thing, >> please? >> So, this ties into uh Mr. Mercedes question about like wanting to see this sort of how it rolls out. What do you actually do to implement it? Um, one of the things I would say
087is that we, you know, at the conference, you go to so many sessions, you learn a lot. Um, there were a couple of sessions that I went into and I said, "We're already doing this or I think our team could come in and teach this session." So, we've talked about this and honestly um the project that you're working on with that CTE curriculum and AI um we've talked about presenting that either at the connecting for success conference with MAVA or actually presenting a session at the national conference. Um so that truly could be a you know a wonderful demonstration of that and I say it with all sincerity like the work that they're doing already as a team they would absolutely be able to present a really really high quality um session at the national
088level. >> There was one more piece too that um we forgot to mention was um another really cool part about this conference is um the the ex the exhibition hall. So talk about overwhelming, right? But vendors for all types of products for all different career areas and just just super amazing things. Um so we we spent some time going into some very specific ones. There was even one that um one of our programs had looked into initially um and and we explored it further. We we've brought vendors into um the school too to to for the the rest of the team to vet. So, um, that's another piece, too. Um, that's really helpful to see all those things because there's just so much out there. It's exhaust. It's it's it's, you know, great learning experience.
089It's like, yeah, but yeah, it's a lot. So, thank you again. >> Thank you very much everybody. I want to echo what Mr. Mercedes said. Well, our thanks from the committee. Um, we're always authorizing these trips and it's nice to get the feedback from the people who actually went to it. That was Mrs. Ferris's uh point a couple meetings ago. We pay for these trips and we never hear anything about it. I thank you very much. And Chad, I like the way you come back and grab that mic. You first you wanted to get out of here. Now you're coming back grabbing a mic. I know I know >> I know some of you have a long ride home. Thank you very much for being here. You've had a long night. We appreciate it. Thank
090you. >> Thank you. >> Um Brenda, assistant superintendent, you doing the admissions lottery or is Mr. Lavoy doing that? >> Yes. I was just going to go over um briefly the admissions lottery process. So it's not the report. I don't know. I don't think you have the admissions data in this report. Um so um in terms of the our first admissions lottery um so our application deadline for entry into the initial um admissions lottery was February 1st. Um so anyone who was um eligible living in district we you know confirmation of residency they will be able to go into that first lottery. So it's scheduled to take place in March. Um at this point we believe it will be on March 12th. Um, so in line with the the regulations, it will be a live
091lottery. We actually plan on live streaming it. So it will be conducted in person with members of our administration and our admissions team. Um, so we'll also have um a representative from GO2CTTE. They they have they run our admissions software. There'll be one representative in person with us and they'll also have a member from GoToCTTE who will be remote um on Zoom. and that person who's remote, they're actually the ones who are physically conducting the lottery um through their system. Um so this structure provides um both independent oversight and procedural integrity pretty much in terms of the lottery. The only thing that somebody could appeal um they can't really appeal not getting in because it's a lottery, but if there were any irregular irregularity, so that's why it's really important that we make sure that
092it's um clear transparent process. Um, I don't know. Did you want additional details about how it will be run, what it actually looks like or Okay, I'll keep it >> short and sweet. >> I could short and sweet and then I'll take any questions. >> Snow is building. >> Um, so basically anybody who is qualified to be in the lottery, they will receive that an email. Um, I believe it has to be at least one week in advance with um their lottery ID number um and information about when the lottery will take place. So that's just indistrict applicants only who meet the residency requirements. Um I explained who would be there for the process. So each student they have their lottery ID number as the lottery takes place. So I think um Mr. Lopes is
093going to start out. So it's a little bit slower so you can sort of see how it's working. Um but every student who's in the lottery will be randomly assigned a number. I believe it's from 1,00 to 9,999. So somewhere in that range. Um students will be rankordered from lowest to highest number and then grouped by community of residents. Um so students will be accepted um in alignment with the number of seats allocated for each community. So for example um Andover and North Andover they have 25 seats. So the students with the lowest 25 numbers for those communities they would be accepted in that first round. Um so people don't have to watch the lottery to know if they're accepted or not. It's actually going to be going kind of quickly. Might be difficult to
094see your number. Um, after the lottery takes place, every student will receive an email telling them if they were accepted or placed on the waiting list. They'll have 10 days to respond to our offer of admission. And if a student declines the offer or if we don't hear from them within the allotted time, then that seat will go to the next student on the waiting list. After the um lottery is done, we'll also have a cert certified list. I think it will be like a a PDF document that will be signed by some of the people who participated in that process and then that document will be posted on the website. So that's kind of the quick version. >> Mrs. Ferris, >> this is no like application. >> So they've already applied. Everybody has already
095applied. >> Okay. So, so what if what if the family can't decipher whatever information they're getting that tells them they have to enter that ID number or whatever into the system. >> So, there's nothing they really need to do. It's really just notifying them that if they wanted to watch and if they want to look at that document on the website, they could look and see what their ID number is and they can see what number they pulled in the lottery. So, you know, they could just kind of see that number, but really that number in itself won't tell them if they're accepted or not because um you know, there are so many seats for each each community. Um so that's why it's that part is really just for the transparency. It's not so much
096I would say for the clarity for families and students watching. It's really the transparency. So that's why we send everybody the email um after the lottery to let them know if they were accepted or weight listed. Would it also be >> Hang on one second. Sorry. Are you all set? >> Uh yes. I don't know. I don't know. >> Mr. Mercedes. So, they will be notified by email and um and also uh mail or no mail? Just email. >> Just email. >> Um I have to tell you that unfortunately a lot of the people in my community, they they don't even know emails. Like I I'm telling you because I mean I I'm sure that the kid may be able to watch it, but I I don't I I wouldn't just leave it up to
097the to the kids because I don't think that knowing that the community that I a lot of these people don't even know how to how to go in the internet to tell the truth. Um, so that we have to find maybe a way that can I I don't know, maybe going in and I don't know there have to be a different way because I know that there going to have a lot of people that not going to show up because they don't they don't know they were they were in unless the kid the kid by itself who actually is able to more, you know, more um savvy on on computer technology, they know how to navigate through the through the but I I know that a lot of these parents. >> So, we'll email both
098the student and the the parent email that we have on file in the application. The thing is um for our application now, it's an online application. Um so, everybody really needs to go through that process and register online. So, I think it would be probably be a very small number, but what we always do if we don't hear from someone, we don't automatically just say, "Okay, 10 days is up and you know it's too late." We try to reach out to them. We will make phone calls. Um, we also reach out to the middle school. So, if we have a certain number of students from a particular school that we haven't heard from, um, we'll also contact the counselor from that school to see if they can help us get a response from the family.
099We don't want to just miss somebody like that because not only is it, you know, not not good for them. Obviously, they would miss out, be very very upset, it also could make it difficult for us moving forward if we've given a seat away. So, that is the primary means of communication. They do know that. Uh but we will try those other means too if if we don't get a response. >> And since I'm already have the mic, my second question is um in regards to the to the kids who don't get in because obviously they were not as lucky because of the lottery and I know that you know there's a small percentage of people who may not end up not wanting to come to the school or they end up moving. So, I
100know you mentioned very briefly about how you're going to go to the next person. How is that going to be again? >> Yeah. So, basically once we run the lottery, we'll have um all of the students rankordered by the number that was pulled and by community. So, we'll just go back to that community's waiting list and we go to the next number of students. We know that we'll certainly have a number of students who decline, they have other opportunities, go to another school. Um, it's hard to say this year because it is a different process. I would anticipate maybe having fewer of those situations where somebody goes elsewhere. Um, so we'll have to see how many we have, but we definitely do anticipate that. And then we go just go back to that waiting list
101by community. Just to give a little clarity that. So let's take Andover for instance, number 25 doesn't notify us they're coming. So we go to number 26 that was pulled and then the next one is 27. So the original pulling of of drawing the numbers is what we always go back to. >> And and how does exactly um this lottery thing is it computerized or how how does it work? >> Yes, it's a computer. So that's why we have the um our consultant who actually owns the software go to CTE um they're actually doing that behind the scenes. means they've actually done it for other schools. Um if you're interested in looking at it, I think Whittier Tech, Essex Tech, they've already done their lottery. I know Whittier Tech has their um video recording on
102their website. Um so if you wanted to see what that actually looks like in practice, I don't know if Essex has theirs posted. Um but so they're kind of the experts in that system, in that software. So that's why um it's great to have that partner to to be doing this, especially the first time through. We wouldn't want any, you know, computer glitches and things like that to to confuse the process. >> Awesome. >> Anybody else? >> Why Why did they do this first? >> Wait a minute. Zila, >> I I don't know. I don't know how >> What did you ask, Mrs. Fur? I'm sorry. >> You said Whittier. >> Put your button on. >> Uh, Whittier already did their their um lottery. See? Yes, they actually have a midyear um admission cycle and
103then they also just did their incoming freshmen. Um so everybody has like you know in their policy they have a different application deadline and timeline. Um we actually would have liked to have it a little bit earlier in March but go to CTE already had a number of schools um that were scheduled so that's why we're planning to go on March 12th. Oh, so it's it's uh something it's it's it's the school's decision to do that. >> Yes, we set our own timeline. >> So, >> I have millions of questions. I'm going to have >> mic please. >> There you go. >> Okay. So, I said I have a million qu million of questions, but I'm going to ask for a few of them if I remember them now. I'm very concerned about this whole
104lottery and how we handling it. Um because I don't see right now I mean you mentioned transparency but I don't see the transparent the transparency going on just just the way that you presented how we're going to do it. So um did did you say March 12 is going to be delivered? >> Yes. >> Okay. And they and how is all the family going to know that they they already applied? You said that they're going to be informed, they going to be they're going to be sent a number or something like that. Um how about the people that apply that they don't know whether they they are going to be in the lottery. I don't know how they going to know that. I mean there's so many qu Let me let me let me stop
105there. Um, can you answer that for me because again I'm I'm concerned. >> Yes. So, we we initially email every student um and family who applied by the deadline. We email them to let them know that they will be in the lottery. Um, if we have somebody who applied who doesn't meet the residency >> say that again. I'm sorry. >> We said >> the line of February 1st, they already know that. >> So, after February 1st, I I am not in the admissions department. I don't want to say if the email's gone out or not yet. I believe that it has, but every student and family will receive the email letting them know if they're in the lottery or if they're not in the lottery. Um, >> they'll receive I'm sorry, >> an email to
106interrupt you. They're going to receive information. They're not there. But you also said that February 1st they already know >> that was the deadline to apply. >> You should know that because March 12th is is almost here. >> Right. Okay. So, I think we have a problem again. Continue because >> so every student and family receives an email at some point. It may have gone out yet. I'm not sure. Um to let them know and the reason the >> Sure. Yeah. It's just I'm not in the actual admissions department anymore. Um we have an admissions director who's doing that, but I can absolutely find out. So, the reason >> May I ask another question? why they they didn't come and present this whole um process if you don't know a lot of the information. >>
107I think she knows the protocols and procedures and everything. The actual whether they've been notified yet or not is the only thing that we're not aware of. Um but >> I mean again email is is it's a difficult way of of um communicating. I mean as Mr. Mercedes mentioned, no, everybody's looking at mail. I'm one I'm not looking at mail. Somebody needs to, you know, send me an a a mail or make a phone call so that I know that something is going on. Um, so already just sending emails to people and pretending that they already know all this information, it's not practical. It's not It's not >> So, yeah, just to follow up with that. So, um >> once once they have been >> sorry once they have been um notified once we >>
108once they're notified once the students are they may have already been notified. If they haven't once they are notified they will be getting an email. So now we can look at what are some other ways we can communicate to let them make to let make sure that everybody knows that when the lottery is going to be or whether they're in it or not. So maybe we can do something on uh social media. Maybe we can put something in a newspaper. Maybe we'll sit down and we'll talk a little bit more about because of your concerns. we'll sit down and talk a little bit more of how can we get the message out that if you're in the lottery you would have gotten the notification. So once we done done that we will we can put
109out other types of messages to the community the people in the community that the that you should have been you if you're in the lottery you would have been notified already and so uh to look for the email. >> So Mr. the um the you just mentioned only the people that are going to be in the lottery are going to be notified. What about the people that already apply and are waiting for information? They need to know before the lottery goes on that they didn't even make it to the lottery. >> Yes. Yes. >> No. No. After. >> So I would assume >> before just like everybody just like the people that are getting into the lottery know you're in the lottery. They need to know you're not in the lottery. I mean I have
110people I mean I can I have people calling. Can I just add to this because I'm quite sure that the the people who are who are not going to be in the lottery or at this point they have been notified because we need to give them an opportunity to provide additional documentation. What I'm not clear about is if all of the people who we know will be in the lottery if they've received that email. But we've already had um a couple of meetings to go over questions of residency um where there was a concern if it seems like somebody we weren't sure if they should or should not be in the lottery. We've already had a meeting about those students with the principal, the um director of admissions and counseling. So, we've already met about
111that. They're going to make some phone calls and look for some additional information. And then we're going to come back if we have any other students outstanding um just so that we can review those cases again. And if there's any student that we're not really sure if they do or don't meet the requirements, we are going to put them in the lottery. Every student will receive a conditional acceptance because they have to provide that documentation at a later date as part of the enrollment process. So if we're not sure, we'd rather put them in the lottery and then ask them to provide that documentation later again. I mean, can we I just want to make sure that we have more something more than just email to communicate to this to this um applicant, please. I
112I just give us some reassurance. >> Anybody else? >> Um this is going to be in both languages, right? When you send it out. Last question. Um I know you said that um an additional information. What kind of stuff like they would need the people would need to provide because I'm I mean I'm I'm just want to be prepped because I I I do get phone calls from people. Um obviously they have asked me called me to ask me um you know about the lottery and to tell the truth I I know I know nothing until today. Like I don't know the whole process. this is all new for even for us. Um, so I I I wasn't able to really share much information because I didn't know how things were going to work. Um,
113I told them that, you know, I knew I was going to get some information in this in this meeting and I'm I'm sure I'm going to be getting some phone calls, but they may said I got notified. They may said I haven't. And what do I tell them when they tell me I haven't gotten noticed? I don't know if I got in, why I got why I not in. Like, how do I direct them? And if they say, you know, I did got in. Uh I'm I'm going to be part of the lottery. Um and if they ask me part of their information, I don't know if he's if I can know what they're going to be asking for. >> I know that that other information you're referring to. >> Are you talking about if
114there's a question about residency and whether or not they'll be in the lottery or are you talking about just documentation for any student? Yeah. You said they might they're going to be needing some other document documentation. So I >> if there was a question, >> correct? >> Yeah. So that would relate to um say we have a student who um applies, they give a home address in Lawrence, but they're attending school in Haveril. Like we've had a number of those different situations. Um so in some situations, um if it doesn't match, we'll ask them for documentation to show that they're actually a resident at that address. Um, in some situations, even though it isn't really a match, there might be a situation where they have one parent who lives in Lawrence, one parent who lives
115in Haveril, they both have custody. Um, it could be uh a homeless or or foster care situation. Um, it could be a situation where somebody moved during the school year, but the um original school district, they allowed them to stay um in their school, but they know that they live in that other community. So, there are a bunch of different situations that come up. So what we try to do is sort through that um you know in advance as much as possible and just look for that documentation. >> Again what do I tell them when >> what do I say when they ask me I haven't I haven't gotten notified. How do I know if I got in or or I didn't? >> Yeah. So if they have a question um and they haven't been
116notified they can certainly you know call the admissions office. Um we have several people who can respond to that call there. um you know they can email the office if they want. Um we can also put something on social media just saying you know admissions dead uh application deadline closed on February 1st. You know we could put something out on social media with a timeline um as well. And we also um do keep all of the middle schools. We deal with I don't know probably 20 25 different middle schools. Um I know that they communicate regularly with them. So, you know, I can just connect and make sure that they're sending out that information as well, whether it's in their own emails, newsletters, things like that. >> Thank you. >> All set. Moving on, Mr.
117Superintendent. We're going to do the uh quick update on the new hanger. >> So, just a quick update on the hanger. The process in terms of trying to purchase this hanger. Uh we are at this point um completed the process. All the cities and towns have voted. Um the one thing that's uh that's left to do is for the two towns at town meeting have to vote on a change in our in our um charter. Uh but they've gotten positive recommendations from the board of selectmen. Uh it's a really no cost minor uh need. Uh but the city of Lawrence has agreed to move forward and are purchasing the hanger. At this point here, they were waiting for the uh uh what is it? One uh documentation on the value of the hanger, an appraisal
118from an official appraisal. They received that yesterday. Uh so then now they're ready to start working with the owner and putting a purchase and sale together. So once that's completed, it's just waiting until the spring when we can purchase purchase it from them. So in terms of the hanger, it pretty much been the uh all the background work has been completed and we're just waiting for the owner and the purchaser to uh finalize the purchase and uh pay the check. >> All set with that. Uh Mr. Lavoy the uh house project in the back parking lot. You got to update for us? >> Uh so the uh the uh passive house in the back parking lot now. Uh the foundations in uh they have put the floor uh uh the uh decking down. They just
119completed the decking today and have already started the walls and so it should move pretty quickly now that we're into out of the ground and working with actual lumber. Um the kids are have worked right through the freezing cold and they interesting. They've been very uh great about it because they've been so excited about it there. We haven't kids saying no I'm not going out there. They've all been anxious to get out there and do this project. So it's gone it's going well. You're going to see a lot more progress at this point. Uh so uh there's a lot of excitement around it and um a lot has gone into this and we're excited about the fact that this is one of one of a kind in Massachusetts in terms of a high school building
120a passive home that will get certified uh at the end of the project. So uh it's uh I'm not so sure that it'll be 100% complete, but the frame will be up. We expect that the frame will be up and they'll, you know, uh be working on the electrical and plumbing and HVAC before the end of the school year. So, um and it's u recognized by the clean energy center. uh we've been asked to uh present to the uh legislators on behalf of the clean energy center how we've uh uh we've g been given grants by the clean energy center which has helped us and some of that money has gone into the construction of this house. So we will be uh in March presenting to the legislators uh the energy committee from the uh
121legislators uh the house and the senate uh to uh demonstrate and explain to them how we've utilized and how the benefits of the clean energy grants have supported the work that and teaching that we're doing with our school which is partly based around this one project but many other projects as well. So, but we've been benefit tremendously on the support of uh grants in order to do this kind of work. >> And there was a large donation. >> Uh we have a we did there are also companies that have uh donated. So when we did the foundation, the company that provided the foam insulation provided many parts and provided a lot of training at no cost to training the instructors who now know how to build foundations with foam without the standard uh PL uh
122plywood forms. Uh and now the students have that skill sue which are you know uh not a lot of uh contractors that are utilizing that uh but we now have kids that are trained in that. So we have kids are going to are developing skills and knowledge. Not that that's the most important thing because the basic skills are still the most important thing but they're building developing basic skills but using new technology to build those basic skills which is so important and critical. Uh so and we have a company called TimberHP that has uh that is looking to donate $24,000 worth of high-tech insulation uh to this project at no cost which would save us uh approximately 20 $24,000 on the construction of this project. They're in the process of completing the necessary paperwork with
123the company and an agreement with us to do that. Uh so there is a lot of interest with industry partners out there that are looking at the work we're doing. >> Any questions on that? Moving right along. We have I'm sorry. Go. No. All set. >> When they spray fall the building, will the kids just be able to go in after it's done or will they be able to suit up and see how they do it? >> Yeah, they'll be able to be they'll be part of the process. Yeah. In other words, we expect the students to do the work themselves and working with so like the engineering HVAC, we're hiring, we're looking at an engineer that is going to work with our instructors and students to actually uh oversee the work. So, we're paying
124the engineer not only to do the engineering, but then oversee the actual work and teach them how to use the new equipment. So, similar with the spray insulation. So, we're looking for a company that will actually do the work but allow the students to work in unison with the uh opportunity. >> Okay. >> All right. Mr. Lavoy, uh we're looking at a partnership with Northern Essex Community College. >> Yeah. So, we start this we started a a minimal partnership last year and we're continuing it through this year and it's part of our bigger project with with the new addition that we're waiting for final hearing on that large grant, but the also the $4 million uh bond that will also help fund this project. But as part of that project, we're developing a partnership with
125Northern Essex Community College uh and uh to continue planning for a health and safety expansion initiative to expand students opportunities uh in uh pursuing a college degree in health and the health careers. So the collabor this collaboration we're working on will provide students access to specialized learning environments and state-of-the-art equipment to support advanced and industry aligned experiences. We were out at Northern Essex. Our students are actually going to go out there and utilize their labs, their state-of-the-art labs at the college to train them uh until partly until we have our space done, but also in unison with equipment we may or may not have on our own facilities. And that will require that will develop that opportunity will develop uh creditworthy uh uh learning and uh uh skills development uh that they will get college
126credits for. So pursue that associates degree. Um so this work is strengthening the career and college uh readiness by reducing barriers for post postsecary education, accelerating credential attainment and aligning student preparation with regional workforce needs. So, it's a combination of working with the college and industry in order to prepare our kids for the uh the highly needed uh skill sets in the health careers that we're that we're developing and which also includes four new pathways that are are going to uh prepare kids for a lot more students. So, we're looking to uh increase the number of students in these programs once our addition is done by somewhere around 150 students into the school that are specifically going to be trained in health careers because of the a huge demand in that area. So, this is
127a a piece of that project. >> Any questions on that? Uh I think you said associates degree. Yeah, the goal is to quickly get them to in uh the goal is at some at some day that be able to obtain an associates degree or close to the agree before they graduate from high school. We're not there now. May not be there in two years, but the hope is that eventually we will get there when all the pieces are in place. Um update on ICE policy. Uh this was one of the changes. I told you that in the packet was the older one. We were sent a new one. >> I didn't see a lot of changes. Mr. Lavoy, can you state some of the changes that basically I think it's not so much changes but
128giving clarity to the policy. I think it's written in a way that gives you more clarity to policy and it also has been vetted at the state level and at the and at the federal level to make sure our documentation is aligned with the uh laws and regulations and that uh there's clarity for us in this language and in our policy that gives uh clear directions as to what are we going to do if that were if we were to have uh ICE arrive at our front doorsteps. What what are the process of period? what does uh the law allow or not allow. And for the most part, you'll see that uh it ends up at the at the at the front of the superintendent decisions as to what's what they can do or not
129do and with the support of our attorney. So in that vein, now that this uh policy is in place, I will be doing work with our uh agencies uh our legal agencies to understand what those warrants look like. So I want to see physically what am I going to be looking at to know that I'm looking at the right legal documentation so I can make the right decision. So this helps to guide me in doing some of that work now at this point. Uh so it's great and to say well I got to make sure they have the correct documentation. I've never seen the documentation, but I want to make sure that I get educated and understand what I'm going to be looking at so I can either uh make sure that the process is
130followed legally and safely for our students and our parents and everything else. So, this uh document helps us to ensure that this is the policy we're going to follow. >> Any questions? >> I don't even know what to ask, but We approving this as the policy. >> Yes. So if you think >> but you're going to learn from this. Is that what you said? I'm sorry. >> No, I'm going to I'm going to make sure that what's in this policy. So if you read some of the documentation, it talks about this is state policy. >> So this is what we have to follow. >> Yeah, >> it is a state policy. >> Yeah. Looking at a warrant, what what am I what's a warrant look like? you know, like, >> okay, >> I want to
131understand what am I looking at and be able to read the the documentation. >> And I I read some of it at the up front. Yeah. I mean, I I read the first pages. >> So, it's talking about um non non-public areas. >> Yes. >> So, I guess the back where the kids are building the house, is that a nonpublic area? No, that's public that that's school property. They cannot go there. >> So, okay. So, there >> will that be an event where the our kids are are there because we brought them there for something like sport for example. Is that a known area? I just want to understand that. >> Yeah. >> And if something happened Okay. I want to understand that. That's true. Right. So if something happened the eyes go where the
132kids are playing and they just do whatever they they do and we know what they do. >> Yeah. >> What happened then? I mean they're not going to >> I mean again they're not going to call you to >> No. So we have security but they Yeah. So we have security at the gate. We have security at the front. So >> No. Yeah. I know that. But I'm talking about an a gang out of town. out of town, >> get to school or get friends. >> Oh, yes. >> Yeah. So, how will that work? >> So, the our instructors are not to release any students or information to them if they're working offsite. Okay. They need to notify the school immediately. We'll notify the lawyers. I mean, we'll notify our lawyer and we'll and uh
133they'll have to in in terms of we have to first look at the warrant. We have to look at the legal documentation to to to do to they have a right to process the that legal documentation. We just have to make sure it's it's right and it's legal. And that's where myself and the and the attorneys have to verify that before we would release any student. So, um, so we're all going to have to be more educated at this point. >> Ask the right question. >> Okay. >> Because put the mic on, please. I know exactly what you're saying and yeah that will work >> that that's actually really good. >> But in the event that I just got to a to a location where our students are there >> okay and they do what
134they do they just take people and they will take >> Yeah. Will they take if they take one of the student or even a coach or somebody that works for for the school? >> Yeah. >> How would that be handled? I'm talking after the fact. I'm not talking about you being able to see the documentation the documentation that they made. >> Okay. Yes. At this location, they're just going to go get those kids or they're going to uh >> Yeah. They >> Yeah. Yeah. So, no, I understand what you're saying, right? So, we can only follow the legal protocols and procedures that's in place after that happens. I mean, I can't control that. No one control that. What are the legal uh how can we legally prevent those students if they're taken illegally and they're
135uh here legally? Then it's up to the law to resolve that. We can't resolve that. That's goes beyond what we can do as a school. We can only manage what what this policy >> but then we are saying that our students are protected no matter where as long as they are during school. That's what I understood based on what I quickly read. So what you just said doesn't go with what you are presenting. You know what I I'm not saying it and I'm just I'm trying to link the two things. >> Yeah. Our instructors and if we're outside the building. So first of all, we haven't done training for our staff to understand this policy. That's the next step we're going to do once you approve it. so that we all understand and we all
136know what we're going to do in CA just like a an Alice drill or anything else. We've got to be a to understand what are we going to do if they arrive. Every one of us has to understand that teachers security if we're out there. We can only do the process of upo upholding the the law and the policies. If ICE doesn't follow our policies and just pulls people grabs >> they don't follow their own policy >> then it becomes out of our control. We can then only follow the law and let the law follow its course. >> That's all. I guess >> I guess what I will say is that we need to to add to the polic to the polic a statement that says that >> you know that >> we there's things
137that will be unforeseeable. I mean we won't be able to prevent and that's not what I'm So you see where I'm going with that because you're saying you're we're trying to protect you. >> Yeah. we are protecting you but then anything can happen even if the kids or the or our staff and students are in an event that belongs to the school. >> Yeah. So then they get to so if it does happen the instructor needs to notify immediately front office. We notify the parent. So we're going to follow a chance that they're not protected. You know what >> we're going to then do what we can do to notify parents and notify the school. So that's part of the training. We all have to understand if this happens we do this. If this happened
138we do this. So we've got to un everyone needs to know the policy understand the procedures we're going to use and the expectations of certain uh incidents happen. Yeah. We're not there yet. Yeah. >> Okay. >> Yeah. Mr. Vice Chair, I know you're there. Um you wanted to say something. I understand that you did go to the uh governor's meeting. Uh maybe you have something more to give us. >> Can you hear me? >> Yes, we can. >> Okay. Um thank you. So I have a few questions about this, but I did want to share out what I shared with the chair a few days ago. Um the governor had already signed an executive order uh prohibiting ice from entering into public spaces, which includes schools and churches. Um, but you know, my questions are
139more related to two things. So, we're putting this as another district policy or amending the policy that exists. Um, and so I'm assuming that, you know, the staff and the folks that are in the building are going to be trained or at least informed of these updates and aware of them. >> Yes. >> Um, and so, yeah, that's my first question. Have staff been informed about these changes or have been trained in any way through their PD or through another mode of communication. >> I think once we make a policy, they will be changed. >> Yes. And then we will also work with law enforcement. We have our own uh school officer. We have a good relationship with the Andover Police Department, also Lawrence and some others, so we can get a heads up of
140what all of a sudden might be going on in our communities. So having uh being able to communicate and having a heads up on what's might might happen will be uh something that's important to us as well. So I think this is our first step. Albeit maybe we should have done it sooner. Uh we are now trying to do this and get things right so we can protect our students. >> Excuse me. Wait. >> Yes. Go. You still have the floor. >> Just so I can finish my second comment. So my second question is more related to you know the staff understand that this is sort of regular policy. It's part of the district's policy. Um and like you know we all know that the reality of this immigration immigration enforcement hasn't been respectful of
141the law or even school environments the way that we would expect. Um but let's say you know a staff member violates this policy in any way. I'm assuming that that would apply um in the same process of discipline if if a staff member would violate this policy and we would hold them accountable for doing that. >> Correct. If it's a policy and they don't follow the policy, then then then we have to look at what the consequences for that uh individual should be and would be. >> Okay. Thank you. Yeah. >> And Murray, >> I mean, I would I would think that the the resource officer coupled with maybe someone from a resource officer from Lawrence could take a half hour out of their day to coincide with half hour of your PD and present
142that to the staff. you know, one voice kind of thing. Instead of anybody trying to reinterpret something, they're hearing it from law enforcement. >> Yeah. So, like any PD, we will plan it first so that it's effective, that it's most what's the most effective way we can get the message out and make it uh uh so everybody's clear and understands what the expectations are. So, we'll plan and organize that. Then, we'll deliver the uh PD and it may be one voice as you say. Yeah, it's easy like that. >> But I also before I part of that planning might be having conversations with our school officer and maybe I don't know what her experience is and what her concerns are. It might be more broad that we want to go directly to you know people
143who have already seen and been involved in in situations like this already that can advise us a little better and what to expect. >> Good. >> I'm done. >> Mr. Mercedes. So to kind of elaborate a little bit more on on on our concern, obviously there's there's you know these are these are young kids. They don't even have like ID most of them whether they're legal or illegal. No. >> Um, so my question would be, I know you said that the protocol would be notifying the school, the school will notify the parents, but in many occasions, whether they are legal or illegal, people don't have funds saved to try to hire an attorney to go represent them just to get them back because they travel. They they they move them quickly. that, you know, they
144don't even inform a lot of the uh local authorities where they're being taken and suddenly this person can or this kid can disappear for weeks. So my question is are we as a as a school would use the our our attorney in any way to to to advocate for these kids who may end up being taken, god forbid, right? But let's say they take endurance, they just taking right taking a right turn on the bus. They they pull the and they just pick on this everybody who look like me and take them out and you know the school get notified. But while that happened the kid is put into a car that nobody knows where is going because they don't even identify. They can be real ICE agent or they can be fake ICE agent
145because unfortunately we can't even know who they they're real or not. They don't leave an information to anybody. They just put people and put them into these cars and they they vanish. Now these parents on behalf of these parents who are probably going to be calling us trying to figure out where the kids go and how do they they're going to go to the police. The police is not going to be able to do anything. What are we going to be taking place if there's need of at least a temporary representation from uh an attorney perspective where we were responsible to have these kids quote unquote safe until they get home once they they get off of the bus and home right there's nothing we can do but while they're on the bus or they're
146in a place that like um me so was saying in a place of of basketball or playing during the doing the transportation of So how do we do about it? Is there something we considering doing? And I mean obviously hopefully it never happens but if it happens we need to know what this tragedy is going to be. obviously would it be calling our journey to to somehow represent the kids and trying to figure out and then once they you know whatever the pens will have to take over at some point but some of that first whatever many hours we should probably consider having a budget put into place for representation of god forbid anything happen we already have a budget put on the side to pay attorney to >> certain amount of hours of of
147representation to try to bring the kids back home. >> So, I don't have all the answers at this point. Uh, all I can say is that um doing some research and working with our attorney and seeing what they're understanding and they may not be the expert or the people that we want to work with us on this. So I I think one of the first things we need to look at is where are who has the experience that we're looking for and then also you know who has experienced what you're talking about and what how did they handle it to give us some understanding of how maybe we should handle it and what and how what is our responsibilities if a student is taking taken at you know at that point. So I think we
148need to learn more and then bring it back to the back to the committee uh uh once we have a little more understanding and knowledge and if that's something the committee says well we'd like to fund some kind have some kind of fund to support that possibility then that's something we could give you better understanding and knowledge once we have that. So, I'm, you know, uh, at this point, I'm willing to continue to look at what we're just scratching the surface now of, uh, needing to have better understanding and and knowledge. I mean, you see it on TV all the time. It's like anything else. Like, wow, that's way over in Minnesota. We're not worried about it, you know, until it's knock they're knocking on our door. And so, that's Yeah. Yeah. So, that's why
149we got to get more knowledge. >> Thank you, >> Mrs. Fris. Mrs. I mean, I know you hear it and it's it's it's way out there, but school buses, school property is prohibited. School bus is part of the school. They're still as is like a bus stop. I mean, that's I was trained in that vein years ago. I don't know why it would change. I have no reason to believe that it has changed. So the school I mean somebody just can't pull over the the school bus. The school bus driver should not be stopping for something like that. >> Yeah. >> And not opening the door. That's part of the school. >> Yeah. So I don't know what I don't know. We know what they should or shouldn't do or what's right or legal, but
150we don't know if they're going to act that way and uh based on what we're hearing out there, right? But I don't know how accurate some there might be it might be one specific incident that the press is focusing on but what's real how are these officers really behaving and working with so we need so we need to know more >> and by talking to the people who have experienced it >> you have bad experiences so >> are you all set >> I I I am all set yes >> actually can I ask a question. >> Sure. Sure. >> I heard that ICE came here. Is that true? >> Excuse me. >> Did they come here >> recently? >> I we I have I'm not aware of any anyone that has come here. Any ICE
151agents or officers that have come here? >> I think I heard that that they came here. And >> have you heard of anything, Brenda? No, I have not. No one has reported that to me. >> All sent. Uh vice chair, you still with us? Julio. Yes. Not um I'd like to know if anybody's inclined to um vote on this policy. I know you just got the secondary one recently, but I think we should have a policy rather than not have a policy in play. I was wondering if anybody's inclined to um call a motion for a vote to accept this policy. >> Before we do that, um is there is there a way we can all agree that if if a student because again this is this is all assuming prepping for the worst, right?
152If if if there if if we don't want to wait until there there's something happened to try to go back and say, "Well, we should have added to the policy when we could have now that we're now that we're here." >> Oscar, can you check the screen, please? The vice chair says it's frozen. And so >> our uh attorney has reviewed our policy and with the knowledge of um what the state has put out there >> and so it I believe it aligns what the governor has suggested. I mean um >> so it doesn't mean we can't amend it and make other changes. So we have this and then next week you say, "Oh, we should also include this." We can amend it and add to >> it's better to have it and then know
153that you can amend it than not have anything. >> No, no. Correct. Correct. What what I was referring to is understanding my point that I would just said like right now >> the school is going to get notified, the parents going to get get notified, but the parent have no asset to to to an attorney the way we have asset to an attorney. Obviously, maybe our attorney don't necessarily have the experience, but he's an attorney where a lot of these parents would not even know where to go. So, it would be good for them to know that there's a level of man of ours that our attorneys will try to collaborate with somebody else, but it's already into place that we're somehow whatever 10 hours or 20 hours of of of of whoever attorney, it's
154already into place. If that gaffer be happen during school school hour that that we already have in place that an attorney will will represent the the the student uh or the students on behalf of the students for a certain amount of hours until you know those fines are um already used. But at least that somebody's there to so they know that they're not alone. So I think if we don't if we now that we're talking about the the the the policy I think this will be a great time to add that if we all agree to >> to the fact of having some kind of funds already put to the side in that in case of >> we can use this as a living document. We can update it at a later time. >> Yeah.
155And >> what I think is important is that we do have a policy in play tomorrow. >> I might be wrong. Well, I think what Edison's trying to say is do we add a u an article in there that states that we would fund empower our attorney to represent our student if in fact we had a situation like that >> during school hours. So, I don't I don't know of any I'm not aware of any school that has that in the policy or or if it's even feasible. I'd like to talk to our attorney first before we vote on something like that and take a look at what that could really mean in terms of costs. You know, they took 30 students and what kind of hours >> Nobody's going to come in here. Don't
156worry. >> Right. >> No worries. >> Right. >> Not coming here. >> Okay. So, I just don't know of any of that. So, if you just if we we're going to be back in two weeks, we can upgrade this once we have more information. >> Um, >> that'd be great. >> Let me get uh Mr. McI. He's frozen. I think he's got something to say. >> But in the meantime, Oh, he does. So, I I was going to make a motion. Chairman. >> Hey, Tommy. >> Vice Chair. I'm sorry. We're having problems on this end. I do have you on speaker. I do have you on speaker. Did you want to s say something? >> I can hear you now. >> Oh, now you can hear me. Say bye. >> Yeah. Yeah. >> Okay. Mr.
157Mia, are you there? >> Yes. >> Okay. Did you want to say something? >> Uh, no. Did I miss something? Well, what we what we were talking about what I was uh asking is anybody was inclined to vote for this policy as is right now. I think it's better if we had a policy now and up updated it later on. Uh but I think it's important >> for it now and making amendments later. I just want to make sure that we are clear that if we want to make any amendments, we should discuss it at the next meeting. >> We could discuss it at the next meeting if you want to. I think I was just thinking it was important to have one in play starting tomorrow morning. Um >> just just to have something
158here. >> Yeah, I agree. >> Okay. Um >> Okay, let's do it. >> A motion and a second. Okay. Um any further discussion? Mr. Mia, you still with us? >> Yes. >> Okay. >> All right. Can we call a vote? >> Mr. Mahia? >> Yes. Mr. Mercedes, >> yes. >> Mr. Tarbox, >> yes. >> Miss Ferris, >> yes. >> Mr. Dler, >> yes. >> Mr. Jones, >> yes. >> Mr. Hayden, >> yes. Thank you. I think it's just important that we have something in play right now. Things are happening too fast. Thank you. Um, we're moving on to out of state travel, Mr. Lavoy. >> So, we have three. Sure. >> Okay. I have two of them. You can read the third. >> Okay. Um actually just to your attention >> this is the third
159one was just added on to the agenda that I spoke about because the date registration ends is on the 16th that's hard um one security uh school security is requesting to travel out of state to crisis prevention institute in Nashville New Hampshire um total cost the district is 2 $349. Can I have a motion on that? >> Make a motion to approve. >> Any discussion? >> Sher, can you call the vote? >> Mr. Jones, >> yes. >> Mr. Mia, >> Mr. Mercedes. >> Yes. >> Mr. Tar, >> yes. >> Mr. Mr. >> Yes. Second one to approve one naves sec school security travel out of state to crisis prevention institute in Nashville, New Hampshire and to attend non crisis intervention training would be $2,345. >> Yeah. So that's the the mo that's the uh the
160mo that's recommended motion. >> I apologize. So, uh, >> next one is to, uh, wrestling coach Juan Mes, Alistister Ran, and Matt Dupo, plus six student athletes to travel out of state to Virginia Beach to attend high school national wrestling tournament. Total cost $3,230. Can we get a motion for that, please? Any further discussion, please? >> Oh, he's got >> Mr. Jones. >> Yes, >> Mr. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. Ty, >> yes. >> Miss Harris, >> yes. >> Mr. Hayden, >> yes. >> Mr. You want to tell us the third one in the future? >> Okay. So, we're looking for u three staff members who are part of our crisis team to attend a conference uh called uh the alliance uh the student data privacy consortium uh and unity convening
161and uh what they'll be going to conference for is uh or what it will support is uh and why we we feel like it's important to go to this conferences. They'll learn about protecting student information. We need to make sure we are keeping our students personal information private. This conference allows our staff to learn the best ways to protect student data while using modern technology in the classroom because it's also not only about their data but also technology that they use every day in the classroom and how that can be stolen. Uh working with technology companies, schools may use different software programs. By attending our staff can speak directly with the companies that make these programs, vendors. We can tell them that they must be honest and safe with our student data and find out
162how they how they actually keep our student data safe. Understanding the laws. There are many laws about data privacy and they can be confusing. This event helps our staff understand exactly how to follow these laws so our district stays compliant and responsible. Building safety in our schools. We want to make sure that the safety is built into the tools we use, not added later. Our teams will learn how to choose and set up technology that is safe from the very start and balancing learning and safety. We want to use data to help students learn better, but we must be careful. This conference teaches us how to improve learning without putting student privacy at risk. So, this particular conference and what will be learned keeps in line with where we're one of our initiatives in terms
163of uh security and safety. And this is one area that has become more and more uh critical and important in terms of technology and how companies are stealing student information uh through the through their software basically. And so this is one of the uh areas in which we need to learn more about. So that's why we would like to send uh uh people from our crisis team uh to this conference. >> Uh you it was a late You you should have gotten a >> You can take uh You can take this one. >> We didn't get it. It's in the email. >> Oh, yeah. It was emailed to you. >> Not here. >> No. >> Yeah. >> I was too. >> So, >> may I ask a question? >> Sure. put your mic up, please.
164>> Was that 10 minutes? >> So, uh, Brenda will be be leading the team that goes because she oversees uh this one of the initiatives around our crisis and particularly in student data privacy. So, it should be one of them that goes >> I mean because it's not shown. We haven't se we haven't selected. There'll be three members from the crisis team who she's one of the lead members on the crisis team and um oversees the uh some of >> this isn't this techn didn't you said tech technology >> it's part of techn yeah it's not it's not the technology itself but how to uh utilize uh how we should be uh learning about the impact technology can have in terms of people stealing student uh data Um, so we will offer it to one
165of our techn two we have two people in technology. We will offer the opportunity to one of them as well. So either Louis or Jason and see if they would attend to uh be one of the members that goes. >> It would be good to know who's going. >> Yeah, it would be >> because I mean what we want to see is what we saw tonight. >> Yeah. we want >> that all this information who's going is relevant to to the actual convention. Y >> the people that are going and then they they're going to bring >> the knowledge that they go and implemented here or >> yes >> or at least recommend the what they learn to be implemented >> utilized here. >> You know what I mean? So not having names >> at
166least. >> Yeah. >> This is not three cents. It's it's we need to know. >> You know what I mean? Thank you. >> Okay. Do we have a motion? Can we get a motion on this one? >> Make a motion to approve. >> Second. Any further discussion? Um, you'll notify us, Mr. >> Yes. I'll let I'll notify you. >> Thank you. Sure. >> Miss Ferris. >> Yes. >> Miss Dla. I'm going to abstain because it's missing information. Thank you, >> Mr. McN. >> Yes, >> Mr. Jones. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. Priities. new business. We have none. >> Yeah. May May I add something to the Sure, >> please? I will I mean I just want to go back to the advisory board committee reports and I would like to get
167a a copy. I know we got it last year. >> We do. we all that they um all the recommendation for every shop. >> Yep. >> And not only that, I would like to see a um >> you know how they have a I want to see >> their request. >> Not just the request, but afterwards I want to see a date of what happens. And I'm going to tell you why. Because what I noticed is this is going to be this is actually my seventh time listening to the advisory board and there was too many repeat for seven seven years where space is a problem. There's a almost all of them if not all the shops I mean there was 21 shops almost all of them have old out outdated equipment that needs to
168be replaced. Um that was a team. Um so replacement space which is what I've been listening to for seven years already. safety. You know, we you already addressed that and I know you um mentioned that the b the this in the budget committee there some of these things are already um part of it but I want to follow up because we should not be seeing this every year having the same issue for every shop. So, not only get the list, but I would like to see um how this is developing so that they don't have all these problems. Uh I know a couple of shops need t-shirts. Um and I know one of them those have been wanted t-shirts for this long. I mean again there's a lot of things here that are repeated every
169year and every year. So that's my new business and I would like um a continuation of that. >> Please that. So, here's here's the list for one thing. And what I can do is I'll give you a report of what's actually in our honest. >> No, no. I'm going to give you one anyway. >> Everybody has that, I believe. No. >> No. >> Oh, all right. Because I'm glad I was going to I'm commended to you. Oh, it wasn't. So, I'll make sure you get an email to you. Uh, we'll we'll send that out tomorrow >> or before the end of the week. So, um, what I was going to say is I can do a report that outlines >> those recommendations, what's in the upcoming budget in terms of some of the equipment and
170stuff and then also talk look give you a followup on each recommendation and our plan to either implement or not implement if not to implement the rationale for not implementing. So I can give you a report on >> what's the alternative to resolve the issues because then the the whatever they the recommendations are are coming back. You know what I mean? >> Storage space for the I mean extra classroom. >> Please you're going to have them put a second floor run. But I know but >> it's easy to say we are we are creating we are expanding we have a new building but these recommendations for every shop are coming back every year. >> Well some do you agree with me Mr. >> Some some of them actually absolutely are coming back and have been
171looked at and the recommendation of you know that like someone says well I need another teacher. Well we look at that and >> two shops there. >> Yeah. So some of the shops say we need another teacher. So we look at do they really need a teacher? How do we schedule and can we schedule in a way that we don't have to add that extra teacher? Now they may not like the way we schedule or they might not agree with us but in fact you know and we look at what's the impact of you know uh so let's say the class oh we have 20 kids in our kids right students in our class. So you take you might take a like office tech is that man it's more like an academic shop versus carpentry.
172I can't have 20 students at under one teacher with all kinds of equipment but I can have a one teacher for 20 students in an office tech where they're just working on computers and all staying in one central place. So we make decisions look looking at the whole big picture is all I'm saying. And the teacher may or may not agree with us. That's all. They bring it to their advisory boards and the advisory boards will say, "Oh yeah, we think you need another teacher." But the teach the advisory board doesn't understand the schedule. They don't understand a lot of things. But I'm not saying that they shouldn't do that. I'm just saying they don't always have the big picture either. That's all. But that's why I'll give you a rationale for if we're not
173going to hire like a teacher that was recommended. I'm going to give you a rationale why we wouldn't do that. And you can have a good judgment for yourself. This is >> This is like their wish list. >> It's like my granddaughter's Christmas list. >> It's this big. >> I want to see how we actually resolve all these problems that look look so uniform in all the shops. One um and let's say let's say that there's a space in one of the shop the space issue and we resolve it. But next year they need more space. At least we we should be able to tell that the space that they are recommending >> next year is not the one that they've been asking for before because that was resolved and now they are need they
174need a new they need more space for for a different reason for a new reason and right now I don't understand that if we if some of these are new they look old to me. >> Yeah. Some of >> you understand? >> Yeah. So you I mean like >> because we don't have we don't do followup. >> Yeah. So you have a like uh early childhood education. We're hiring another teacher. They're going to need enough space and that's in our we're working on uh we're working on a plan for looking at what are the space needs for next year. And that's one of the spaces we know we have to uh figure out where are we going to find that space. And so we're strategizing and working on that. We've met on that a couple
175times already this year. It's a difficult situation, but we've been able to resolve some of it. Not all of it yet, but before the summer gets here, we'll have figured out I'm going to say 90% of it. >> Y >> because you're going to put them outside. >> I'll set to Mercedes. Yeah. >> Yes. to piggy back on the what Miss uh Disla is requesting. Um I'm not sure if if all the everything that they were already going through it, it's already on that paper. Um and I think it would be great for for like what she says, you know, and not just for for them is for us as well to know that, you know, out of the five things that they asked, you know, three things were done and the other two were
176not done because of ABC. But um I'm more concerned as well because I I think most of what I heard is u a lot of everybody of these different shop were referring to equipment update equipment update. So if if if 80% or even 70% of that it it's it's a lot of money that we're looking into. So, who's going to be the first one to start getting what they're going to get and who's going to start getting, you know, obviously each shop will have, you know, a prior their priorities. Um, but I definitely would love to see us addressing some of that issues and and who's actually so they their their recommendation who's going out there to find out whether it's really needed because I mean I can ask for for many things I want
177update in my business >> the advisory board >> but that's what I'm saying the advisory board is is is advising by like m Mr. Um um sorry >> Lavoy. >> Um >> Lavoy >> name I'm sorry >> Mr. Lavoy I'm sorry but Mr. boy was was referring, you know, like I'm sorry. Listen, I I I I I'm forgetting things. I'm getting I'm getting there. >> Um again, you know, the the advisory board understand the feel, but they're not in in there day by day. You know, again, I may want a new shampoo ball. Is it really needed? What's wrong with the shampoo ball that we already have? Can it be, you know, can we get a new cushion to people lay their back? Is it is it old? Is it uncomfortable? Is it broken? Why
178do we need it? Because we want it to look better, you know, versus really really needing something, a desk or some whatever it may be that it's already broken versus something that looks old and outdated. So again, um who's who's actually responsible to go out there and verify that this requirement is my question that this that this everything that the advisory board is requesting, who's confirming that these thing are actually needed? And so that's going to be the person responsible to kind of put us give us an update of what got fixed and what did not. >> Yeah. So it's a process and uh it starts with the advisory committee making their recommendations. Then we pull together a team that's going to review. We're going to the team of CTE administrators, myself um and a
179couple maybe other uh administrators and staff themselves, teachers, lead teacher probably would be the other from representing the department would look at what the recommen what the requests are and we have to then determine is it a capital expense or is it something we can fund in our operational and a lot of that what they asked for some of it's already in our budget for next year but it's already been reported out that we want it, but we've already accounted for that and we've got to look at that. So, we'll now get together and say, "Oh, we've already put this in the budget." And so, we can look at all the shops where we've put things in the budget. But the more bigger capitals when you talk about space, you may be talking about a
180big capital expense. And so then we have to go to a capital improvement committee to then be part of our fiveyear strategic plan in terms of what can we fund this year, what can we fund next year. It's why we get a million dollars every year from our sending towns to address capital needs and that's where that money goes towards addressing the major pieces of equipment. So I know that like machine shop gave us gave me a list the other day of $1.4 million of new equipment they need, right? So that's not happening in one in one year, but can it happen over five years? And how much do we have to uh how much capital money do we have to utilize? But we have to sit down and put plan together to figure that
181out. So we do not, you know, close our ears. We really try to accommodate what the needs are. Uh that's rarely do we they not get what they want in terms of equipment itself. space is a little more difficult and a little more challenging. But, um, we've spent a lot of money because we've gotten a lot of grants to, uh, fund a lot of, you know, updates and committee equipment and everything, you know. So, and we'll continue to do that. That we know how important that is and we'll continue to find the funds to make that happen. >> Okay. Can we move on this so we can keep going, >> Mr. Chair? >> Yes. >> Can we move the question because this is not on the agenda. We should add it for new business for
182the next meeting. >> Yes, I just uh made that mentioned. >> Thank you. >> Okay. Um let's move on to uh personnel considerations report. Resignations. I see none. Leaves of absences. None. Retirements. None. Appointments? None. We've got two job postings I'll need two separate votes on. First one's for medical assistant. Function as a member of the school nursing team by providing medical and clerical support 10-month position clerical contract. Summer work as needed on a stipen. It's a new position. There is an attached uh job description. >> Can I get this one time? >> You want to go ahead? So, uh, this, uh, particular position is, um, we have someone that's doing medical assistant work, but is under the clerical contract. And because she's doing medical assistant work and clerical work, because medical clerical work is
183part of a medical assistant job. And so, we're trying to change the actual job title and responsibilities to align what she's actually doing. So that's why it's a needs to be posted as a new position, but in essence, it's someone that's already in that position doing the job, but under the wrong job uh title. >> Thank you. Make a motion to approve. >> Second. Any further discussion? >> Yeah, just clear this this position. It's it's a new position, but somebody's doing this, but what if somebody else wanted to apply for it? >> They could still apply for it. They'd have to have credentials that are better than the person that's applying for it. >> It's a posting. >> Yes. >> Yeah. >> All set. >> So, we'll call the vote. >> Mr. Tybox, >> yes.
184>> Miss Ferris, >> yes. >> Miss Dler, >> yes. >> Mr. Jones, >> yes. >> Mr. Mahia, >> yes. >> Mr. Mercedes, >> yes. >> Mr. Hayden, >> yes. Next one is a curriculum design lead DESIE funded CTE frameworks and competencybased implementation. Selected CTE departments will work through June 26 to develop reciprocal scope and sequence tools designed to increase student equity and workforce readiness in the evolving global economy. The request supports stipens for 14 educators to engage in this high level professional learning and design work new position. >> Can I get a motion for that? >> I make a motion because that's what they alluded to when they spoke. >> Second. >> Any further discussion? >> Sure. >> Mr. Mercedes? >> Yes. >> Mr. Chabra? >> Yes. >> Miss Ferris? >> Yes. >> Miss Sisler?
185>> Yes. >> Mr. Jones. >> Yes. >> Mr. Mahia. >> Yes. >> Mr. Hayden. >> Yes. At this time, I'd like to uh enter into uh >> executive session. Make it a motion for that. >> So, >> thank you. >> Call the vote. >> Mr. Mahia. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. Todd, >> yes. >> Miss Ferris, >> Miss Dler, >> Mr. Jones, >> I don't. >> Yes. >> Oscar. >> How will we get Mr. Mah with us in >> I'm giving Yeah. I'd like to make a motion to amend the superintendent's contract to remove automatic renewal to the to the contract and allow up >> Oh, superintendent >> assistant super sorry. uh and allow up to 50 days of sick time buyback at 33 and a3%. >> Um >> at retirement
186time. >> So they could sell back one-third of their sick days up to 50 days is how the language should read. >> Up 250 days >> up to 50 days. >> Yeah, >> that's a motion. Can I get a second? >> Second. Any further discussion, >> Miss Tesla? May Can I have a minute? >> I have one last question. >> What's up? >> I don't know. I should have I wasn't prepared for this. I didn't know that this was coming. I I can't say >> but didn't you calculate 50 hours? >> I 50 days. >> I mean I because we we were talking about hours and now we talk about days and is that's that was confusing for me. >> That's sorry I put you on the spot. Um I'm I'm going to go no
187for this because um again it was kind of confusing at this at this time. Right. >> Mr. Mr. Jones. >> Yes. >> Mr. Mia. >> No. >> Mr. Mercedes. >> Uh >> yes. >> Mr. Dawart. >> Miss Ferris. >> Yes. >> Mr. Hayden. >> Yes. like to make a motion to approve the continued uh enrollment of two sibling students who have moved out of district. >> Discussion. >> Mr. Mah, are you still with us? >> Yes. >> Okay. I thought it blinked off. Okay. Call the vote. >> Miss Ferris. >> Yes. >> Miss Dissler? >> Yes. >> Mr. Jones? >> Yes. >> Mr. Mahia? >> Yes. >> Mr. Mercedes? >> Yes. >> Mr. J? >> Mr. Hayden. >> Yes. To adjourn. Motion to adjourn. >> Make a motion to adjourn. >> Second. >> Discussion. Miss
188Distler, >> yes. >> Mr. Jones, >> yes. >> Mr. Mahia, >> yes. >> Mr. Mercedes, >> yes. >> Mr. Tox, >> yes. >> Miss Ferris, >> yes. >> Mr. Hayden, >> yes. Stand the drill.