001test like to start off with the pledge of allegiance, please. >> Where is it now? I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, liberty and justice for all. You please remain standing for a moment of silence. If you'll indulge me, we had a loss uh a family member. Uh Robert Jonas, he was a 1974 graduate Lawrence Tech. He was the husband of one of our previous administrators, Melinda Jonas. and he's the father of our current administrator, Lindseay Ganji. If you keep him in your thoughts, please. Thank you very much, >> Cheryl. Can we do the roll call, please? Miss Ferris, >> Miss Dissla, >> Mr. Jones, >> Mr. Mahia >> present. >> Mr. Mercedes >> present, >> Mr.
002Tarbox >> here. >> Mr. Hayden >> here. >> Yep. Um, hi, my name is Amber. Thank you for having me. This is my second meeting and I am alone today, so bear with me. Welcome to the November 18th discom student represent report and we are starting with the interact club. The interact club is led by Mr. Sier committee and it has gained a new logo and the upcoming for event is the month of November. Be grateful. Let's let other knows how much you appreciate them having them around. Um we're using grat they're giving out gratitude cards this month. They're also doing a um food drive to aware of the the the frequency of food with the snap issue that is going on within the month of November. During the month of December, the interact club
003will be a partner with student council to held a toy drive. Um, moving on to the SNAP food drive. Um, the interact club and the student council are working together to raise um, food. Um, there is a list of eligible items you can give to participate if you want to help out. Um, on that note, there's um, there's also different system. Cororum is Quorum Center at 90 91 Salem Street, Lawrence, MA is a great place to go for a free meal. you um during breakfast from 6:00 a.m. to 8:00 p to 8:00 a.m. and dinner 4:30 to 6:30 p.m. You don't need ID. You don't need any sort of income. Just show up and walk in and enjoy a hot meal. There are some other links for other options too that are able to help
004with this matter. Um going sticking with the interact club, they are still giving out kindness cards. um cars are being distributed out to the school or given a QR code to see how far kindness spreads amongst our students. In addition, the interact club will work with market basket to help people shopping around the Thanksgiving. We are during we're in the holiday seasons again still continuing with the gratitude card in the spirit of Thanksgiving. in the interact club will also hand out gratitude card which is the same thing as kindness cards um except the students um will write in them and express the spirit of thanksgiving that that person that they're grateful will will also be added to the student council gratit change of grat chain of gratitude moving on from that um a therapy dog
005visit um earlier this week a teacher Miss Manuel brought in her dog Stanley they they teach ethics in animal rescue class and he is a rescue that she trained to be a certified therapy dog. Stanley visit visited the school and had a positive impact on all the students in both orange and black week and many students are wishing him to come back. Even a lot of students who are afraid of dogs or do not have a good experience were comfortable with him being in the class and it it let a pos a positive impact in the student. Um, which led on to believe maybe the school could also get a therapy doc to work with our social worker to help encourage students in talking when those hard moments come. Um, moving on to the NI
0065K walk. It was held in November October 20 um 26 in the honor of JTS teacher Robert Nisaforum. Um, the school had raised um $3,000 for a student scholarship. We urge anyone struggling with mental health to seek support and um someone who's there for them just just just to know someone is there listening for you. Um mealing in what the shops have been up to. Cosmetology did a mannequin challenge where the students express their creativity by um designing and creating a mannequin using anything but hair to create a style. There is a link on the slides where you can click for more pictures. We I encourage you to do so. I feel like they are fantastic and shows the creativity of our students. Um medical assistant did something um diff similar but with pumpkins. They
007um had their student research and learn about different diseases and medical um medical illnesses to and treat a pumpkin like a patient. Again, there is a link for more photos and detail about this project. This also showcase our students knowledge in the medical field and what they're learning as well as their creativity to express and even in a fruit or Yeah, homecoming was um about a week ago. It was November 7th. It was a great success. The team, the theme was glitter and glamour. We had a lot of students. It was a lot of fun from what I heard from different students. Thank you NHS member students and other students volunteer. Thanks to them that they helped decorating. The night was a great success. Um, bringing us almost to a close of our sports session.
008You guys can join us for the fall sports banquet on December 4th at 6 p.m. in the pack. Families are welcome as well. and lace buses will be available for students. The winter sport source just started. Um I unfortunately do not have a slide for the winter sports but um they just started and they will end at 4:45 and all athletes can attend. Um more school related activities, the library now has new expansions. On Mondays we have game games behind the scenes led by one of our librarians, Jacob Murphy. He will be teaching the history of games and how they came to be and all that included. Um on Tuesday we got book club. You can come in we you can discuss your favorite books amongst your peers and it's led by our levator miss.
009Wednesday is Reggie Reese an opportunity for students to come in during the win club when they don't have anything to do and just relax with a book in hand and some music. Um Thursday is tutoring. We off, as you guys know, we offer tutoring after school both Tuesdays and Thursdays, but there's a lot of students that cannot make it after school, but now it's available during win where you can just come in and you'll be helped with homework or assignments during classes. And Fridays is writer um creative writing club. Um forget all the grammar, forget all the writing rules and let your creativity flow in paper and pen and write until your heart goes 10. And to close this up with the PSAT scores, um the P the fall PSAT scores came out November 6.
010They can be viewed on College for or Big Future on school app and students will be notified of the qualification and and be able through the in the spring and thank you for listening and have a great Thanksgiving and I'll see you guys in December. >> Amber, well done. >> Thank you very much, >> Mr. Hayden. I know the slides weren't up as um Amber was going, but everybody in in the spirit of being environmentally conscious, we didn't want to make copies of the slides for everyone. So, you use the QR code and you have access to the slides and I encourage you to look at the cosmetology and the medical assisting projects that they worked on. They were amazing. There's like great pictures in there and descriptions of the projects. So, >> thank you.
011>> Please commend. That was very well. Thank you. wasn't as as you know as they would have liked but it was very well >> we really enjoyed it. >> Thank you >> mom. Thank you for bringing her. Thank you for taking the time. >> Okay. >> Uh minutes of October 14th. Can I get a motion to accept them, please? Any discussion? All those in favor? >> Opposed? Finance report. Uh Mr. Stephano. Cash balance. Jerry. Sure. Cash balance report. Um for October account balance at the end of September was 4,172444. We had deposits of almost 4.1 million. Uh a transfer from MMDT of 250,000. Uh you see the payroll and the warrant AP warrant amounts as shown leaves us with the GL balance at the end of October of 4,16619401. In our MMDT account, we started
012off with um 8,128 311. Uh we had interest for the month of almost 35,000. We transferred out uh the 250 to operations leaves us with a GL balance of 7,913 uh 228 um with a total operating cash balance uh of 12,79,422. >> Thank you. Does anybody have any questions for Mr. Dphano? He has a engagement he has to go to. Thank you, Jerry. Can I get a motion to accept uh the cash balance? >> Any discussion? All those in favor? Opposed? Thank you, Mr. Dphano. Consolidated cash. Everybody's got the packet. Uh revolving fund report. There's a packet on. Does anybody have any questions on that budget report? It's in the packet. Everybody's got that. Brings us to budget transfers. Uh Melissa, you'll be handling that. >> Yep. We have two budget transfers tonight. Um the
013first one was to move um some funding that we had in instructional equipment accounts um to just reallocate that funding to areas of need. Um and then the second one was just to fix a discrepancy um in the how we um categorize our full-time day custodians and the evening custodians. So this budget transfer just um corrects that mistake. >> Okay. Can I get a motion to uh accept that? >> Motion to accept. >> Second discussion. >> Discussion. Um through you uh the construction equipment. How much was the transfer >> for the construction equipment? >> It was from construction equipment to reallocate >> the custodian. It was because Mr. >> May No, the first one. >> Were you talking to the mic, please? >> The the first one. >> Oh, it's instructional equipment. So, >> you
014know how we um roll over additional funding at the end of the year. >> So, we had the instruct the vocational shops buy equipment at the end of the year. >> So, this is basically taking those budgets back and reallocating them this year. And then the next item is to revote our budget this year. So, we'll be reassessing and probably putting some money back into these budgets. Uh, how much is is being reallocated >> for this year? >> Yes, >> it's on the next. >> Oh, it's on the next one. Okay, >> the next Thank you. >> Any further discussion? >> Call the vote. Oh, no. Let's just u All those in favor? >> I >> opposed. But um Miss Martell, you're going to handle the uh FY26 budget rollover. give us some good news.
015>> Yep. So, um this is just to revote the budget. So, last year um we we were short of net school spending by 1,716,899. So, that was below the 5% threshold which is allowed by the state. So, we have to revote this year's budget and add that money to it. So, our new fiscal year 2026 budget will be 56,652,84. And then the the backup is on the next page. And this is just um a sheet from our end of the year reporting. All set. Uh, can I get a motion to uh Can I get a motion to accept the uh 26 budget rollover as presented? >> So moved. >> Second. >> Any further discussion? All those in favor say I. Opposed. That's some good news. donations. I don't see any donations articles. We have three
016articles. Uh one is on the state representative Frank Moran. One is on the Reggie's uh qualifi quarterfinals uh article in the tribune and one was the uh Reggies were ousted. That's the volleyball match. Uh also a tribune article. I don't see any public participation. Um I think Mr. Jack, Principal Jackson was supposed to be here for this. Mr. Lavoy, are we uh are you handling this >> CDP? >> Please. >> Do we want to do the next piece be until they come? I was going to move on. As long as everybody nobody had a problem with it, I'll just keep going until they get here. >> Sure, >> They are coming. Yeah. >> Okay. >> On their way. >> Uh Mr. Lavoy, you're going to tell us about a $4 million bond? >> More good
017news. >> Yeah. So the $4 million bond that I went to Brenda and I Brenda did hand over. We went back to our communities and asked them if we could u change the $4 million bond they approved for us to purchase the Elks if they would approve us to reallocate it to put an addition on the building to house the to house the expansion uh of our uh health medical and health programs. And all the communities have voted yes. I went to Methuan last night. They were the last one. They voted yes as well. That was unanimous. In fact, each of the communities, it was the vote was unanimous. So, uh we have a strong support uh to to do that. So, that's good news. We're waiting. We put in the $5 million uh grant
018uh proposal for the skills capital a few weeks ago. We won't know anything till possibly just before Christmas. And that would be we're hoping to get that that uh grant which will also fund uh the addition we want to put on the back of the school there would give us $9 million to do that addition. We suspect the cost of that addition between 6.5 to $7 million. Uh so uh if we for some reason we don't get the 5 million then we'll uh take a look at our uh proposal for the addition and make some uh changes to our uh design and changes to our approach to how we would um meet the needs of uh making that still happen. Uh, and we we're actually still working uh we're actually going to be having a
019meeting with the attorneys are going to be having a meeting to talk about that proposal to take over some space from Holy Family Hospital. So, that meeting's coming. Uh, I talked to uh Wayne today about that uh possibility and we're setting up a meeting with the attorneys from the hospital and our attorneys to talk about uh what that partnership should can be can look like. So, uh that's part of our expansion uh program. Uh next time we meet uh I will uh I'm working on a five-year strategic plan for expansion. not uh uh student increase in access and expansion and the impact on the school in all areas. And I will have I should have it ready I should have it completed for the next meeting. Uh if not, it'll be the meeting after, but
020I'm working on that now so there's a a clear uh five-year understanding of where we uh how we're going to uh address all the uh needs and changes based on the exp uh increase in student enrollment. Okay. Principal Jackson, >> how are you? >> Good evening. >> You're going to tell us about the uh CDP presentation? >> Would you introduce your team, please? >> Absolutely. So with me tonight, Ryan Brown, assistant principal for science, Brandon Sman, assistant principal for humanities, our director of counseling, admissions, and health services, >> teaching and learning director. Thank you. Fancy contraptions here, but yes, we're happy to be here tonight. Thanks for having us. Um, good evening. Uh tonight we're presenting uh the new uh Massachusetts graduation competency determination. Uh it is a significant shift uh in how we verify
021that a student is ready to graduate uh high school uh and succeed hopefully in the world. Uh for decades, the lens of graduation readiness uh was narrowed largely to a single test with that MCCAST requirement. uh following the voter mandate uh last year to remove a single high stakes test from a from being a graduation requirement. We have a draft of a new policy before you. Go to the next slide. Um it's about uh us defining student success here at Greater Lawrence Tech. Our policy moves us toward a system that values the mastery of skills and a satisfactory completion of rigorous coursework over uh a single over a single testing event. So instead of that single event uh it's an evolution of our standards uh adopting a holistic approach that ensures students are well prepared
022for their futures. uh it requires uh a rigorous alignment ensuring that all our coursework satisfies state academic standards curriculum frameworks and is mandated that as mandated by DESIE. Um we are committed to equity and inclusion as well. Uh this policy solidifies our processes for supporting students with disabilities in multilingual learners. It also provides a retroactive diploma opportunity for former students from the classes of 2003 through 2024 uh who met all the other requirements other than that MCCAST exam. The next slide. Uh specifically the DESIE framework requires three components uh for competency determination. First, students must demonstrate mastery of skills uh in our major academic content areas as well as our existing uh areas. Second, they must show coursework completion through satisfactory work aligned to our state academic standards. And third, uh we are adopting a
023multiple pathway uh to show that mastery. You'll see uh at the end by the end of our presentation tonight that we're not trying to lower standards. We are broadening the evidence. uh we accept to prove that those standards are met uh requiring both successful course completion uh and an end of course capstone or portfolio project. Uh it is important to note that the CD requirement is in addition to our traditional course requirements. Um that we have that includes career and technical education related theory and wellness. Um the policy before you ensures that our school remains in full compliance with establishing a framework uh that recognize our student students true capabilities. Uh to walk you through the specifics, I'll now turn it over to Ryan uh who will lead us off uh with the DESIE core
024subject requirements. Ryan, >> good evening everybody. So Desi's outlined um core subject requirements in various academic areas. first um English language arts. This would be accomplished through our English 9 and English 10 courses. Um in mathematics, the algebra 1 course and geometry course that we offer would allow for this to be to be met. Um science has a little bit more uh flexibility, but we would focus on our biology course as it exists to to meet those requirements, but um you know it could be met if a student came in um with physics, chemistry, or a technology and engineering course. But again, as I said, we we'll prioritize biology. Um, and then finally, uh, US history is a new course. Um, well, not a new course, but one that is met for this this core
025subject requirement. And so, this will be required for the class of 2027 and beyond. So, when we talk about um developing or or determining mastery in those courses, uh, it can be accomplished in several ways. So completion of the course but in addition to that a final assessment. So some sort of end of the course assessment based upon um or in line with our our grading policy that covers the state standards so on. Um it may be a capstone or a portfolio. So this could be a project or a portfolio where the student demonstrates a comprehensive understanding of the subject. And then um probably more uh uh or I should say less used would be an equivalent measure. This could be something that if we had a transfer student um an alternative measure that we
026use to determine whether the student has met our our competency determinations for the district. And now um we're moving on to Mr. Sullivan. Thank you. So um Ryan outlined the subject matters that are covered by this. So this is you know builds right off of that. put up on the screen right now are the aligned courses. So based off of the guidance that Desessie gave to us, we went through our course of studies and determined which of our specific courses in those subject areas would be the ones that align to the requirements. And so you can see like in English language arts, it's grade 9 and 10 English um all levels. also college prep honors in math it would be algebra 1 geometry science bio one or two chemistry or physics any one of those
027courses would count for it and in social studies starting next year history uh US1 or US2 um count for the competency determination we also went through and we made sure that any credit recovery courses that students have to take that is you know if they fail freshman English and have to go to summer school for it, that course will align with the requirements as well. Um, and then on the next, so that that's Mrs. That's Katie. Come on up. >> Sorry. >> Stay on my thunder, Brendan. >> Sorry. >> Okay. So for now that we've kind of understood the mastery um which courses count, we wanted to talk a little bit about how that applies to our you students who have unique learning needs. Um so students who are in IEPs, uh multilingual learners and
028students who transfer into GLTS. The policy is designed to support fairness and flexibility while maintaining high standards. So for students with disabilities, the IEP team is going to play a central role in determining the most appropriate pathway for meeting the CD requirements. Students will still need to demonstrate competency in the required classes, but through the IEP, we can provide the support and specialized instruction needed to allow students to show mastery in the curriculum. This aligns with the federal law requiring free and appropriate public education to students. Um, the students CD pathways are aligned with their IEPs to make expectations fair and achievable for our multilingual learners. Um, course placement will be handled thoughtfully and when needed on a case-byase basis. Our goal is to balance English language development with academic progress so students can meet
029the CD requirements without being held back by simply um because they're simply still learning the language. Um multilingual learners will have access to appropriate courses and supports so that they can demonstrate their learning fairly and effectively in their coursework. For our students who are transferring in as 9th and um as 10th and 11th graders, we'll complete a full transcript review as soon as they enroll. We'll look at all their previous coursework they've successfully completed and take into consideration if they've already met a CD requirement at their previous school. Um, we do not want students to feel penalized for transferring to GLTS. Our focus is keeping them on track and recognizing the work that they may have already completed as well. Um, the next >> Yeah, it's back to yours. Sorry. >> Sorry. Um so just
030back to the the courses an important timeline note that we've accounted for here. So beginning next year with the class of 2027 they have to meet the US history requirement. Um again either US1 or US2 counts for that. So students will be covered in that regard. It's also important to note there's they we have what is the transition rule. So students who qualified for the CD through MCCAST prior to January 3rd uh 2025. So that would be our senior class who took MCCAST when they were sophomores. They don't lose their competency determination um after the vote. So they still maintain that. So if they qualified for the CD through MCCAST before January 3rd, they maintain that qualification and they don't have to go through any extra steps. >> All right. Okay. In the case that
031a student does not meet the CD requirement, there will be an appeals process for students and for families. Um, a student or a parent can request an appeal and the request will go directly to our school administration. The principal will will review all of the relevant information taking into consideration the coursework assessments or district policies and documentation. The principal will determine whether the student meets the CD requirements in another valid way um to ensure fairness and timely communication. The administrator also will um issue a written decision within five school days of the appeal. Um, the appeals process is a built-in safeguard that ensures transparency for families, consistency, and support for all of our students and families. Great. >> Hi. Um, so another important piece here is um that there is a retroactive diploma opportunity. So,
032thinking back to the classes of 2003 to 2024, any students who didn't earn their diploma because of not passing MCCAST can request a transcript review. And the way that would happen is the principal would evaluate it using our current CD criteria and we could actually retroactively award them a high school diploma if the requirements were met. Um great. Um so basically overall what are the key takeaways here? Um probably the most important piece is multiple pathways to success. So instead of having everything um be based on this one highstakes test, the MCCAST, um we have multiple measures that we can use to make sure that students have actually reached um the the high expectations that we do have. Um there are opportunities there for individualized support. our special populations um will not get left behind
033because there are different pathways for them um to also make sure they stay on track. Um they're very clear requirements. So the specific coursework has to align to state standards. Um and we believe there's a fair appeals process. So, um, in cases where a family does want to appeal, um, we have a very transparent and simple process, um, for that to happen. Okay. >> Okay. >> Thank you very much. I know this was a lot of hard work for everybody. Um, this is all in alignment with Desi. >> Yes. >> Is there anything that we're missing that we're still working on the policy that we need to turn into Desi? We're all set. >> Yeah. >> Um, Principal Jackson, I will ask that you email a copy of this to the committee. And if anybody
034on the committee has uh wants to make a motion to accept this now or wait until you've read through all this. >> Yeah. And in the packet should be I know I gave to Sue Lai to share the actual uh piece in your packet, but we also have we'll we'll email and get you the presentation and we have some printouts anyway we can leave. Sure. is the actual policy that you have. >> Do you have a copy of that? >> Everybody had a has a copy of it. >> You It should be in Yeah, it was on the uh table. So, um it would if >> Thank you. >> if the committee wants to review this uh till next meeting. We can hold the vote till next meeting. We have to submit this by December
03530, the end of the month, December before the January 1st. So, we do have another meeting. If you want to review this and have some questions for the next meeting, we can. Or if you feel you're comfortable, you can vote on it tonight. It's up to the committee. >> Mrs. Ferris. >> All right. At the risk of appearing ignorant, um, am I to assume or did I hear or is this what you're saying that only two years of high school English language arts is is necessary for competency? So for that particular component for the CD yes they still have to we have our own uh course requirements uh for the school which requires passing all four years of the course but the way the desi lines the policy is the minimum requirement is two years
036for ELA uh in math and the one year for science and social stud in US history or social studies. Yeah. And and and what component takes precedent the high school or desis? >> No, it all has to happen. So within so we have to have the the >> So we have melted down to two years of language arts. >> No the um >> I'm going to be I'm going to be upset about this. >> It's not two years. You have the four years that everyone has to do. But remember in the past there was one test sophomore year that students had to pass for ELA. So in lie of that test the test is no more. We still have all our other requirements. So then in for the for two years we now have to
037then look at those three options those multiple pathways where it was an end of course assessment a capstone or portfolio uh project. In addition to passing the course you also have to we have to produce more additional evidence. So it's just the state took away with that vote. no longer having that one test in ELA, math, and science. So, that's the you still have to go through and commit your whole program of studies, which we have approved each year. So, you have to all schools will be putting forth stuff that you have to pass your four years of those things that you've always had to pass. >> Yeah. So, so there's still there's two standards. They have to this just gets them competency determination policy as required by DSSE. But then we also have Greater
038Lawrence Technical Schools requirements which has always been the case in order to graduate. So our program of studies where they need four years of English still is required. >> No, I mean don't get don't get me wrong. I mean you're doing what you have to do um to be aligned with the state. I I mean I have no I have no problems with that because I mean I I I understand what you're saying. >> Yes. Okay. >> I just have an issue I guess with Jesse feeling that two years passing English is adequate. I don't know. That's just a thing with me maybe. >> But that's that's what I have a hard time wrapping my head around. Okay. >> But I trust that you guys are on this. >> Yeah, we've gone through and we've
039collaborated with other schools that are uh also all all the schools are putting together their requirements and presenting under their committees and these probably last month to this month and next month as well. Um and we Desessie had put forth their guidance and slides and requirements that we're kind of basing our ours off too. So we're we're following the the recommended uh >> they made such a big deal about this test. big deal about the test and then they watered it down to like okay past two years so you know after my sophomore year I'm ready to you know I I guess means the same thing but >> it just seems as though they they put an awful lot of weight on this this test and they just watered it down to two years. I
040mean, and I don't know. I can't figure them out anyway. So, >> I'm not gonna speak for Desessie. So, >> I said I'm not gonna speak for Desessie. >> Yeah. >> Have a hard time with them. >> Mrs. Fris, all set? >> I'm all set. >> Vice Chair, >> I got a few questions. >> Maybe some of them are longer. Um, but actually related to what Miss Ferris is sharing. So, what courses outside of what's listed there are being taken? So you mentioned like the program of studies. Yeah. >> So what are the courses that are ELA related in the program of studies that are not within the two years? >> Yeah. >> If that makes sense. >> You want I'll let Brendon go. He's >> Yeah. It for us our English courses are 9
04110 you know grades 9 10 11 12 and then also in 12th grade students have the option for the dual enrollment course with Middle Sex College. So all students are required to take uh the nine and 10 and those count. In the past when you know like when we have say um an xlock class those wouldn't count towards the competency determination. It's just these core academic classes. So we don't have you know like a lot of electives that would you know students would try and take. So since we don't have that it's it's the courses all students are required to take. Okay. And so when you say two years of ELA, is it >> like let's say it's nine and 10th grade? How about the remaining two years? Are there just different classes or >>
04211th 12? Yeah, they're still required to pass 11th and 12th grade English to earn a diploma from us. These are the desi aligned I think these courses this way because the 9th and the 10th grade English align with what was tested on the MCCAST exam. students would take that at the end of 10th grade. And so it covered the standards from grades nine and 10. And so for the competency determination, they have to demonstrate a mastery of English language arts and the standards that are covered in 9 and 10. >> And does that apply to like for instance the US history? Yes. Related to social studies? Yep. Is US history the only >> course that would be determined by this or are there other other classes that students are taking outside of US history? the
043in so our students take US1 9th grade, US2 sophomore year, uh informed citizenry junior year and um modern world history and senior year. So we exceed what is um mass what DESI recommends. So we do one more year and required of students uh for graduation. So we do require in excess of what DESIE um asks for students to do which I think is the right thing. Um but our US1 and US2 they would both qualify but DESIE only requires one year of social studies but all of our students would take two. They would take US one and US 2 and passing those courses is required for graduation. So, if a student doesn't pass US history 1 and two and they suddenly meet the requirements for 11th and 12th grade, they wouldn't meet the >> they
044wouldn't meet either if they don't pass US1 and US2, they wouldn't meet the requirements of either the competency determination or our graduation requirements. So, they they have to pass those courses to get a diploma. >> Okay. And then does that apply for the retroactive diplomas? I mean, I'm not sure how long they've been teaching US history, 9th and 10th grade since 2003, >> but like what would be the sort of >> the supplement for that if >> it's so I I can't speak to what the the the sequence would have been in 20, you know, in 2003 there was a shift in the frameworks in history in 2018. And so there may have been a recalibration, but I would imagine and that's where the review would come into play. Um, you would look at the
045person's transcript and I would imagine that there probably was at that time the equivalent of US history. It may have been a one-year course. It may have at that time been split into two years. Um, but it would be looking at the courses and determining would that align with our our current frameworks to to cover it. Okay. Thank you. Um, >> two more I promise. No, that's >> the other one is related to the like students passing. >> Yes. >> So to meet the competency determination is that like a student has to pass with ABC or is that >> a passing grade as in like okay you got a 60% you passed. >> So in the in the CD there's a there's a couple parts to that. So they have to they have to achieve
046a passing grade for the classes determined by um the the handbook in uh the committee. So they have to get the achieve they have to achieve that passing grade and they have to complete that um it's either an end of course assessment or a capstone project. They have to do that as well to achieve the CD. And so, um, those classes have will have those designated pieces in there that they have to >> What's the passing grade right now? I'm passing off the top of my head. >> 60. >> Yeah. Okay. >> Um, >> all right. I think I'm all set. Maybe this question is more for you. The students with disabilities, does that include students that have uh >> uh what is it called? Um that are special education and have >> 504 plans
047or only IEPs? It would be >> Kate please come to the mic. >> Yeah. >> So ask your question again. >> So the students with disabilities would include students that are in special education program >> 504 special ed. Yep. Yes. Absolutely. Yep. >> That is it. Thank you discussion. >> Yeah. >> Uh first of all I want to thank you all for coming tonight. We know you've had a long day. We know this isn't an easy policy. Thank you for explaining to us. Uh is there anyone on the committee has an interest in making a motion to get this voted on tonight or do you want to hold off and do it next uh meeting? Do I have a motion to >> I'll make a motion. >> Second. >> Any further discussion? >> Cuz I
048know when I'm beating. So >> you know when you're beat? >> I know when I'm beating. >> I'm sorry. >> I'll call DC. Can we call the roll call please on this one on shower please? >> Mr. Mahia. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. Tox. >> Yes. >> Miss Ferris. >> Yes. >> Mr. Dler. >> Yes. >> Mr. Hayden. >> Yes. I thank you all very much. Thank you for keeping up with us. >> Thank you. >> Good night. >> Thanks. We appreciate the time. All right, we're going to go over the $4 million bond. We did that. Easy one, Mr. Lavoy. T-shirt update. >> So, I think this is um looking for a verification on the t-shirt color. So, the committee originally voted u we understand that the t-shirts will only
049be uh the uniform basically will be worn on shop week. Uh but there's some question of whether there was a uh recommendation or an expression of a desire to keep the colors uh with a little bit of uh changes uh from the black. But the committee when it originally voted voted black. So I would be looking for a motion to allow us to change the the color from black to keeping uh all the t-shirts based on shop a different color. they wouldn't have any uh logo on the back but just on the front to keep the cost down. So, I would just like verification from the committee they're okay with uh having that option uh for the school to keep the colors rather than switch over to black for everybody. >> Get a motion discuss
050or discussion. Yeah, clarification. >> Let's get the second first. >> I'm I'm not putting the motion. >> You're not doing motion. motion. >> Any second? >> Second discussion. >> Yes. Um, this is for acade shop week. >> Shop week. Yes. Only shop week. >> We would The motion we withdrew at the last meeting was for academic week. >> That's correct. >> Yeah. Okay. >> Any further questions? Mrs. Phillips, >> I'm sorry. Um, Mr. Lavoy, could you just give me uh the Sparks Notes version of what you just said about the shop shops? So, >> I think my mind was still on. >> If you were to say yes to this motion, you would be voting to uh allow the shops to maintain the colors they have now for their t-shirt as opposed to switching over
051everybody having black. I don't I don't see a problem. >> I don't see a problem with that. I don't even know why it was thought to be changed. >> It's been like that for years. >> Yeah. But the original motion for the t-shirts was to switch to black for everybody. I just want to verify that the committee is okay with going to the red I mean going to the different colors. >> Well, I'm okay. But does that matter? >> We're in a discussion finish. >> I'm okay with that. >> A motion. We've got a second. >> Yeah. >> Discussion. >> I don't have any further discussion. on this. >> Mistler, >> Mr. Mia. >> Yes, >> Mr. Mercedes. >> You know, >> this is a vote. This is a discussion. >> Then no. >> Mr.
052Tox, >> yes. >> Mr. Ferris, >> yes. >> Mr. Hayden, >> yes. Uh, Mr. Wood, are you going to do a follow up for the open house? Great, by the way. >> Okay, let's see. So, uh, first of all, open house was well attended. Um we have we had meeting after to talk about the pluses and or there any negatives to it. Uh I don't think we really came up but the m the only real difficulty was getting everybody in. It was super long line in the back. So we are going to try to address that the next meeting but other than that it was very positive. We had a lot of very positive comments from parents. We did uh Brenda did three sessions of uh explaining the new uh admissions policy. um which is
053the uh lottery. And uh there were a lot of disappointed parents actually that commented about it uh feeling like um you know they prefer to have the point system so that students could work towards having the opportunity to get in by making real effort. Uh so I think the consensus from mostly of the people that I heard even in the hallways and stuff that that was uh uh one of the uh real important things to people. Um then there were also many um uh people in the library. There was hundreds of people in the library already signing up online registering uh to uh filling out applications to attend. So that was well attended as well. Well done. The three sessions were also uh well uh attended as well. So um there was a lot of
054interest and uh I did send the emails out to the staff for the uh great job that they did in preparing, planning, organizing. Uh I think I CC you on that email. Uh but I thought the staff did a great job. Custodians did an amazing job cleaning and preparing everything. they did a uh I was very pleased with the work that happened beforehand. Uh so it was I think a huge success and a great way to kick off our new admissions uh season. Um I have met with the four superintendents I which I do every year to help kick off that uh uh review the policies. Brenda and I met with each of them. and they w went thoroughly over the admissions what their school's responsibilities were and what ours were responsibilities were as well.
055So that was part of the process as well. So um I think in uh couldn't be more pleased with uh how it went. Um so uh I know there were many of you that had come as well. So uh I hope you were able to get through the crowds. Okay. It was very crowded in the hallways and I don't know how many uh next year we'll have to have a a clicker to count how many are coming in. Uh so it was very well attended. >> Very good. Thank you. >> Please vice chair. >> I was not able to make it to the open house but not sure if it's appropriate time to mention but you you spoke a little bit about what the reaction of parents about the lottery admissions. Um, I know that
056a few meetings ago I put up a vote to send a letter to the state talking about, you know, us not being in the affirmative of of this change. >> I'm wondering if um if it's appropriate if we have some of those stories or comments that parents have shared directly that they don't like this system, the lottery system, >> we can put it together into a letter again. >> Yes. and send it to the state delegation asking them to continue pushing to reconsider it >> in the future. >> If you have parents that have directly shared that they don't agree with it. >> Yeah, absolutely. I'm and uh as we go through this process, maybe we'll solicit some comments from parents who are willing to share their name and everything. Uh I'm happy to do
057that because uh I I mean for me personally believe it's a major mistake but um maybe it's going to be better than I suspect and you know but I'm a believer that you should I it's not too early in the seventh and eighth grade to hold kids to some kind of a of a expectation in working for something you want in life. And uh I think we miss the boat when we don't do that for young people. Oh, >> yeah. Thank you. Welcome. >> Any further questions? Uh, Mr. Superintendent, Clean Energy Center with more good news. >> Uh, so the the Massachusetts Clean Energy Center uh is when they ever they award grants, they uh pick a location in which to do that. and they've uh selected our school to do the awards. This year
058we ourselves are receiving a $475,000 grant to do research and training in solar uh training uh for adults mostly but there's also some availability for young uh for our own students in terms of in securing our curriculum. uh that is happening on Friday, November 21st 1st, which is next Friday. You're all welcome to attend. Um the secretary of education will be here uh as well. We are setting up it'll happen in the library. It's a big deal for us. It's uh uh being having the opportunity to uh give tours about of our own work that we've done with the grants that we've received from the clean energy center over the years, which we've received a lot of grants from them. Um in fact, we'll be putting another one together for uh one that's coming out
059as well. And um we get to show off that piece of the work that we've done, which is really substantial in comparison to uh other schools. other schools have done things, but I think that we have done a substantial amount of things um and are continuing to do that work. So, it's uh we're excited and honored to uh be able to host this event that's going to be happening. Uh and uh I feel like it's a a big deal for us to to uh have this opportunity to to do this. >> Any questions about the grant? Okay, move on to uh out of state travel. Plumbing instructor Jason Hull along with 30 students will be traveling to Watts Manufacturing Plant for a field trip in a tour located in Franklin, New Hampshire on December 2nd
060and 3rd uh at no cost to the school. There is uh paperwork in the back of what it's going to be about. I think it's a great thing for the kids. Uh can I get a motion to uh >> second? >> All uh discussion. >> All those in favor say I. >> I. >> Opposed. >> Thank you. I think that's a good thing for uh Jason Hall to do. >> Tony. >> Yes. I'm sorry. I I just want to take this opportunity since this is the plumbing department that is going on this field trip and Jason Hall is doing this. Uh I want to recognize the plumbing department for the outstanding. It's a really a terrific department that's made lots of strive have young all new young three graduates I believe teaching it and uh
061it's uh I'm going to ask them to come in and uh do a presentation for you guys to talk about the curriculum and what the work is that they're doing. Uh it's very impressive when you go in that shop and see what's going on. And uh in all the years that I've walked into plumbing, I'm always excited and impressed to see that program and what it's doing. Uh and Jason Hall, who is one of our uh I remember when I hired him and he was not sure that he wanted to take the job of fear of uh of uh maybe getting laid off or something. And I said just in the interview, I said, "I don't think you'll ever get laid off." And it's proven to be. He's a amazing instructor. So I just want
062to recognize that department is being uh doing outstanding right now. >> Please Mrs. Ferris, you know actually that's such a great idea um Mr. to avoid to have and I know it's probably a process for you to go through to ask them but it would be kind of nice and informative and give a new perspective to all of us if you had as you had suggested before each administrator coming to to talk about their work and whatever >> but also somebody tag team from each, you know, career area. >> Yeah. >> Like that would be a neat thing, I think. >> Yeah. >> So, yeah. So, we'll start doing that. >> We'll we'll start doing that actually. Um, I'll meet with the CT director and we'll put a plan in place so that you get
063an opportunity to meet each of the super uh supervisors and talk about their departments and maybe bring some of the teachers who might be interested in in uh >> uh giving uh a little uh outline of what happens in their program. >> Thank you. >> All set. >> Yes. As long as it gets down someplace. >> I'm sorry. >> How do we How do we get that? >> As long as it gets documented someplace and not forgotten about. >> What? >> Even Brenda's got it. >> You can call at any time and remind the superintendent. >> No, I love the idea. So, it's going to happen. >> Okay. >> It's related to that. No. When is the next general advisory meeting? >> Uh that's in January. Oh the uh we have a meeting of all
064the uh >> all the shops >> chairs that will come in that'll happen in January. >> Okay. >> At our January meeting. >> Thank you. >> Mrs. Fish your mic please. Uh budget calendar update Mr. Lavoy. So at this point uh we will be starting to meet with the uh supervisors of each department uh after Thanksgiving to review their particular budgets which if you you don't have any calendar but that's the next thing that we have to do based on the budget calendar. So uh the process is going well so far and uh eventually we will uh give you an update on where we're at with the actual putting of the budget together. We'll have a uh after probably later into the year, more like February somewhere. I think it it identifies it in the
065budget, but we'll be able to give you more information, but at this time, that's where we're at in the process. >> Thank you. Would you like to touch on the admissions report? So admissions at this time um I think your report shows we have about 600 600 something applicants. >> 764 >> six >> 764 >> Oh 76 764 is showing in your report. Um but since this report we're up to a thousand So, which is a a lot higher than it's a lot higher at this time than we've been and we've been so uh we've had a lot of we continue to have a lot of interest. >> Any questions Mr. Loan missions? >> Uh Mr. Lavoy, are you going to do the uh health insurance? >> So, uh so we met with our health
066insurance um agent, I guess. uh and he came in to give us a report and most and a big part of uh give us some uh insight as to what we can expect for increases in building our next next year's budget so we can bud uh use it for next year's budget at about 20% increase from where we are what what we're paying this year which is a substantial increase. It's uh 20%. It's probably another million dollars more than we're paying this year at least. So, uh insurance rates continue to go up, but it I did just want to let you know that that's what we're looking at when we build this year's budget to include in the budget. >> 20%. >> I think we originally budgeted for 10%. It's doubled. >> Yeah. Any further
067questions? Thank you, Mr. Lavoy. Reports of the committee. I see none policies. None. New business. None. Table. Matters are empty. Brings us to resignations. Griselle Ferretta uh ML professional 11725 Marissa Simuichi math instructor 102925 Ricky Santana HVAC instructor 101625 leaves of absences none retirements none appointments Edmund Monetti student liaison on school security 101425 Nicole Mahoney mathematics instructor Kevin Christensen special education par profofessional 101425 uh we have four job postings I'll do a vote on each one of them individually American Red Cross club advisor per local 1707 contract contract two advisers to share the position and stipen. It's a new position. It's a new club. CD attached. Can I have a motion on that one, please? No motion. >> Is that for the first position? >> First position. I'm going to do one at a time.
068>> Okay. Please. >> Okay. Yeah. >> If that's all right with everybody, I don't want >> them. Motion to approve the first one. >> Do I have a second? Second, Mr. Tbox. Any discussion on the Red Cross? All those in favor say I. >> I. >> Opposed. Thank you. Next one is Reggie Voice towards Progress Advisor for local 1707 contract. Uh, one adviser. It's a new position. It's a new club CD attached for Reggie voice. Can I get a motion on that? >> Motion to any discussion on the voice. All those in favor say I. >> Opposed. Enrollment specialist for par uh clerical contract or outside $41 an hour. Funding source 423 grant 6 uh 3 to 6:00 p.m. on Monday, Wednesday, and Friday and 3 to 7:00 p.m. on Tuesdays and Thursdays during the
069months prior to the adult training start date. See the attached I get a motion for the enrollment specialist. >> Okay. I get a second for the second. >> Any discussions? >> Yes, >> please. >> Good question. The enrollment specialist, is that for after dark or >> it's for workforce development for people adults that >> the adult programs? Yes. Okay. >> Yep. >> Thank you. Good. Anybody else? All those in favor? >> I >> opposed. Uh, next one. New administrator mentor up to 40 hours stipen position $2,800. responsibility to provide one-on-one guidance in areas such as an education evaluation, scheduling, program advisory, coordination, and overall leadership practices. This will also include observation, debriefs, document review, and coaching sessions outside of normal work days to ensure a successful transmission, and capacity building within the administrative team. Mr.
070Lavoy, I'm going to look for you for a little bit of uh >> Yes. So, we have >> a little bit of clarification. >> Yeah. So, for years we we've been talking about when we hire a brand new administrator who's never done any who's never been an administrator but might have come up from the teaching ranks or some other uh profession that we hire that uh they come in and they uh take some we need someone to help guide them through all the different responsibilities uh that first year. So what we'd like to do is have them uh hire admin uh a mentor. So we have one brand new well we have two new administrators. Um so uh we're looking for in for one of them to at this time for one to uh uh
071>> coach >> to coach uh our new uh CTE coordinator who's never been an administrator before. And they'll handle both of them. >> They'll handle they'll handle uh the one that they have the expertise to work with and the the other one um is a guidance person. So Brenda and Chad are working with her during school hours because Brenda has that expertise and she's a higher level administrator. So we would not pay her for that. And this will be the same person. >> This will this Alice uh this person whoever hired >> the same administrator. >> Yeah. >> We'll do both people. >> No, only do the one CTE one. And then the the new seat uh the new uh guidance director will be mentored by Brenda and Chad, >> but they're going to do
072it, but they can't be they can't be paid extra for that because they're part of an administrative team. Uh, any questions, Mrs. Ferris? >> This can be one of the other administrators because they have it in their contract now that they can do this kind of work and get paid if it's after hours. I want to give you a heads up. >> Excuse me, with all due respect, who's mentoring them? I mean, I >> No one's mentoring them because they're they're experienced administrators. This is a brand new exper This is to mentor a brand new administrator who's never worked as an administrator. >> Well, my well that begs the question then how did they get hired if they had no experience >> because they were the best qualification. >> They didn't have certification. They didn't
073have experience and they're, you know, trial and error on the job with potential. That's great. But I think that as I said before in certain areas we don't need neoights. We need people that are seasoned. And I cannot for the life of me think that we couldn't find seasoned people. Kids are dying to get in here. I am positive professionals are too. And as for this, >> I have been so agreeable and amendable and gracious this evening. I hate to >> break that. >> I hate to break that streak, but this is a big no for me. >> Okay, >> I don't think it's necessary. And if it is, then you have administrators that you are people take them under their wing. the people that thought that they were good enough to hire, take them
074under their wing. I mean, this is a this is throwing money away. This is saying you do this, you chitchat for a while. I don't see it. I don't see it. Sorry. >> Okay. >> Question. >> So, are we intentionally hiring administrators that haven't had administrative experience? >> Correct. We're hiring we're hiring the best candidate. A lot of a lot of the coordinators, even the ones we have now, start off coming right out of the teaching ranks. That's not unusual. That's, you know, rarely do you get a seasoned person at the kind of basic what I call middle manager level that comes from another school. Typically, they come from not saying they they I don't even know if we had any. >> So, my question Yeah. So, my question more is so they're hired, >>
075but they have the qualifications and the credentials. >> Okay. to become that next level from a teachers level to an administrative level. >> Okay? So I'll put the scenario. So someone has a master's in education, leadership, whatever it is, >> but they come in without the state certification. >> In in most some cases, some come in without the state certification, but they need to >> they need a pathway to work through it. So >> while like let's say we hire someone without the administrator's license. >> Yeah, I believe they have the license >> during their time here. I might be wrong, but >> you're saying all of the admin have their licenses. >> Yes, I believe they all have their license, their administrative license. >> So, they all have >> I mean, I'm I'd have
076to go back and check each one. You know, I'm not I'm a I'm pretty sure that administrators all have their license to be an admin. I'm not except for one >> except for one. Okay. >> That we uh that's working except for one that's working on it that I'm aware of. >> So, okay. So they have their administrator's license, but they need to be mentored to be administrators. >> Is that what I'm saying? >> Absolutely. It's a new pos. It's a new job. If I mean, >> so the first year I became an administrator, I had an enormous amount to learn. I came I was a teacher and then all of a sudden, you know, I worked into I walked into my first classroom to evaluate and I walked out and said, "What the heck
077am I doing? I have no clue what I'm doing here. I need some help." You know what I'm saying? That was my first job. I I had the license. since I was qualified and you know I had a ton to learn. There was this why why would we do this? We would do this because we want to get our new administrators up to speed. We want them to do a good job that first year and they can learn a lot from people who've done the job. And so the job that that's why we're hiring a mentor to help them get through that first year and help them, you know, guide them through the ch like just doing evaluations themselves, having an peer that works with them on doing evaluation. I mean, there's so many things
078that that that's new to them that they've never done before, you know, and um so it's a it's a it's an important that person that's going to be mentioned. The whole process to me is important. if we value u the expectations we have for administrators and know that you just don't learn everything overnight. >> So maybe I have okay I have a two-part question. So the first thing is in the administrator's >> licensing process. Yes. >> In your view how is that process like actually is like an exam that you have to take to get the license. >> Well you have to do course work. >> Okay. >> I mean you have the MTEL just to be a teacher. So you have that so you don't have to take the MTEL again. So what you're
079doing is you're taking coursework >> and you also have to do a mentoring program for 300 I think it's 300 hours. So you do a mentoring program >> and and you also do um >> like most of the mentoring programs we give them some kind of responsibility. So someone wants to become a a guidance counselor they have to do a mentoring program. Well, our guidance counselor is going through that now to the last piece might be a mentoring uh where they have to do mentoring hours. >> So, the administrators go through that mentorship program. Okay. >> Yeah. >> Okay, that makes sense. >> Someone's assigned to them to work with them and that's all done by the state. They have to fill out the application. They have to send it into the state, get approval,
080all of that. So, and they also have to have the uh the appropriate degree and take the appropriate coursework. So for the last, let's just say five years. >> Yeah. >> Um I'm assuming there are administrators that have come in that have never been administrators >> in the last 5 years that we have >> or in general generally folks have come in, they've never been administrators. >> Oh yeah, you have that. It's Yeah, you have that happens all the time. >> What what has been done? >> We never That's why we we we believe it's a plus. We've never had min mentors before, but that doesn't mean it's not a good idea. >> You have good administrators. >> Yeah. But here's the thing. >> Okay. >> I was I No, I'm just >> in in
081education, we never had mentors for teachers either. And then we realize, oh, we have people coming off the street or brand new teachers. They having a mentor makes that first year easier for them. Although, you know, people quit after the first year because they, you know, they it's challenging and they have a hard time. But with a mentor, it makes the job so much easier. So we decided, oh, we we should have mentoring. The state >> says we have to have a mentor. That's part of the induction program. Well, how's it any different for administrator who has never been an administrator >> to come in and all of a sudden be administrator. I mean, they have some sense of like they've been evaluated. They know what the evaluation's all about, but they've never done it
082themselves. They've done a lot of the things as a teacher that have prepared them, you know, to be administrators. And when we look at hiring administrator, we look at what was the quality of that when they were teachers. So I mean if we had a person applying, all we had was problems with them as a teacher or we didn't think they were high quality teacher or at the level educator that we would want to see them become administrator wouldn't hire them. You know what I'm saying? But there's still so much to learn. >> Okay. So the teachers have do the teachers have mentors right now? >> Yes. >> In their first year. >> Oh, absolutely. >> Okay. Yeah. >> So with the administrators, you indicated that there are administrators that have left within the year.
083Have we had any administrators leave within the year that left? Not, you know, um that actually willingly resigned. >> Well, we've had Well, we had one that Yeah, I'm trying to think who who was Well, we let uh administrator >> willingly left. Not that we terminated or anything, but willingly left because >> not that I can think of. >> Okay. We've let some go over the year. You know, we've let administrators go because they didn't meet the standard that we wanted. Um maybe if they had a mentor, they might have uh maybe they would have been better and wouldn't have struggled as much. >> But how many times has that happened? >> Oh, it's happened one, two. No, it's happened more than once. >> Okay. >> One, two. I know two. Right off the top
084of my head, I know there's two. No, three. I know another one. Three. We've had three. Oh, no. Another one. Four. Over the last five, six years. We've had Oh, maybe eight years. We've had four that we've let go. >> Okay. >> Administrators >> that you've let go. >> That we've let go. Not >> that we didn't renew. >> Yeah. We didn't renew their uh tenure. >> They didn't willingly leave. They were thrown out. >> That's right. >> Yeah. Okay. So, >> harsh word, but >> Yeah. Yeah. Yeah. Terminated. Whatever you want to call it. >> They were not renewed. >> Not renewed. Okay. So, I would assume that the culture of your administrators is to work together >> and even when >> a new person comes on. >> Yeah. >> So, >> I don't
085know. I'm I'm undecided on this one because >> I mean, you've come to the meeting saying that your administrators have worked very well together. >> They do. >> You have new administrators are working very well together. >> Yep. And I've seen some of the work of the new ones and I >> I haven't seen a problem. >> Okay. >> Now, unless you came to us saying that there's a problem with such administrators that aren't um starting up too well that need some extra coaching, then I might have a different perspective. >> Well, you can be you could be an administrator just like a teacher. You could be an administrator for five years. Doesn't mean you know everything and someone can help you become. So what we so as a team we do you know uh
086walkthroughs with two or three people together to help uh hone their skills and see if they're seeing the same thing and to improve the quality of the observations and evaluations. So there's it's always a learning curve, but if you have a a uh a a mentor, they can help the process, help them uh get over the hump and manage the job. Now all of a sudden manage that in that new position can be very stressful and can have a lot on your plate. And so having that person can help you understand how to manage your workload, how to set your priorities, how to do the uh different um uh softwares that we use as an administrator in terms of just the observation piece of it. It's you it's helpful. You know, for $2,800 is money
087well spent in in my in my estimation. this money very well spent. It helps the quality of that new administrator become better sooner and uh their feedback to teachers will be better if they have a mentor. So, and that's a positive thing. It's to me it's a very positive thing, you know. >> I'm all set. Thank you, Mr. Set. >> I'm all set. I I don't I don't agree with this. I just think it's a, you know, take that $2,800 and put it toward the kids. I I don't see us spending $2,800 teaching somebody or guiding a wannabe administrator. I mean, I don't want to get into specifics or anything, but I just think that money, and yes, it's a drop in the bucket, drop at the pail, uh, it means nothing, but it would
088be better spent on the kids instead of trying to, you know, help somebody become an administrator. If you want to become an administrator, you work at it. I mean, you're a leader. You're supposed to be leading. If you don't have those skills, then you have no business being in that position and we have no business hiring you. And since it's happened, then I again am going to say, you know, the team or the people or person that hired the person should take responsibility. I'm sure that there are good qualities at the heart of that individual or individuals to get hired. So, you don't need somebody to pay somebody $2,800 to bring those qualities out. I just think, you know what, you have a team that works together, then that team adopts that new person. >>
089So, just can I speak? So when I became a superintendent 16 years ago, I had a mentor for four years, literally a mentor that met with me once a month. >> You're a tough guy to to break there. So, >> but I I actually did I had a mentor that was appointed to me by the Department of Education. That was back in those days. They were doing >> Well, they saw something in you like superintendent qualities and they just wanted to make sure that you were on the right path. But it was also a two-year program that I went through for all new administrators. Even though I had the the license, I had the experience. They said, "We want because they wanted to make sure admin new superintendents in the state of Massachusetts were uh
090going to be highly qualified and help them become top-notch administrators." And they wanted us to make sure that we understood what the expectations were. This and so they trained us in all kinds of things. I'm just saying and and that may I I I had a it had a big impact on my su I think it helped me a lot my success when I first started you know I'm sure >> and I spent all my so much time just on teaching and learning those first four years more I wasn't doing any building I wasn't doing I was just doing education looking at our uh uh performance teacher performance administrative performance just teaching me how to be an admin how to be a superintendent and what was valued, how to work with, uh, our, uh, local,
091you know, uh, local government, and it just taught me a lot. They helped me with a lot of stuff. That's all I'm saying. And for anyone new coming into administration, there's a lot to learn and a lot of stuff to adapt to, and having someone help you with that is well appreciated. >> Whatever. >> You said you were all set before you spent the last five minutes. No, I just get I I'm cracked up about this. This is >> This is amazing. >> We done >> back then when you were becoming an administrator and all that um Mr. Lavoy, you know, the the requirements and the um number of people vying for spots was a lot more lot greater. I mean, now Desi, don't get me started, but they're giving out waivers and you guys
092are applying for waivers left and right. They're like like necafers being given out. I mean, we we had we had to do coursework for real. For real. Not let me apply and have a nice little conversation. Bingo. You get a year's waiver. I mean, I know how this works and so do you. But good try. I appreciate it. So, uh, would this be like a like a a contract for a year to try this? >> And do you have anybody in mind for this position already, Mr. Law? >> It's going to be well, it's open to any administrator that wants to apply. One of the things that typically is what administrator has the right experience and knowledge that is yeah we know we do have something in mind that we would like to see do
093this particular mentoring of this person because >> within within the house >> within in the house >> in the building >> and so what's going to happen with that position is going they're going to have you guys if you hire that person that that position will have to be also um replaced. No, no, they this will be done after hours. The mentoring happens that not during the day after hours. And um the advantage of having someone in the house is that they know how everything works here. They know all our software. They know how we do everything here. They know the evaluation system inside out. Um, so that's what makes it all. >> So I I >> I I don't know if you answer me the question because if this person take this job, are
094they going to have two jobs or they going to u leave their >> so be an extra job? >> It's extra money >> $145,000 a year. >> 20 >> a month. one time. >> One time. >> Thought you were talking about a week. >> You're talking about $2,800. It's like >> I mean, if it's going to be for the whole year, I mean, 40 hours. I mean, all right. I'm sorry. I just >> I mean, it is still money, but I thought we were talking talking about All right. No problem. You got to give me credit. $2,800. If it works out good, I'd love to see it happen. >> Okay. I think this is a um money well spent to bring an in-house person up to speed faster. I can't see this isn't $125,000 job.
095Like you said, it's a $2,800 and it's what 10 hours a month, four months, we're done. I don't see any problem with this. I don't understand why we're spending so much time on this. And again, if it worked out this time, even if we just tried it, if it worked, I'd like to do it for every one of them. >> Well, I'm going to put >> Excuse me. You had your >> I'm going to put I'm going to put a question on it. I mean, if we do vote on it, I would like to um probably we can get a report on who got the help and and a report of that person saying how did that help? How did this mentor help him? Because then we can be be able to evaluate whether it
096was worth spend spend the money on each one of these individual who get the help. We get a report from them saying obviously I knew how to do this but this was help I mean we by by us reading then we can see was our money was well well spent and then we can in the future we can consider doing this again or not doing it again on different administrative position. That's that's what I want to say and again I want I do want to see >> that you know by doing this obviously they're going to perform better that they also get better qualification which also give them access to go elsewhere and leave us for more money. So I mean you know if we proceed on on doing this in the future we I
097like to get a level of commitment from this administration. We putting money into their careers. That's how I see what's in it for us. >> Better us. >> So the you know that's that's the last I had to say about that. >> I'm going to call it. You've had four dips in this well. Put your hand down. >> Not crazy. >> Uh I would ask Mr. Lavoy for We don't have a job description on this. If this vote does pass, I'd like to have some type of job description for the future. >> Sure. >> We call a vote, please. Do we have uh do we have >> Well, I'll give you the second if I'm going to get the report. If I'm getting the report of on this. Well, I'm okay then. Let's do it
098then. All right. No problem. >> So, he has to he has to put it. Yes. I'll give you a second. >> Mr. Mia, >> I'm not asking for >> abstain. >> Mr. Mercedes. Yes, >> Mr. Okay. At this time, can I get a motion to enter into uh executive session? >> Get a second. Any further discussions? All those in favor say I. Please. opposed. Uh Mario, we're going into executive session. You can shut this. Thank you. In the words in the words of Father Lenny, ya Allah. >> Is that French? >> No, it's Lebanese. >> Oh, Lebanese. Arabic means oh my god. Um >> yes. >> Can you what? Hi, >> how are you? You're going to have to Call us back into section. Mario, please. >> I'm sorry. >> No, I was. >> We're
099back in session. >> Motion to >> reopen session. >> Second. >> All those in favor? I >> um motion to accept the superintendent's letter. >> Uh sorry, letter of resignation. >> I thank you very much. >> Motion to adjurnn. >> Second. Hi, >> that's a