District Committee Meeting (10/14/2025)

001Call the meeting of honor. Please allegiance to the flag of the United States of Americ standing for a moment of silence. I'd like you to remember all of our servicemen here and abroad, especially our graduates. Thank you, >> Miss >> Mr. Jones. >> Mr. President >> Mr. Mercedes >> pres. [Music] Please >> introduce yourselves and show you. >> Okay. Nice to meet you all. My name and I'm in information technology and it is an honor to be here for the first time. >> My name is Guerrero. Um I'm 16 years old and I'm a junior and member of national honor society. I also do art club and inter who is not here today. He is a senior in carpentry and he's been doing this for three years. Hispanic Heritage Month started on >> Girls, can

002I ask you to speak up, please? We can't hear you. >> Hispanic Heritage Month started on September 15th and will continue into October 15th. >> The theme for this year is Collective Heritage, honoring the past and inspiring the future. Our homecoming game at DTS football game will be held October 30th from for 4 from 4:30 to 6:00 p.m. NHS will also be doing a tailgate where specters are able to buy snacks and play games before or after the game or during that game. Um following our homecoming dance briefly next week um week afterwards, we also are holding our annual homecoming dance November 7th from 6:30 p.m. to 10:00 p.m. testing is tomorrow. Um it's a the school is offering it for free to 11th grade students and a limited number of 10th grade students. Students

003can earn scholarships and awards from it. 250 students are registered for the test. Summer reading is an annual thing that we do here at the OTS where at the end of each school year, our students pick books to take home and read over the summer. This year's summer reading was held September 30th where students got to share what they read over the summer with their classmates and what the reading goals are for the year. This year we have creative arts club, fantasy RPG club, space club, gaming club, GS club, the interact club, kaleidoscope club, math club, stand and deliver, yearbook club, chess club, student council, and NHS. The spot river cleanup happened on Saturday, September 20th. The interact club participated in it. Um, and special thanks to Christopher Sire for getting students involved for the

004fall athletics update. Um, GLTS scored a 79 points versus Roten Stable on Friday, October 3rd. Um, and we which makes us unofficially one of the top five highest scoring games in Massachusetts during registration play. Girls varsity volleyball clinched MIA tournament burn after three to zero win versus Mystic Valley. Varsity and JV begin competition October 8. The team is working on new more complex routines and the goal is to return to states. Um, cross country boys. Um, two to two. We have a team with over 50% freshman. And our top runners are Josiah Cabu, Adrien Cbero, Joshua Delaz. Um, for girls, our top runners are Veno P. Kelly Divia Lopez. And for golf, we competed in the CAC League Championship on October 9th. And Blue Bell placed third overall. Senior cross country night is happening October

005in the low in the lower field behind the GCS barn. And congratulations to our upbringing seniors Isa Dupus um Ivy Ivas Lopez and Leoso for congratulations to them. Massachusetts by literacy test. GTS will be providing language testing on November 13th and November 20th for students interested in the Massachusetts State Seal of Diversity. And lastly, I would like to dedicate a moment of silence for the Ni 5K walk. It's a walk dedicated to um Robin Isafuro who was a 12th and 11th math teacher last year who sadly passed away this year. This year and to honor that we're doing a 5K a 5K walk to raise money for the Koshuro scholarship award for students involved in wrestling or or cross country as he was the coach for those events in sports and this is happening October

00626th at JLTS. Thank you for listening. [Applause] Thank you very much. Well done. >> Thank you very much. >> I just want to add a little more information regarding the walk for the night event. So, as said, it's on Sunday, October 26. Opens at 900 a.m. here at GLTS. The walk is from 10 to 12 p.m. All registered walkers will get a nice t-shirt and bracelet at a cost of $30 to do the walk. >> The walk will be on the Great Lawn Technical School campus starting at the football field. It will be similar to the same course that Rob developed as our cross country coach. All the proceeds will go to the coach nice oral scholarship fund which will be earmarked for a cross country runner or a wrestler. Rob's family will be there

007and we'll say a few words before the walk. One of Rob's best friends develop a special customized logo that will be on all the t-shirts at the event. Games on the football field, lawn games and wrestling mat will be laid out. long games like cornhole, giant junga, etc. Wrestling games, Juan Ne and the bar wrestling coaches, friends with raw. We'll be running a simple no contact wrestling game for all levels. There will be food trucks here. Uh there'll be raffle items, gift basket socks, self tickets, and University of Syracuse. Rob went to college at the University of Syracuse. There'll also be restaurant gift cards. We will also be selling sleeveless nice t-shirts while never wore sleeves on t-shirts. Online donations are being accepted for those who want to donate but cannot walk. Link is the

008link is on our GLTS website. Thank you. Thank you, girls. >> Thank you. [Applause] >> Can I get a motion to approve the minutes of September 23rd as presented in packet? >> So discussion on minutes? All those in favor cash balance reported Stephmber deposits for the month of almost 5 million transfer account numbers that you see on September 118 account transfer operations month 32,589 total operating cash balance operation Any questions from Mr. Can I get a motion to approve the cash balance report? >> I'll make a motion to approve. Any discussion? All those in favor say I. I. Consolidated cash report is in your packet as well as fund report donations. I see none. Superintendent T-shirts. academic week. Ellie's going to introduce herself. Ellie had I met with Ellie twice last week and uh I

009accepted the petition from her. She had petition. She will read the petition. Give us some information on what she's taken for years. Now, introduce yourself. Please send me your shot and the young lady. >> Hello everyone. Good evening. My name is Stariss. I am currently enrolled in health assisting. I'm in 11th grade. It's more than a pleasure to be here tonight and having the privilege to represent my peers and school. We hope that you guys are open to what we have to say tonight. >> Hi, my name is L. I'm in cosmetology and I'm a junior. Um, tonight we're going to be talking about the uniform policy and how they're trying they you guys trying to admit um it in the academic week. After years of enjoying a free dress code that allowed us to

010feel comfortable and unique, the recent decision to implement a uniform policy during academic week threatens to take that away. Disrupt change feels like a step backward, especially as young adults preparing for the future. Expressing identity through clothing is an essential part of personal and social development, and restricting it, it only harms our growth. Clothing has always been a way for people to express themselves. The elimination of self-expression, while unfair, isn't the main reason why students are against this upcoming uniform policy. The cost of these uniforms haven't been taken into consideration. This would be an additional expense that perhaps families may not be able to afford. The uniforms are uncomfortable, which may affect those with sensory issues while seeming while seeming cheaply made. It is also important to recognize that the dress code already in place

011at GTS is strict, outdated, and often unreasonable. Students are already held to high standards of appearance. Adding mandatory uniforms on top of this creates unnecessary restriction and risk, damaging rather than improving the school environment. Me personally, I I agree with the policy that we have because, you know, you guys are preparing us for the future and this isn't, you know, home where we can just wear pajamas or have a shirt that's all the way up to here. We need to dress accordingly because you guys are preparing us to go out into the future, you know, for our future jobs and future careers. So I do think that it's reasonable but removing the the you know the will for us to have like the freedom to like wear um what we want to wear. It's it

012feels like a step backwards. >> Research has shown that students perform better academically and socially while they are comfortable and free to express themselves. According to the National Associate of Secondary School Principles, flexible dress codes can improve morale and social interaction while in turn support stronger academic results. Limiting those freedoms could negatively, sorry, negatively impact mental health engagement and overall school culture. We understand that the council believes that this updated uniform policy will stop students not following the dress code, but will make students want to rebel even more. Instead, why isn't the administration holding those accountable who are not following the dress code? It is unfair to the entire student body being punished because of the choices the few who continually make break the rules. This decision does not only affect our clothing. It affects

013our comfort, our confidence, and the culture of our school. We, the students of Greater Lawrence Technical High School, urge the administration to reconsider this policy and maintain free dress during academic weeks. >> Any questions? >> We're not out to punish you for anything, but thank you very much. Any questions for the uh young ladies? Anybody? >> Please. >> So, I just want to thank two girls for coming out. Their courage and expressing their beliefs just shows that they're not just teenagers, young adults who know what's willing to express what they believe is in the best interest of their peers and takes a lot of courage to do that and I'm happy that you were able to do it like that issue that you had committee express yourself on behalf of your peers because I know

014you had 600 other students who signed the petition which is a very substantial amount of students final decision school might make a difference. So, thank you for that. >> Girls, as a teacher here, I just want to say your confidence is fantastic. Ellie, I think we brought you out a little bit of Michelle to come here before us, but we're not as scary as we look, right? critical thinking skills are. I'm very impressed. I'm very happy. You have academic teachers here. You have vocational teachers here. And you have the community here. I think you impress us all. Mrs. Gillis, I don't want to leave you out. I thank you for coming. Mrs. Gillis came just to support the girls, which was uh been here all day. I'm sorry, but thank you very much for being

015here. >> Yeah. Good thing for the students to be able to have a voice. Thank you, girls. >> Any any further questions for the girls? No, >> Mrs. Furs, I'm sorry. No, I also want to thank you for coming out and I really appreciated your leadership skills presenting to us, but I I also want to kind of ask a question. What do you think is the issue? Pants. Do you agree that that's not, you know, acceptable or in school. And do you know the thing that brought this up that made it surrounding do you see that as an issue or >> I do see that as an issue because I do think that school is a learning environment. It's not home where you can just wear pajamas. >> I think it's a small way. >>

016I think it's a it's a small minority of students. So instead of punishing us all, I know you said that it's not like a punishment, but it kind of does feel like that to us because it's like we already have um shop week where we have to wear a uniform. Um, but yeah, I do agree like students shouldn't be coming in with pajamas or, you know, with >> welcome more boundaries and people that are in authority to call these students the small minority of students, >> right? Because otherwise everybody's paying >> Yeah. Yeah, >> thank you so much. >> So, I've been fortunate enough to work with a girl soccer team as a volunteer for three years and this young lady has been on that team. She's got a shirt on three years and sheess

017the feel at practice every day and I'm really proud of you what you're doing and I agree with what you're doing. Not just after after your comments tonight, but the large amount of students you got behind you. position. We like first mentioned we started this like a year and a half ago and call issues about the dress code. So that user members looked into it say what can we do to make it simple? And unfortunately we we went even higher up than this and came back down to the t-shirts. And even as a group we never fully settled consistent. You know, the bowl went up, but went down and it really became the point where we weren't totally happy with the black t-shirts. But that's the route we were going. Then it came up to

018the point where we were going to supply the teachers. So, it this particular time wouldn't be an effect financially on the students. But, and again, we're trying to make sure the education here is the best it can be. And I don't think it's the more students that are going down on the safe room because they're not dressed and creating problems for teachers in class trying to write them up and send them down. I think it's going to be more of a nightmare. So I'm going to make a motion that we amend the vote we took in June. Not that there's winners and losers here to this aspect. But it I think it's going to create more of a problem than I truly thought it would because frankly I'm old. When I went to the school,

019this was the academic dress. Okay? So you can see what it is today for you guys. But when we came here, there was no question. It was want to go here. This is how you dress. Okay? And we had a complete shop uniform for one week, one free academic. And the fact you guys have split weeks made it even more difficult. something a little nicer for the academic side because half the school is going back and forth half a day. That's my motion. Motion on the floor to resend the vote for the t-shirts on academic week when during academic week is presented. Motion. >> Motion is to resend the vote for the shop t-shirts. last year. So this month we expand on this discussion back 600 students. I want to tell you how you feel

020wearing your uniform right now. You have a uniform right now for your shopping and nobody complains about wearing wearing unifor because you know why you guys had it and it had to be drunk. learn because the shop week requires the uniform. I represent Lawrence. I'm probably one of the people that financially make the most money on my community and I am 40 to 50% now and I own my own business. If I would have had two or three kids in school, trust me, it cost me more to send them to buy some clothing to all those three three students for those three kids of mine than buying three or six uniform per year. The reality is more than what we see. You go to an institution, you say, "We're prepping you to go to work."

021When you go to work, you have to wear a uniform. You're not going to be able to express yourself because the truth is the uniform is part of a of an institution to make distinguish themsel to make sure that they look appropriate and it it would also eliminate this differentiation of how you be able to purchase certain clothing and I not be able to purchase certain clothes. It's more than than expressing oursel. I came to the school and I wear uniform and I had an academic week but if I would have been up to me when I was a student I would have chosen not to. But as a parent I believe it is better for the school to be able to have dress codes for every kids look exactly the same. There's no distinction

022of you wearing Nikes and I have to wear Adidas or somebody wearing F um some no branding. Trust me, it's more than that. And obviously we are here now going back when 600 kids that obviously they had the right to to vote but the school has 2,000 kids. So if we're going to consider 200 600 kids, what happened to the eight the other 1,400 kids that didn't necessarily vote? >> Well, we also have to consider that that perhaps the get sent to everyone, but the majority of students don't want the student. >> The majority of students don't buy the clothing for for themselves. Parents do, >> right? >> Parents have a burden now because we we're the one who work. We understand the and the safety and everything that requires for the student and I

023was the one I wasn't even the one who started all this but I believe that it's best for the students to wear uniform I don't I don't understand why this is not even I I I don't I don't see the why it's such a to dress to go to school thinking you're going to school not the way I like to look or the way I like to express myself we go to school to learn not to express ourselves we go to school to run and you guys are probably focusing on what shirt that I'm going to wear tomorrow or the pants that I wore last week and I don't want to wear that shirt. That may be not that may not be your situation, but it may be the situation for a lot of students

024in my community, >> right? Like I said here, you probably are thinking like, oh, it's just about expressing, but it goes more than the surface. You know what I mean? Like I said, cash has shown that students perform better academically and socially when they are comfortable and free to express themselves. So during shop week you guys not don't do well because wearing uniform. >> I'm sick. >> Yeah, that's fine. You can have them. Thank you to these guys. >> Thank you very [Applause] >> Motion's on the floor. >> And second it. We All right, we have motion second. Any further discussion? >> Mr. So thank you for coming. So again, thank you for, you know, just for expressing your >> So can you please speak up so she'll she's got to even >> Okay. So

025again I want to thank you um for coming and bringing this position. Now I was expecting to have to speak about people again. So I mean I'm not saying there's no validation to that but again I was expecting to see a whole pool of people and that would be a great thing to see people here when they actually want something. Um so I understand that um you know it is frustrating to to have going and the first thing I notic some people you already mentioned you have a uniform so it feels you already said that so um it's a purpose the uniform will serve many um we are in a school that we are preparing students to be professionals to go into different careers any is to go as a professional. So the one of

026the benefits of having a unicorn is to prepare you for that you can be that doesn't take away individual value as you mentioned it's actually going to prepare you for your careers and you're going to have to set in the future because you're so I want to say that um I also want to talk about cost because you mentioned it's going to be more costly and if you looked it up if you If we all are clear and understand what cost mean in the long run uniform are not host they're going to actually save money in the long run. Um and on top of that we last meeting here just to give you more information we did approve $60,000 worth of budget to get to start. So already saving and definitely there's no cost in

027they save money they save money to families that cannot afford on also and again I know I said I'm free but things are to my head anyways um another thing is safety is number one so I'm not there then they deserve from engineers. The uniforms will take away um the issues. It will get the students to a point where if they feel inclusive and feel that's the way I see uniform. I have two kids grow up already. They are professional and they graduate but they went to high school and they went to school with uniforms and I'm not glad. So I I can speak about being a mother of students that went to school and lastly four years came to a high school with uniform and that makes a huge difference and actually save money

028because I can I can testify to that. Um now we have I want to continue saying I mean Mr. M mentioned that the reason why we started this and M also mentioned that Mr. where we have been doing this for almost two years. We've been tour that does it. So now we are going to just close this because a petition was done also mentioned by one of our mentors here that 600 students and we have over. So we are teaming we will be irresponsible if you cry now don't discuss this father let things really discuss this and just don't decide to do um to take away what we order for that it took us two years about two years to come to a reasonable um so I am I understand that we all have differences

029of opinions but the right thing is the right thing. We need to think about the families the the rest of the students that actually are going to focus on the academic and the and the school work and not what they dressing every day. how the seats are going to be dressed and the bullying that goes on because I dress better than you and these things. Safety is the other thing and again um safety is a concern. You mentioned this already. The safety of having kids identify our kids because they wear is a big deal. So please let's not I I mean again the girls did a wonderful job. Obviously we are preparing them to be leaders and that is a as many of you mentioned I agree 100%. They are doing what they need to

030do to voice their their their concern but that doesn't speak to everybody to all the family and to the president. We need to make sure that we are doing the right. >> Listen, I said to myself, I'm not going to speak on this. I've written spoken before. I'm not going to not going to go down this rabbit hole again. However, I can't help myself. when we speak about safety. I mean, let me backpedal for a second and I I know it doesn't need to be said, but I'll feel better saying. I don't even know how it got in this agenda book three meetings ago. I know that we voted on the changes in the handbook. >> There was a letter in there from lawyer massaging the dress code. Mr. Lavoy said, Don't worry about that.

031We're not going to vote on it now. I'll go back and see where where this came from. Something to that effect. And the next meeting it came back and it appeared and I do know I can I can sense frustration in in human beings. And it appeared that when it was written written the last line simply said and black shirts for academic students as well. >> So it was like let me wash my hands. Whoever was in charge of that and I asked at the time and I think my answer was that it was a a committee. Well, then I have to question the professionalism and the stature of that committee. The committee of whom? So when it came to us and I saw that, that to me was a red flag like I want

032to wash my hands. I don't care what these people think. It was an insult. I >> no way am I going to walk into this school and watch 2,000 kids go from room to room, cor to cor in black shirts 24/7 in this school in 181 days. I don't see them. And now I'm going to come to the most common point about safety. It is the most unsafe situation when everybody 2,000 students are dressed alike. You couldn't get more unsafe in a in a closed environment if you try. >> Yeah. I'm looking for the kid in the black shirt. >> I mean, that's absurd. I mean, we're I mean, we are a committee. We're all We all have history. We all have backgrounds. We're all supposed to be professional people with understanding and then the

033the right and the the vision of of of a future. And we're sitting here quibbling over black shirts for 2,000 kids and calling it a safety thing that it's safe. That I have to denounce totally. So for me, I'm going back to three, four, six, seven, eight, 10 months ago. It is a no for me this and and and more so because you are coloring everybody with the same brush. I can't I just can't I can't go with it and this committee ends up looking like a circus. >> How many students were in your school when you went to school? We all wear the same shirt if you wear the same shirt in a private school versus a public school system. I don't I mean if it is in white, if it is in black,

034I don't care what shirt it is, but that uniform is mandated for for the shops and they don't have a problem wearing a uniform for the shop. Then the next week, why they have a problem with you wearing a uniform for the next week? What's the difference? you have a a way to express himself. Again, we're here discussing the the uniform policy because there was a problem in the dress code and when we come to to talk about uniform, we decided the uniform was better and we all voted yes. At one point it was brought back for whatever reasons. I don't want to go into that part because it's going to it's I'm going to start going up. But we all decided all of a sudden thought uniform was best. And now I hear that

035it's going to be worse or harder to implement proper clothing for uniform to enforce it on 2,000 kids when you should be able to notice what what person. Look at all those chairs. They all look the same. I bet you they put a white one there and orange there. You'll be able to pick the orange and the white one. You'll know what those two look like. Then they shouldn't be in that in there. And then again, we represent communities here. Each person that was that was sitting here was voted on their community to make the best interest on that community. And for my community right now, it is a burden, financially burdened to have to continue buying prop, you know, two, three kids, they have to send to school clothing for the whole year. And

036we're talking about financially burden on on the parents when they're going to go to from thousands of dollars to to to buy clothing for two or three kids into spending $200 $300 in uniform. We we spent so many weeks discussing this that is is it is insane that we still haven't come to an to a conclusion on on this matter. And what we looking at the big I what do you call it the the bigger number of those kids who what we are representing and what we think is best. If you were if you were 16 14 years old you also wouldn't want to be wearing uniform but they don't know what's best for them. That's why they're here and that's what we supposed to be doing doing is showing them that we all are

037in one but we're not in one because somebody doesn't want to wear uniform because they want to have a way to express themsel when they go to work and they're nurses they have to wear uniform they're going to say oh shouldn't wear uniform because I need to express myself they're going to become attorneys and they're going to go to they're going to go to court however they want because they they want to be able to express theel that's not what we teaching That's not reality. We're talking about 600 kids who definitely don't want to wear clothing to go to school. They want to look good. They want to look in fashion. But we're going to we're going to take all the other 1,400 kids and we're going to wash our hands and all these for

038many hundreds of parents who can't really buy $2,000 worth of kids and kids. I don't want to go to school because I'm not going to wear the same shirt I wore last month. That is the community that I serve. That is the the reality of that. And I tell you I move I make the most money in my community in Albertton. I have Albert Burton right now and I make the most money on my community. When you go to Essex Street, all right, they cut down the streets on the parking spaces and now there's more parking space available because there's no there's no business going on. Everybody's having a burden and we're thinking about spending clothing more money on clothing for that that community that I serve. They can't afford it. it would be better

039for their students to wear a uniform and and all the other reasons we already discussed. But obviously, you know, I don't I don't see what happened that they will all vote a seven. Yes. And with all the respect and Marie came in that day and said she wanted to turn back her her opinion. She had the right to. She couldn't get a second that day. Nobody's nobody. 10 days later we have another meeting wasn't even on the agenda and it's brought back on the agenda and she gets four four votes I don't know what happened in those 10 days 10 days went by and everybody changed their opinion on it we are here to look the best interest of student and if we're all in the same page I believe the uniform is the best

040but obviously I'm only one vote and like Emarie said her parent is a real straight no mine This is true straight. Yes. So obviously it will be up to you guys to vote on on the rest. former discipline. He was a former teacher. What can this create as a problem? But he was I again I'd like to see a law and uniform be better at that question. What what could be looking at as issues with the students or a certain amount of students? What >> what's the format of how much loss the teaching time could be? You have to deal with students that >> can I f I I really came here to support the students. I came here to support the students uh because they were really nervous to come and speak uh to

041you all. Um so I'm really proud of what they did and I'm just here to support them in their voice. Um in instituting I'm hearing a lot about money and about pride in wearing a uniform and going to work. Um the shops do an unbelievable job getting them ready for industry. So when they go to you saw one of the students had their medical uniform on they have a lot of pride in what they wear and that is what they would be wearing to to um work. Today El was in Cosmo. I met with her she had on her Cosmo uniform that she would wear to work. Okay. So those teachers in shop like Mr. hit him was he made sure those kids that were in auto body they came in their shop uniform for

042ready to go to work because their shop emulates a place of employment now academics is different they're coming here to be in class to learn do I agree you need to feel good about yourself when you learn yes if we are to implement a uniform policy on the academic side students show up to first period. They're not in their academic uniform. They don't have on their black their black shirt. They will be sent to the safe office. The safe office then will have to call home. We if we have extra uniforms, we might be able to give it to them, but they've already lost good time in in their um classroom. If we don't have extra uniforms, we'll have to call home. We'll have to wait for parents to come. Do we then keep them

043in our office until they're in uniform before we send them back? All those questions are real. Um, and I've asked those questions. What do we do if a student's not in uniform? Okay. Um, also talking about safety. Okay. Right now, the way we have our shop uniforms is every single shop has a different color. Okay. So when they go to lunch or they're in the hallways and we have an an issue or an incident and we have to look at camera, we're easily able to identify students where they are, where they're coming from. Okay? If everybody is in black t-shirts, all teenage boys, all teenage girls look very similar, it's going to be very hard for us to be able to identify who those students are. Also, we have very separate weeks where we have

044shop weeks and we have academic weeks. We have shop lunch, we have academic lunch. We if we go to all the same uniform, it's going to be very hard for us to tell where students are supposed to be as well as if they are even our students coming in. Okay? We need to know who they are. We need to be able to identify them. Um, and we need to make sure that students are in class learning. And I truly believe, and this is just me, and you guys can agree or disagree, um that if we implement a uniform policy on the academic side, it's going to take away a lot of learning and it's always going to be a safety issue. >> Thank you. >> Question about that. So if you vote yes to original

045nosade no keep >> no just to maybe some of look look I respect each and every one of you on this and just because we have this this this split does not take away from my respect for each and every one but I'm trying to be real I I lived and it's it's it's not it's not feasible the way it was presented and all black just don't um the other the other issue is the learning time. I tried to explain that to you guys. I said, you know, compliance. What you have addressed? You have a uniform policy. What happens when the kid is not is not compliant? Well, something's got to happen otherwise don't change something. And then what that does mean is that the student is hanging around waiting for a call, waiting for

046the parent. Yep, she's right. You know, they might have extra insurance hanging around. I mean, it it is there is a process to this that isn't as easy as I think everybody thinks. My concern is how do we get the the the problem was with the pajama pants, the midrip. I agree. You don't have to express yourself like that in school. There's there's no need. And and that is what needs to be enforced. What's in the handbook needs to be enforced. It's a simple fix and I even think you guys that are in in in uh contrary to this would would be happy. I I feel that something has to be tweaked somewhere in the staff from the administrative down that has to be tweaked to make sure that everybody is in. And if that

047works, that's the answer. But the way it is now, we have kids going all day with pictures showing pajama pants, uh, slippers. That's craziness. And I agree, but something needs to be tweaked here. And you know, I mean, I said this right from the beginning. If that is not fixed, I don't care what you have. If it's not going to be enforced, then don't bother. And that means from the administrators down. You can't have people sitting in their offices watching kids go through the halls and not calling on it because they're afraid that they're violating their their expression. The only expression I want to see is is an academic effort. That's it. Academic and and sharp effort. I want to see that. I want to see results in those areas. One more time. One more

048time. Proper clothing. You know how hard it is to look at 2,000 kids pants or just bottom? Whether it's a skirt, a dress, or tights, or jeans. And now we have to determine, the administration have to determine what is appropriate, what's not appropriate. Those jeans that have way too much broken. Maybe parts of the jeans should be part of the skin shouldn't be exposed on some tights. It may be able to be, you know, whether they see through or they're not see-through or whether the ministry is too short or too long or that other dress is too tight or the cleavage is too much cleavage or too much or less cleavage. You going to tell me or tell to somebody with with fine common sense that it would be harder to go through each scanning

049each student figuring out who's well proper dressing. I I have a right to express myself because I have a right and it's not too short for me. Not too short. Maybe for him maybe it's too short. Now I'm have to evaluate versus saying that is the wrong shirt and that's the wrong pants. And I believe that maybe black wasn't the right color. We I didn't pick black. But at some point it was proposed and we all said yes fine people shirt for for academic and and shop week and the only differentiate was going to be the logo on that shirt. But maybe we should consider the color so we don't they don't look like a funeral walking down the hallway. uh uniform. Again, when you start when you leave more gap into considering whether that

050person is better dressed than the other, then that's that's going to be more of a problem for us as committee when somebody feel that we're taking the expression away or somebody want to dress up the the wrong way because I feel today I'm certain gender or not gender, you know, we're going to get soup because there's we're leaving more gaps. But if you wearing a certain shirt and a certain pens, that's the end of it. You have the wrong pants, then you should go to discipline. You have the wrong shirt, you should go to discipline and whatever is. But now you you take that student and you send it to discipline because she's showing too much clipping that that other student because she has two tight pens and the other one because two the pens

051are too broken where parts of the body shouldn't be exposed. But I have a right to express myself. So we're going to have a lot more potential problems. And yes, right now we are trying to to decide on a uniform policy that possibly get part of the students upset and they're going to try to give the school a really hard time because they didn't want to wear the uniform. But then again, they're they're also not buying the clothing. the parents are and that the community that I serve again and continue to say that it's going to be harder for them to go shopping for clothing financially speaking than buying two or three uniform. That's what I hear. >> Just one last >> that's what needs to be enforced. Nobody's going around making a determination whether

052tight or if it's in the handle midrift skin showing inappropriate inappropriate skin showing that's the thing I don't I you know that's that's what needs to be enforced I don't expect people to walk up and down oh because they didn't dress the way I I dress when I was a kid you're no you don't have to make that determination it's black and white in the One more time. >> And again so many times because people not being the way. So the uniform will make more sense and will be less stressful to enforce as Edison mentioned it is easier to say you don't have the school uniform that's the go inappropriately and what that means to breaking a law because if you remember many months ago we invited the lawyer to come here to tell us

053what the situation will be if we enforce the actual polic and it's not being enforced and if you want to enforce it there's a law that will prevent you from doing that. So we are tied to a point we cannot even enforce that but a uniform you can enforce it because if you have a uniform you don't have it okay let's go to the disciplinary yes let's wait for that person on the class but not for the rest it will be easier much easier much easier >> okay I think we Everybody said two shots at this wasable. >> Well, for financial financial component, we had a date for the uniform was going to be made. I'd like to hear from the superintendent who on on the the uniform were going to be made by a

054certain amount by by a certain date and that date was back in was going to be back in November. We're very short days away from November, which means I'm assuming that we should have already paid or they had should already name this uniform, which at this point, what are we going if if we vote no or yes for the uniform or known for the uniform? What's going to happen with that contract of all about six plus six plus thousand times thousands of dollars that are going to be down the drain or donated to some charity now because well What are we going to do with the uniform? If you say nothing wrong for it. >> Yeah, the company that the contract to is ready to start uniforms. >> They have not started making >> they

055uh company is ready to start making uniforms once uh they're given the okay. waiting to after this meeting giving the kids a chance to present their petitioning tonight they're ready to start either way they're ready to start the shop they're ready to start within two weeks they can start they'll have two weeks which means if you haven't made it you still have time to change the color was that she didn't like the black. >> She didn't want the black. She said it look terrible. If they have a make it that means we still have time to pick a different color and make it more attractive or more suitable or more elegant or whatever you want to call it, but it's still unable. >> Can I speak for a second again? I think electrical still has

056insurance, right? That's in the policy. So there will be one or two >> sorry metal as well to resend to have a shop t-shirts worn during present just to resend the vote to have t-shirts worn during academic week. Yes. Vote would be resending uh the previous vote which means not uniform. >> If we say yes for uniform we still have opportunity to change color. >> That's true. Mr. Mia. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. No. You don't want to sit. You want to keep >> Mr. M. Ferris. Yes, >> Miss Dler. >> No, >> Mr. Jones. >> Yes, >> Mr. Pass. Again, I apologize. >> Thank you for being here. I'd like to recognize thumbs up done. No pun intended. Thank you for coming. >> All right, moving along presentation. >> Would

057you introduce your team, please? I sent it to Brenda. >> Okay. [Music] >> Everyone come up. >> Go back here. to unte the last presentation, not the >> public safety. Sorry, this is the maps. I thought I skipped it. This is >> Would you introduce the team, please? >> Absolutely. Uh good evening everyone. Uh pleasure to be here tonight. Uh I'm joined by several key members um of our team, our educational leadership team who are instrumental in the work we're about to share. Uh first, Pota uh Ethan Ellis. Dian is our director of teaching and learning. Uh assistant principal for math and science. Uh Ryan Brown uh for humanities, ELA and social studies, Brennan Sullivan. Um, our CTE director, Lauren Jones, uh, coordinator, Lindseay Gangi, and medical assistant teacher Brooke Levit are here. Um, I

058have a slide up. Uh, now feel free if you want to see the slide too. Um, you can turn. I know it's a little tough angle for a lot of you. Um, when we when our newly formed team first presented back in January, um, we spoke about our commitment to building a culture of we and establishing some datadriven initiatives. Uh we returned in May to share our end of the year progress and lay out uh some clear priorities for this upcoming school year with a particular focus on implementing our HQIM, our highquality instructional materials. Uh tonight is about showing you the results of that strategic planning. Uh this presentation is an update on the hard work our team has been doing uh with direct partnership uh with our teachers to improve all of our educational

059opportunities for students. Um you'll hear from our leaders who are in classrooms. They conduct learning walks and support our staff every day. Our entire instructional focus is designed to empower students, ensuring that they are actively engaged in thinking, problem solving, and taking greater ownership of their learning. Uh tonight's agenda will demonstrate how we are putting that focus in action. Uh Pion will go first and she'll begin with framing our in instructional work, highlighting how strong administrative collaboration, use of data in teacher work groups are creating a more coherent uh system of support. Next, Brendan and Ryan will take you through the significant progress in math, science, English, and language arts. Um this work is already bearing fruit. For instance, our math department's systematic approach was recently recognized by Desi, uh, which named Greater Lawrence Tech

060a featured district in its HQIM implementation. Uh, we'll provide a brief update on the state's new competency determination requirements. Um, we're proactively developing a thoughtful uh, policy for our school and plan to return next month with a draft for your review. Um, and then prior to hearing from Superintendent Lavoy, uh, you'll also hear from Lauren and Lindsay, uh, and Brooke, uh, about an exciting, um, CTE expansion grant, uh, that will allow us to grow our health and medical pathways, uh, directly responding to both student interest in local labor market demand. Uh, this is the work. Um, we have a collective commitment to it. Uh, and I'm incredibly proud of our team, uh, that you see here tonight. Uh, so thank you again for your time and I'll turn it over to Pyota so she can

061start. >> I'll just Hi everybody. Um, let me see if I can get this right. Great. Okay, so I'm going to start with our overview. Um, really just to frame our discussion. Um I've mentioned to all of you before that um one of our big goals as a team is to make sure that our work is all connected and that it's sustained over time. One of the biggest issues that happens in school districts that really impedes the work for moving forward is changing doing different initiatives changing every year. Um you'll see here we're continuing our work but um I wanted to first start with kind of this is be a refresher but what are what what are the big um ideas that are framing our work and really focus it on a couple of pieces.

062Um so like we had shared in the spring our instructional focus for this year is um focus it is in student ownership. Um and I'll I'll read the the statement here. GLTS educators ensure that all students actively engage in thinking, discourse, and problem solving that builds ownership of learning and prepares them for success in school, work, and life with targeted support to ensure that those historically farthest from opportunity achieve at the highest level. Um, and you've seen this slide before. We I we show this to to our staff all the time just to to remind ourselves this is really about who is doing the heavy lifting in the classroom. um and in the shop. Um so teachers are working so so hard. They're so so dedicated. Um how can we transfer some of that ownership

063on to the students? Um so also seen this before. These are our connected areas of focus. Um they're all related to the to multi-tered systems of support. What we're going to really focus on today are two aspects. the highlighted ones here, database decision making and high quality instructional materials. And another session we'll we'll focus in on some of those other areas that we're working on. Um so one of the things we always make sure to do in our work is using multiple data points to inform what we're going to do. Um so that's where our instructional focus came from. We looked at all different kinds of um data sources from standardized tests to um observations, learning walks and external feedback. Um what we're going to really focus on today are two things. Uh our MCCAST

064scores um and the MAP growth assessment. We we'll kind of touch upon that. That's a new assessment that we started this year. Um this is just a sort of reminder that um our Our approach is a collaborative approach. So when we when we start or when we move forward with the work that we do um we don't just make decisions in a vacuum or in a silo. Um we as an admin team we consult with all these different teams. We have teacher teams um that also help to inform the work because um there's no one person who or group of people who have who hold all the perspectives. Um so we make sure that we're every time we do any kind of project we we go through this feedback loop. Um, and that being said,

065we're going to jump into looking at that. Um, the MCCAST data. Like I mentioned before, the MAP assessment that was something that we started this fall. We have some baseline line data. Um, it is not worth looking at yet because we don't have anything to compare it to. We could compare it to last year's scores with a totally different assessment. Um, but it's like comparing apples to oranges. Um, and Quite frankly, if you do look at it, you'll see it's like extreme growth. Um, and we're not going to look at it in that way. Um, we want to see it as a baseline and we want to, um, compare it like halfway through the year. >> Good evening. Thank you for having me up. So, um, with the English language arts, we'll start with a

066quick overview of the MCCAST data for English from last spring and then we'll talk a little bit about the work that we're doing in the English department to build on that. So, first we'll look at the achievement levels from last spring. The last two columns show the 2024 MCCAST and the 2025 MCCAST. Overall, our results remained fairly consistent between 2024 and 25. The percentage of students in not meeting expectations held steady at 9% which is below the state average of 15%. Um we saw some minor positive shifts in um the partially meeting expectation in the meeting expectations category. However, the achievement data only tells part of the story. We also need to examine the student growth percentile or SGP. The SGP measures how much a student has learned compared to academic peers who had similar

067MCCAST scores previously. So, in this case, students are compared against peers who scored similar um from around the state. And in 2025, our SGP in English went up significantly to 51%. So, we're seeing an increase in student growth, which is what we want to continue to see and we want to continue to build on. The next slide just shows how we compare to some of our the other area districts and some of the other uh technical schools. So you can see in 51% we're slightly above the state. Um and we do pretty well compared to some of our peers. So that gets us to the work that we're continuing to do this year in English language arts. So our main focus continues to be our work in the English department of implementing high quality instructional

068material. So last year we select uh last year we began the implementation of that HQIM which is HMH's into literature. So we began last winter and spring with a partial implementation of that and that was very significant and impactful to help our teachers and our students become familiar with the platform and with the materials. So moving forward, we have received the Prism 3 grant from DESIE. That's the Partnership for Reading Success Massachusetts. This is a grant that is designed to support the implementation of HQIM in the English language arts classroom. Uh it's actually broken into multiple phases. So, we received part of it in the summer, another part for the fall and early winter, and hopefully we'll continue to qualify and get more funding for it in the future. One of the major uh pieces

069of work that the PRISM grant funds is our work with the new teacher project or TNTP. This is a key component of the Prism grant and it is an opportunity for us to work with TNTP on this implementation of ELA HQIM. So, our leadership team has been meeting virtually with TNTP uh throughout the summer and the early fall to prepare for the school year. They helped us form an ELA curriculum council which is made up of staff from the school to help guide this work. We had our first virtual meeting with TNTP today. And TNTP will be coming out on October 28th for a site visit and that'll be the first of three related to English that they'll do this year. And we're also in the process of surveying first staff, then leadership, and then

070students and hopefully families for um feedback on the HQIM. And the next uh excuse me, and that will help provide technical assistance, feedback, and professional development for the English department related to the HQIM. I'll now turn it over to Ryan Brown for math and science. Thank you. So, um, thank you for having me here tonight. I'm happy to talk about the work that we've been doing in the math and science department. Uh, in regard to, uh, high quality instructional materials, the math department was the first to sort of embark on this endeavor uh, back in school year of 23 24. Um, I'll talk a little bit about uh, first similar to as Mr. Sullivan said the data over the last few years with regard to MCCAST and then the work that we've been doing in

071both math and science now that we're on boarding that for this work. Um so the main piece here is to try and build consistency into our our instruction make our our instruction relevant real world applied as well as student centered. Um and so as I mentioned we'll be going through the impact of those efforts that we've conducted over the last three years in math and begin our beginning this year in science on our achievement and uh growth. So similarly to ELA uh this slide is showing the achievement in math over the last four academic years. Um, this data helps us to see performance and how it's shifted from year to year as well as identify targets and changes in our curriculum implementation to support continued growth. Um, we're using this evidence to help guide our

072practices as well as um identify specific supports for students. Very encouragingly, again, as I mentioned, the first year of HQIM implementation was 2324. So since 2023, we've seen a steady increase in um in SGP. And so this is giving us early indicators that our work is making an impact with our students specifically in this case for math. Um this is a comparison of our of our SGP uh across the state as well as as districts uh local districts um and their vocational schools. Again, I want to highlight the growth that we've made over the last three years. Um, this is a very promising trajectory. We still have work to do, but I'm confident that the hard work the math department is putting in every day is going to help us continue and sustain that growth.

073So similarly um we're beginning our first year of HQIM implementation for biology and we can kind of see this sort of back and forth but still fairly consistent um achievement in science. Um this is specific to biology. We are implementing HQIM in all of the subject areas biology, chemistry and physics. Um, we're optimistic that again with this insight, we'll be able to set learning targets and identify areas of growth that we need to implement. Um, I'll talk a little bit more specifically about the work that we're going to do this year with science to help with our achievement. Uh, one thing you'll note that there are not SGP uh, data presented for biology and that is because students do not take biology in 8th grade. So there isn't that metric to compare when the state

074does their analysis. Um we only get our achievement data and that's consistent for every district and state. Just to give you a timeline um as I mentioned 2324 we started looking at um illustrative math which was the curriculum that we initially chose for our our HQIM implementation. At the end of that school year, we got a lot of feedback from students, from parents um and and teachers that there were a lot of challenges. And so we formed a committee to redefine and reidentify um what direction we wanted to take. And we received funding from uh DESIE in the form of a HQIM purchase grant which we were able to secure a six-year contract with HMH into AGA which is the current curriculum that we're using. So, in school years 24-2, we uh aligned full adoption

075of that curriculum in our algebra 1 and geometry classes. This year, we're continuing that into our junior and senior math courses. So, all of the core math classes are now fully aligned to this HQIN. Um, as I mentioned, uh, we received a grant for the purchase of this. Last year, we received another grant from DESIE for HQMI implementation. Similarly, similar to what uh Mr. Sullivan pointed out, working with TNTP, we were funded for a full year for this consultation. They were able to come in, help us develop a vision for our our work, as well as um come in, conduct observations, um provide feedback, and really get us all on the same page of of where we wanted to go and what what changes we need to make with our approach. Um this was a

076tremendous tremendously beneficial effort. Um and we're continuing our work with them again this year um which has been so far fantastic. They came last week um and were able to spend two days with us visiting various math classrooms and uh their initial observation um data that they collected is very promising. We're continuing to make growth. So that's that's great. So we are happy to say um we had an opportunity to talk with um a content specific initiative pushed out by by Desessie called anchoring in your district's content specific instructional vision their HQIM network. um early on meetings over the summer at the end of last year, we had an opportunity to um to talk with the folks who were were part of this this network and we were invited this September to be a featured

077district and to present our our HQIM implementation process to over 40 districts across the state. Um, so that was just encouraging to get that feedback that, you know, we we were doing what we should be and and having having success. And I I really want to just take a moment to honor the uh the staff who who made this work possible. They've been working tremendous tremendous extra hours and and and time on weekends to to recalibrate their lessons and and make this a really productive endeavor. And finally, u we formed a committee at the end of last year to select an HQIM or high quality instructional material for science. Um we met over the summer to discuss uh plans and goals for implementation and are beginning this work this year beginning with um open seding

078instructional routines that align to that curriculum in all of our science classes. This work will be ongoing this year and then we'll continue as we start to develop and and firm our process up more. All right. So now we'll talk about the competency determination requirements. >> Thank you. >> Okay. Okay. So, competency determination requirements um it's really compet competency determination is really what criteria will be used to um to award students a diploma. Um so that as you all know has changed. Um, in November 2024, Mass voters approved a ballot question that removed the use of MCCAST as the the sole basis for meeting um the requirements of the state CD. Um, and in May 2025, um, the board of elementary and secondary education voted to amend it regulations on the CD. So, what that

079means is each district that graduates students must develop a policy that details how students will meet those new requirements. Um the way this will all roll out is the policy must be approved by the district's governing body and submitted to the department um to DESIE no later than December 31st. Um upon approval, CD policy must be publicly posted along with translated versions to ensure meaningful access to everyone. Um, and we must also submit our local graduation requirements at the same time we submit our CD policy. We have been doing work in coming up with a draft of what we propose that CD to be. Um we are done and I'm saying we but um there's great group of people over here who have put a lot of work into it so far um in looking

080at what's the research what are other districts doing um because this is you know this is it's a big thing it's will you get your diploma or not and how are you going to determine that? So um we're working really hard to bring you um a strong proposal. Our goal is to come back in November to share that draft policy with you. Um, and any potential feedback for revision, we'll have enough time from that point to meet that December 31st deadline. Good evening. >> So I would before they do their presentation motion to take public safety off >> table. I need a motion because they're going to be talking about one of the issues that's on the table. So, I need a motion by the committee to take the public safety off the table >>

081so we can address so we can address. >> I just need a motion to take off take it off. All we're going to do is take it off the table of matters and put it before us so we can discuss it now. >> Can we get a second amended discussion? Yeah, we're not going I want I want to get back to the map also. Let's keep them. >> Sure. >> Principal Jackson, can I call you up, please? >> Yes. Yes, you may. >> We'd like to finish off uh your >> pres. >> First of all, it was excellent. Second of all is can we get a copy of the slides? >> Absolutely. >> Sent to the district committee, please. >> Yep. Brenda has them. So, >> can I ask one question before I ask everybody

082else? >> The prison grant that covers the high quality >> structure, not the materials. There's separate grant for the >> um it it the materials the district already purchased. I think it's a five-year license for HMH into literature uh last year. So, we don't need to purchase any more materials for the HQIM right now. So, the version of the grant that we have covers our work with TNTP and then a little bit of money to stipen teachers to do some of the work required outside of school hours. >> Thank you. >> Is there any other questions? Mrs. slides and the second comment that especially in science I'm hearing more promising than I see on top of schools. And I'm wondering if the number of students in class and 10 question >> I'm listening. >> I'll

083do my best. >> I need to know how many students and I've asked this before and I need to know if there's been any progress on this. How many students are in a classroom? I'm hearing there are too many. If that is the case, how does high quality instruction deal with that? >> I don't think it's part of >> I don't think it is >> just off the top of my head. And I do believe there are too many students in the classroom >> especially in science perhaps math as well. >> Okay. I don't you the comment question. What part what part would you like me to try to address? >> Uh so we would have to come with data to look at class averages and share that. So >> we weren't asked for that.

084>> So I'd be speaking a lot more. I I have, you know, tickets of information. I don't have the entire focus. So, you know, I have the entire focus. I don't have the entire string of information, but I have been here long enough to put the rest of the puzzle pieces back together. I do believe there's more students than meet in each classroom, which to me does down the effectiveness of the teaching. Number two, I'm not so sure that each administrator gets to see their teachers at least once a day, which I think is an effective tool for for not only, you know, helping the teacher feel as though they're doing a good job or a bad job or any job. And number three, that that the the administrator is showing an in the students.

085To me, it's the fine details in a school that reach the students. Not the 20 million building, not all that, not all these big high terms, but deals with what makes a difference with the student learning so that we can move from promising to productive fine details. And that's what I want to see happen. >> Okay. I mean we we want to see growth in classrooms. I think we have some data that we presented today that's showing a movement in the correct uh direction. Uh I would say as far as our admin team, we are in rooms. Um we are in classes. We're still we are supporting our our teachers. I have a great team. Uh and we've it is a focus for us each year and has been since um I started my first

086day and and that came from John himself on us wanting to make sure we're providing feedback to them. So, um I'm confident that we'll continue to improve in that. Um I can't speak to the number. I don't know if you want to speak to the class size question asked John or not. Uh that question came up several times during negotiations and in terms of number of uh student teacher ratios consistent with every other year that we've had my data were approximately 25 large class of 25 to one in I'm not sure 25 we might have one in June but we have classes that are 25 to one we have classes that are 15 to one we have classes that are 10 to one where our goal is not to have any classes over 25 which

087has been standard for quite a few years here at I think consistent with that number which is consistent with you find other schools around the district as well so I would say consistent with that in terms of one thing I'll say about administrative team monthly that we do, not so sure any other district does. Every single Tuesday, our administrative team comes together to talk about uh instructional practices. Then they go out in groups to look at instructional practices that are going on. We also have coaches that are looking at instructional practices and getting meeting with not getting name but giving feedback to our administrators. consistency what we're seeing what uh the real goal of our our administrative team going out there and then evaluations observations evaluation is to give feedback how to improve quality of

088instruction and ripple that's going on I think uh our team has you know every year has gotten better and better and better at that and I think uh this year in particular you know interesting enough I came into administrators working on a presentation and they had come back from a a walk through and we're discussing what they saw in the walkthrough. I had confidence up to them that it was great to see team of administrators discussing and then specifically on target with what they saw what they learned from Tuesday. So I think we're on the right track there. I think the data may not be as good as it was four years ago. thing that you know you look at we might have had higher performance in some of the areas but that was you

089know around just before co now I think we're all recalibrating and I think they're seeing slightly growth and we just got started on our new curriculum high quality instructional material open math it's a big task to change the curriculum it's not only about changing curriculum changing mindsets and for the teachers to transition into a a new system. I think if you talk to teachers, you'll find that they're excited at this point, particularly in the math area, you'll find they're excited about what they're seeing student learn. I think we're moving in the right direction for the most part. I think as the year goes on this year, we'll provide more data to the school committee on some of that growth. One of the big targets also that we're looking at is local uh assessments, which is

090critical when you're doing uh what we're getting now is consistency in terms of assessments across all subject matters. When you get uh assessments that are consistent across each subject matter, it makes it gives you a a real uh understanding of what's happening in the classroom and then can go back and get feedback and have some real concrete uh student work and assessment to make judgments about what's happening in the classroom. So it's all new work that we've been embarking upon the last three or four years which has been necessary given some of the challenges that we've had and you have to remember I think many of our students over the last three or four years one of the big challenges has been mental health issues believe it or not are have been substantially greater which

091has an impact on teaching and learning and we've been dealing with that. had more social workers than we ever had that are dealing with students. So, a lot's going on, but a lot of progress has been made and I think we're moving in the right direction. >> Yeah, I think I'd add our students did an excellent job this past spring. Um when the MCCAST requirement went away, um a lot of um students and schools struggled with motivation of students to pass or do well on that high school exam knowing it's not going to be a graduation requirement. And uh kudos to our our our teachers as well, our students and our whole team. Um our our students worked longer and we had more kids taking extra time than we did while the uh requirement was

092in effect. Um I think the work you know we start we're starting to share here is also about getting a consistent curriculum for our students. Um you know when we talk about HQIM in in having that researchbased curriculum it's also in getting that consistency so that um if we have a student it shouldn't matter who we have if we all have algebra 1 there should be some consistency to that uh experience. So that's not something that's um you know been um maybe as a focus or as consistent in the past, but it's something we're building toward um that will hopefully over time show show growth as well because if we're using the the right materials in in sharing our best practices and we're out doing what we are doing, providing feedback, that consistency will come.

093It'll be at a quality. So um you know that's the work we're that's the work we're doing. I think one of one of the things one of the things to keep in mind too is that the department of education desvited GLTS to be one of the part one of the schools to present at their conference regarding high quality materials and the reason they did that was because they were right on were familiar with the work we're doing and but we're doing psychology they wanted us to sh other districts. So that means speaks volumes to the progress of the work that work that >> vice chair. >> Yeah. Um I forget who spoke about competency determination. I could ask you. >> Um so my impression from the MCA requirement that the state will reevaluate the new

094assessment tool is that correct? >> No. Um they've kind of not that we're aware of now. I think we'll come back and talk about this next month. Um but kind of looking at a lot of times for freshman sophomore year um for math and ELA having some specific course requirements and then one year in social studies and science if my memory is actually right uh and then looking to see there has to be some demonstration that students meet those standards within those courses and what does that look like? So that's the work we're doing. We'll come back and speak about that um next month. >> Okay. And so has Destiny provided any guidance in terms of how we count that? Because I mean I know a lot of schools, you know, a lot of schools

095offer, you know, you have to graduate with a certain amount of credit. It's the same in college. Um, but I'm not sure how we would do it as vocational school versus a school like Lawrence High doesn't have >> vocational program. >> Yeah, it it's not they haven't done a it's not too much of a shift. So like we have a program of studies with certain requirements on the academic and total credits wise. So that those standards will still be there. It's just in place of that MCCAST test within certain courses, students have to be able to demonstrate that they've met that competency determination. So it's kind of looking at what are we what are we going to do within those specific courses where students will demonstrate that meet that passing grade and then we are

096certifying that they've met those requirements. So um >> so we wouldn't be going off the passing grade versus another test. >> No, not a test but within there they'd have to show stuff in that in in that course. So um you know it's up to us to connect it so that them showing it will be passing so that you know we kind of have all our ducks. >> Each each individual department will create their own determination. >> Yeah. So those courses those courses are like our our supervisors working with we work with lead teachers and we're kind of trying to the guidance that they give us we're trying to you know put out and then work with the teachers and and just look at our program of studies to make sure that um you know

097we can show and show the map so that it makes sense kids know what they have to do or teachers know what they have to do uh in there. Um, you know, as you saw with the timeline, everyone's all the schools are kind of working to do this now. Um, so like we're out to our networks to kind of share and see what people are coming up with too. Um, you know, so it's uh we're we're all all the schools are doing it now for the first time. So um, you know, and Desi um they're not um they can audit, but they don't have to approve anymore. It's all approved by the local school committee. So that's what they've been very clear that they're there to like see what it is and then they may

098have some way where they audit audit it down the road. Uh but we don't they're not an approval board anymore. So it's just it's shifted into the local to school committees across the commonwealth. [Music] >> Just my last thought I promise. Okay. Um, so when you say a passing student, so typically we have the ABCD grading scale. >> Yeah. Yes. >> We follow that scale versus what the state has exceeding. >> Correct. For like a grade book course, we still use ABCD in that. >> So it wouldn't be like partially. >> No. No. We're not going to like a standardsbased system or anything with a drastic shift. We're we're going to look at what we're doing and then how how the students are going to demonstrate that they met within that within our within our

099courses, our existing courses. That' probably be way too much of a change. >> Yeah. >> You're welcome. >> So, the work we're doing in terms of assessment and in our programs and coursework and everything still needs to still be working with state frameworks and standards within there. So, all of our curriculum everything still has to align those frameworks. So, you know, curriculum, the knowledge that students need in terms of assessments, needs language, but in terms of that final assessment is local. >> You're welcome. >> I thank you all for being with us tonight. We know you all have families and you probably been here all day. >> Thank you very much. >> Oh, thank you. >> See you in November. >> Okay. Can we try this one again? I'd like a motion to remove from

100the table the public safety and bring it before us now. I have to move to take from the table the previous table motion regarding public safety program and to approve the establishment of a chapter 74 safety program. >> Slow down. Slow down. Let's take this off the table. >> Do I have a second? Any discussion? >> Mr. Jones. >> Yes. >> Mr. Media. >> Yes. >> Mr. Misses. >> Mr. Tox. >> Yes. >> Miss Ferris. >> Yes. >> M. Disl. >> Mr. >> Yes. >> Now, you're up. Good evening. Uh, I am Lauren Jones, director of career and technical education. I am joined with CTE coordinator Lindseay Ganji and medical assisting teacher Brooke Levit. We're here tonight to share an exciting opportunity that will provide additional pathways and credentials for our students. The CTE expansion

101grant supports funding for capital improvements to increase access to high demand. technical education. All pro projects through this grant must be completed by June 30th, 2028. This grant will allow us to increase student participation in existing programs and support new pathways based on labor market demand. Our focus for this grant has three key objectives. First, we aim to expand existing health and medical infrastructure. Second, we will broaden our health and medical pathways with new credentials. And finally, this investment provides a critical opportunity for a future pathway in public safety that aligns our training directly with the needs of our community and our first responders. The demand within GLTS and the community is very clear. As you can see from this data, when our students made their program selections last year, the interest was overwhelming with

10256 students choosing health assisting as their top pick and 108 chose medical assisting. These programs historically have high interest and unfortunately we are only able to admit 28 students per program. That capacity gap leaves us with substantial waiting lists. Additionally, this demand is echoed in the job market. The healthcare sector in the Northeast region is projected to expand by 17% translating to over 106,000 jobs. Expanding program access is essential to meet both our student demand as well as our industry workforce needs. To strategically align with the overwhelming labor market demand, we're proposing new in demand credentials that expand and strengthen our health and medical pathways. These credentials include pharmacy technician, certified patient care technician, and medical billing and coding specialist. By adding these new areas, we not only broaden student opportunities in both clinical and

103administrative healthcare, but also strategically align our offerings with the current and future trends of the healthcare workforce. As illustrated in this comparison chart, our current programs already provide critical certifications such as certified clinical medical assistant and certified nursing assistant. However, the proposed expansion adds high value credentials that directly address specific industry needs and further strengthen students access to high demand high wage career pathways across the healthcare sector. Our success is built on strong partnerships and this expansion is already supported by a robust network of current and expanding healthcare partners. From large hospital systems like Beth Israel Ley and Murmac Health, formerly Lawrence General, to community health providers and specialty clinics, these employers are critical. Their engagement ensures our curriculum stays relevant and guarantees our students have access to essential clinical experiences. As you can see

104from this chart, the expanded program offerings establish direct entry points into high demand healthcare careers. The black font represents pathways currently offered at GLTS. With funding provided by this grant, we can expand to offer pathways reflected in the blue font. These collective pathways naturally align with a potential public safety program. Together, the public health and safety pathways create an integrated framework in which students develop shared competencies and emergency response, communication, and patient care. Upon graduation, Greater Lawrence students will be prepared to step immediately into any of these critical careers. >> This career tree visualization demonstrates the additional pathways for students after graduation and the powerful long-term potential of a dedicated public safety pathway. The core skills and experiences learned in our proposed expansion feed directly into entry- level careers like firefighter, EMT, dispatcher, and correctional

105officer. These roles then serve as the foundation for technical careers and ultimately lead to professional careers such as detectives, FBI agents, or emergency management directors. Listed here are the seven CTE high schools that offer chapter 74 approved program in public safety. What's important to note is that none of these programs are located within our geographical region. This creates a significant opportunity gap for students in our area who may be interested in pursuing careers in public safety. This data point represents the need and potential for developing pathways locally, ensuring our students have access to the same opportunities in other parts of the Commonwealth. To underscore the real world impact of this expansion, we reached out to our industry partners. As Lindsay mentioned, Chief Murphy of Andover Fire Rescue graciously provided us with testimony on how this

106program expansion will directly benefit the community and set our graduates up for long-term career success. There's a clip that you don't are we able to play the audio >> on the slide. We don't have access to that slide. >> Thank you. We love to hire candidates who are already certified EMTs as that experience provides a strong foundation for the work we do. In addition, trained skills are always beneficial as they give recruits a more well-rounded background. Any prior firefighting courses or hands-on experience in related areas are also very helpful and can make a new recruit more prepared for the academy and the job. We are also joined tonight by Brooke Levit, medical assisting lead instructor, who will share her perspective, highlighting immediate benefits of this grant and how it will affect teaching and students. >>

107Good evening. I taught Exploratory for two years and many students consistently expressed a strong interest in the healthcare and public safety fields. However, for those interested in pursuing careers in public safety, there is currently no shop available that supports their specific interests or long-term career goals. This often results in students selecting health assisting or medical assisting, not because it fully aligns with their long-term goals, but because their desired healthcare field isn't currently available as a shop option. While these programs provide a strong foundational skill set, many students ultimately pursue one of the specialized healthcare pathways highlighted in tonight's presentation after graduation rather than remaining in those specific entry level roles. Currently, we have 14 co-op students with three pending placements working at localarmacies, including CVS and Greater Lawrence Family Health Center as pharmacy technician trainees.

108Each of these students is also a certified clinical medical assistant and is on track to earn their certified pharmacy tech credential before entering a post-secary program. Our medical assisting program advisory board has consistently recommended expanding our shop space to better accommodate the growing student interest in healthcare and to develop additional high demand career pathways. This expansion will not only allow us to meet the needs of our current students but also to align more closely with regional workforce demands. Our industry partners continue to emphasize the urgent need for skilled healthcare professionals and fully support our effort to prepare students with the knowledge, certifications, and hands-on experience necessary to thrive in today's healthcare environment. So, in summary, the CTE expansion grant will support crucial health and medical program growth. This expansion directly responds to our student interest

109and our labor market demand, introducing new credentials and pathways. We'd like to welcome Superintendent Lavoy, who will share more about the capital expansion. So, as a followup to their presentation on two uh career opportunities we're looking at to uh have funded under the skills capital grant if the school committee would vote for us to move forward with such pro such a expansion. Um what does what's the impact to our school in terms of many of the other areas that we have to think about. So the vision is really to expand opportunities for an additional 200 students. um the strategic focus is on new program offerings, expanded facilities and targeted staffing. So each and more each area, each one of these things are critical in terms of its success alignment. What's really important is that it's

110uh workforce is a workforce in need of the health and public safety sector. Both of these areas are critical in uh in high demand to support our community in so many ways, particularly given that our uh uh Lawrence General is expanding with his purchase of the recently purchase of the Holy Family Hospital, the needs that they have and they are continually crying for more support and help. We have partnerships with Lawrence General that's uh strong and critical. We still are meeting with them to look at space to possibly start an LPN program and some other programs which they are uh excited to work with us on and that will be additional opportunities for our evening programs in particular as well as some of our day programs. But we're looking all of these expansions to uh

111work it into our evening and after school programs. So it's not just impacting our day students but has a greater impact beyond the 200 students and supporting adults as well. Uh public safety programs hands-on training in real world safety environments prepare students for careers in law enforcement, firefighting, emergency response and public service. Build career pathways to local and state agencies. Current proposal program, current proposed programs, health assistant expansion, medical assistant expansion and new curriculum trackways, radiology training for EMTs, which will be both uh through the health programs and the public safety program uh where there's training needed in in from both particular areas and pharmaceutical technicians. The goal is to prepare students for in demand health careers while supporting regional workforce needs. These are real needs that are desperately needed in our community. Uh school

112committee facility expansion. So the proposal with this grant money is uh two a two-story addition. Uh first floor uh would be utilized for public safety program facilities. Second floor would be expanding health program labs and classroom which is approximately 10,000 square feet is what we're looking to add on to the school. Uh and we're looking at two different funding resources on this capital skills grant and also uh redirecting our uh funding that we got for a bond for the elks to redirect it towards this project. Uh the benefits you would have dedicated uh benefits dedicated modern instructional spaces enhanced program integration and student floor funding sources. Skills capital grant $5 million program for pro for the program equipment and facilities and the outspawn 4 million for building construction and infrastructure total investment of $9 million

113for this project. Staffing requirements to support 200 additional students would require us to hire four academic teachers, one special education teacher, one multi- uh lingual teacher, ML teacher, eight career and technical education teachers, an estimated cost of 14 new teachers at 130,000 a teacher is $1.8 million annually. Uh academic space plan. So we would need four new classrooms. Two rooms would come from 709 where we put a folding wall for flexible use. When we have assessments and we need the larger space, we can open up the wall. One new storage room under the stairway. So we have a space under our stair that goes up to the second floor that's large enough for a classroom. We would convert that into a classroom. And we have an area in the maintenance area which is just as

114you go up the stairway to the left. There's a large area in there we would convert to a classroom. Uh and they would be re relocated into one of our existing garages. Basically some storage. They have some storage stuff in there. Uh but we wouldn't be taking all their space only a small portion of it uh for the classroom. So, an estimated cost with furniture would be to do those four uh spaces was about $125,000, which we would use capital improvement, our capital improvement budget to cover that cost. So, um uh common space. So, what happens? What are the needs of common space? Because we increase our student enrollment uh because of the concern, you may have concerns about amount of students in the building. So we have a new cafeteria and sun construction. Uh

115we were meeting with the uh individual today on the um the heating system which the students are actually going to be doing the new heating system. They were estimating the uh material today and the plumber students will be doing the underground work. So that's going to be starting soon. Uh so the and so the hall uses uh another issue. So, how do we um resolve some of the hall use? Well, a big part of resolving the hall use this new cafeteria. The kids would not be coming across the whole school to come over to the cafeteria here. They would be uh coverted into the section where the new cafeteria. So, they wouldn't have to be coming. So, all your shops on that side of the school would then be able to go to cafeteria on

116that end, reducing the amount of students uh that are in the main hallway and throughout the school. and uh also schedule cohort by cohorting our scheduling making some adjustments in our scheduling where students if they have so now we have all our English teachers together all our math teachers we could cohort them so that you might have uh 200 students or 150 students that go to math English and science uh and history in one section of the building so they're not crossing all over the school so we cohort the schedule and we do it that way to reduce the amount of students throughout the hallways. Um and then a performing arts center um in order to address the all we can fit in there is about 470 students. Uh so if you have a class

117of 500 to 510 uh we could uh also broadcast close circuit TV both in this from whatever goes on in the cafeteria in the auditorium uh in this room and in both our new the new cafeteria has a large screen as well and the cafeteria is also going to receive a large screen as well. also has three three spaces where we can run events and the whole school can watch at one given time uh using the uh this system. So this all ensures smooth smooth movement and access for larger student population energy uh sustainability. So 100,000 square additional feet will incre will increase our energy demand. So the solution to that is to install solar panels over the new and existing building. Uh those panels with the right heating uh with heat pumps would uh

118probably cover the cost of the 10,000 square ft, but we can do an additional uh panels throughout other buildings. We've done the save energy as well, which would lower our energy cost, which is uh low now because we're 100% solar and uh we've got a huge discount because of the of that in itself. And the other thing is we have almost $100,000 in our energy account from selling energy over the last few years. And those funds can be used to add on additional solar which would again reduce our energy cost throughout the school. So off offsetting energy additional energy cost through solar savings and the funding is uh uh funding for this work uh is all our energy account allocation which we as I said have quite funds in there now. So, school committee financial

119impact. So, opening uh the annual operation cost of increasing 200 students about $2 million. Chapter 74 revenue for 200 students is probably somewhere around 5 million. Net positive impact of $3 million support fiscal stability and future program growth. Uh staffing requirements. Oh. Oh, we did that one. And a summary. Oh, this is just a summary. So, the summary is expanding asex access for 200 additional students, strengthening pathways and health and public safety sectors supported by a sustainable funding and staffing plan, and improves long-term capacity and community impact. Thank you. Thanks. Any questions on any of the presentations that uh was presented both? >> Ron, can we have that sent to the committee presentation? >> Of course. >> The students that are going out on co-op. Yeah, we have seniors um that are going up starting

120at $15 um and going up into $18 an hour. >> Do we do we have many health students out on co so we have this we have 51 seniors um this year we have 41 of them placed >> so 80% of the students right now placed last year. We had close to 100% of all students. >> We had 100% of all students placed last year and right now at this part of the year we're already at 80%. >> Mrs. What? Public safety is the other one we want to that we try and put in this grant. >> and medical system. >> So we want to expand both those programs and take more student. >> Yeah. Expand the curriculum. >> Can expand the space >> addition. >> Yeah. By expanding the space, we can add the

121uh additional curriculum because we need new lab space and we need new equipment to expand those three other areas of the curriculum. >> Anyway, anywhere that these three new >> pathways >> Yes. like overlap to what we already have. >> Yes. >> So they're part of >> they're part of the program. >> So they're part of that part of health is medical but we can't currently offer them because we don't have the uh supplies and equipment to support that or the infrastructure >> they're intended curriculum but we can't offer that aspect of the curriculum >> they're not new programs >> not new to the framework but we can't >> student comes in they're choosing what >> health or medical >> health and medical Yeah, it's either health or medical. It's two separate programs. Can you

122go back to the other slide? Thank you so much. Do you want to talk about the slide? Sure. So to answer your question right on the top part of the flowchart you can see medical health and medical combined first and then it branches out to medical assisting and CNA. CNA is a certification they get in health assisting. Okay so in medical assisting they offer the CCMA the certified clinical medical assisting certificate. In health assisting they offer a CNA home health aid and an Alzheimer certification. With this expansion grant we can then offer these other certification. So, pharmacy technician, medical billing and coding, patient care tech, we could add in EMT. It does dovetail with public safety, which is why we're including it. Um, it's a nice springboard for that program. Um, and then radiology is

123a dual enrollment with Northern Essics that we're already part of. So, that would work seamlessly with that as well. So uh just also as a point of information, we are working with Northern Essics on a health program for dual credits and also um they in our early college application. they put uh doing that work with the health program and also um public safety would be another one that they put into the public into their uh early college grant partnership with us so that students could transition any dual credits such as EMT and other uh uh competencies into a degree program so they could get substantial amount of credits and then transition into finish it up at Northern Essics. like an ET training actually putting student out on program you age >> they have to be

12418 but when they're 18 they can sit for their exam and they can work as an 18 and a lot of our seniors are also as dispatchers and um we're at I I visited Southeastern last week and >> Tri County and uh they have students on call doing disp as dispatchers and uh other work um in terms of assisting in the firefighters area. Um there's also what's not shown there is students they also have kids on co-op in the court system doing work in the court system uh as well. Um so there's a lot of pathways within the court system as well. Anything from clerical work to u being a probation officer. There's just enormous amount of place that they so they and their programs both program to visit. They both have lawyers that are

125teachers that teach it teach students law. So that um they would have a lot more opportunities in a lot of lawyers. Forensics is another area to cover. Oh yeah, you can see up there all the entry level uh you know um that are there. records clerk, court clerk, state corrections officer, detention officer. I mean uh those are all I mean opportunities whenever we talk to the fire department, the police department, any of these even the court systems, they are looking for staff. >> Any further questions? I don't know how to exist. >> Well, a lot of it already exists. We just can't teach the >> in the health in the health area. >> In the health area, our program is stifled. We can't teach the complete curriculum because we don't have enough space for the

126equipment in the labs in order to expand the curriculum and offer more pathways for kids more. And the jobs are there and the highest one of the highest paying most demand jobs which the hospital has told us several times is radiology. There's a high demand in the radiology side of the medical areas as well which is a program at Northern Essics that we're working with them do credits. So, some of these relationships are already building on their way. >> I get a motion public safety program and criminal justice program. >> Second. Further discussion >> please. So, I'm going to start with that. I'm going to start with this. This is the battery most. I just want to apologize for you all of you because you come here and do a presentation from time to time

127today my attention because of this. So there was many things that you guys spoke about about collabor collaborative approaches and working together and doing things that works for all the students. And I I'm sorry I didn't see the people that are over there and I wish to see them. I don't see them. Thank you very much. >> So, this is a fast study to begin with. Um, >> I'm not sure. >> Can I get you back on the subject? We can talk. >> Yes. No, I need to say this. I'm sorry. >> We're in a discussion stage. >> I understand that and I'm discussing it, but I want them to understand that this presentation that they have done is very it's difficult to to get involved in it. Okay. So I um so back to

128the subject here the um we spoke about the safety program last meeting. It was very specific. the the there was two people that came here and presented from Northern Es to the police department in October. We still understood that we did not know as a group as a community we understood that we could we didn't want to focus on safety program by itself because we understand again I'm speaking for all um because that's what we discussed last time we understand that we have many programs existing that need attention right so Today they come and I'm presenting the same subject but it's it has a different name. It's it's coming as is actually um under medical and all the other things that you mentioned before um which is what we were supposed to see. I'm leaving.

129I'm leaving. Okay. Again, what I'm saying is because last time many of us said no, we we do not want to approve a safety program where we understand we need to enforce and get the programs that we have existing better. But now this is coming different even though it still has >> the chairman of the school committee asked for more information last meeting last time we went from here till he tabled it until we brought more information and that's why we brought more information today was supposed to start with even a So, so what I'm saying is that last time we didn't have all the strong information that came today and it has a different need. Now we are bringing this in. I mean kudos to you guys. You actually actually you made it. You

130actually pulled it off to be able to come back and say we need to we need this program because it's actually connected to the curriculum of the medical and these other programs that are already existing. You you see where I'm going with this? >> Well, the only thing that there's a lap over is EMT. There's two separate issues here. We've got one part we're trying to expand the health programs and the other part is to start a new program. It's two separate programs uh that we're trying to address with one grant. Uh so we're looking to apply for one grant that will address and put up one building that will address the need for expansion and the needs for a new program and bringing in 200 more students which is uh high demand access. So

131we're meeting the demands of our students in our community. We're b this benefits our communities in a big big way in a huge way. All we're doing here is trying to provide more opportunities for kids in careers that there are a big job demand and there's also a major need in our communities for more health care workers and for public safety workers. There is a demand. So it benefits our community, benefits our kids, it benefits everybody and more kids have access to GLTS because of it. It's all plus. So all this is is to help kids community. It helps people all my job is to do my focus in this job is always been to try to provide more opportunities for kids. help my community to get the best jobs it can for my community

132not only but you and that's what this does. This addresses my responsibility that I am very passionate about and care about more than anything. That's why I do it. I can we do it because it's so important to the community. It's really important to the community. That's why I bring it here. I understand again I wish that they actually and brought all the information and the relationship between the system program to the program that you actually want to push in here with us. That's that's my and I wanted to make it clear. So that's what I wanted. Thank you for coming and presenting first of all um and to the committee for listening. Um first so I agree with what is this shared about the way that it was done where we had two individuals

133come before us to talk about this program. Um, and in my recollection, I didn't hear anything about this being connected with the two other programs, which which is fine, but it's just thinking, you know, more intentionally on how you're proposing this program. Um, and just to echo what has been said, yes, we we table this matter so that we can get additional information, which we got. Um but it is not the way that we would have wanted to do it because we wish we would have had it um at the last meeting. Um so yeah, it's just a way of the way that it was done, the way that it was brought to us. And I think the the more positive note about this program is just seeing the list of schools where with all

134due respect are predominantly white communities and we don't have this program anywhere in the Northshore more specifically Marramac Valley where yes we have multiple communities that are looking for for uh young people to take part in in these fields. Um and I think it's very innovative approach. I think would be the first first innovative model in in this area where when we set the model other districts from across the northeast are going to envy us. They're going to want this program. Um and so you know doing our part in contributing to the job market which we know was happening in this country where jobs are going down. Um and we ourselves locally are able to contribute in a in a positive way where we can create jobs as as a district and we as school

135committ committee members can say we did that and the administrative and the teachers that uh as super contributing to this program. So, I just want us to think more, I guess, positively and in terms of the program. Um, I've been in favor of it since proposed. Um, but also it's just the way that it was proposed was not the proper way of doing it. Um, but I do appreciate you folks coming out to give us a better sense of it. I was not interest as a as a criminal justice kind to see these kids justice. This is a little different and you have my interest but I don't know where you I mean that >> we already had an architect look at the building. It's going to go >> we already have a location >>

136to me. Sorry to cut you off but to me you're doing this in reverse. I need to know what's the facility and then you have you know you have a program but where you putting the building on this campus already like busting. >> Yeah. So, we're putting in know where the new barn is, where the uh greenhouse is outside in the back. You know where the green houses if you drive through. There's a corner of the building that has a notch in it right next to the new cafeteria. >> Yeah. Yeah. Well, there's 10,000 square feet that were very put in there in that little notch. 10,000 square feet. Uh I could put more but that's all we need is 10,000 square feet. Um hey talking to you know >> kids. >> Yeah. We're going

137to increase parking also. So here's where the parking is going. Just Oh I didn't address parking. I almost put parking in there because I figured it might come up, but I can tell you where the additional parking is going. >> No. So, we're, as you know, we're putting in a second uh we're putting in a high >> a garage now. >> No, no, no. We're building we're building a high efficiency house with the students this year. >> We had to dig a foundation in that foundation. There's over 3,000 cubic yards of of dirt coming out of that foundation. We're moving it over. You know where the tennis courts are? We're filling in an area. >> No, we're not touching the tennis courts. Tennis courts will stay. >> I don't have my permission for that. >>

138No, we brought that fill over there, right? And we're going to be able to bring in another 30 to 40 parking spaces over there. Um, which we will do. Um, it's about a I'm going to say it's maybe 80 to $100,000 job to put in a new parking space there which builds which we have in our capital improvement budget. So, we'll get more parking. >> I can if you want to come in tomorrow, I can I can walk you. I can walk to space with you if you want to come. Well, not tomorrow because we Well, if you're here tomorrow for the aviation thing after I can walk to space with you, show you where all that's going to be. >> Look, John, you're very convincing of this. You You are You have a vision.

139Nobody's ever going to take that away from me. And you've done an extraordinary job. What is my concern just just in my flap of my mouth here for the last few months? It's about the kids and directly indirectly they are the beneficiaries of this because it's it your vision is so grand and it does it it it takes in a lot. How do I know that these kids are going to feel the effects of your vision? I'm concerned with 30 kids in a class and I can't get a straight answer. There aren't 30 kids in the class. >> Yes, there are. >> I Well, >> and and >> I'll I'll I I'll check I'll double check it tomorrow. I'm not aware of any classes that have 30 students. You know, there might be one or

140two that are close, but um Isabelle's supposed to be working. When I talked to Isabelle about three weeks ago about this exact situation, I said, "I want to make sure there's no classes beyond 25." And she was working on there were a couple classes. She told me there was a couple classes that were at 29 and she was working on trying to reschedule to get it down low by 25 or lower. It was a big uh negotiation uh uh question back when we were negotiating with the teachers where they tried to tell me that the classes were oversized and we went through the whole list and um there were very few beyond 25 that we were going to fix, but there were an awful lot that were at 15. And you know, they wanted more

141money for teachers who had more than 25. I said, "Yeah, we can give you more money, but we we'll give you less for everyone that has less than 25." >> I do remember that. Yeah. Not I'm concerned with >> So am I. That's been my life. >> But that's my major concern. >> That's my major concern >> is not looking out to this like beautiful campus and all these buildings and programs. >> See, you you you got me all wrong. I am not that's required to meet the needs of new opportunities for kids. Everything I've done in this job has been about meeting giving kids more opportunity, helping our community, helping the employers, employees, helping we do we got the best uh workforce development programs. Why? We had zero workforce development program when I started

142this job. Right now we got 200 over 200 adults learning in the workforce. But why did I do all why did I want to work on all it's not me it's people that that are doing the work but my vision was to have a strong workforce development program because it was a major need in our community to get better jobs higher paying jobs for our for our citizens. That's what it's all about. It's not about the buildings. It's not you and say I agree with you. You can have all the buildings, all the equipment, everything in the world. If you don't have good teachers, that doesn't matter. The most important thing is the instruction and the learning that's going in the classroom, which is a big part of the work that I do here at

143the school as well. Those things concern me as well. I meet with Penny Olton. I meet with the administrative team to understand and so they understand what my vision is for instruction and learning as well. They're they're the leader administrators, but I'm their leader as well. So, I understand what's going on and I care about what they're doing and I'm well informed and education and learning is the most important thing to me. None of that can happen if we don't have the space. We don't have the equipment to provide the opportunity for kids and that's what this is all about offering more opportunity for kids. But I can't do it without the space and without the equipment. >> Any further questions? Yes. And wait, I just want to tell I mean I appreciate that. I

144get it. You don't have to repeat it a million times, but I want you to also know that not every building has four strong walls. And when a wall needs reinforcement or a wall needs to be rebuilt or taken out, then I think that's That's why I need for you to say and be honest and say, "No, you're not cutting it here because I'm not seeing growth in your your area." >> You're talking about people now. >> Yes, I am. Get the metaphor here. So, I am I'm need I need for the oversight to reflect the promise and promise and the productivity of the students. I need that. I need to see that. And I feel very confident that we have Bren leading in that role which is our principal who works really really well

145with the administrative team is making >> you're not going to have to worry about any balls to fall. >> I have 100% confidence in this administrative team. They are doing great work better than any administrative team I've ever worked with in my career. >> And I've worked with a lot of administrative teams. I know >> a question for Mr. Jones. >> Go ahead. >> Let's stay on topic. >> All right. Well, last month when it was titled criminal justice, I wasn't. But hearing how many students that could get into the medical classes this year says we have and this grant gets us a building. It's like free money in a way. So, It will be not good for us not to go towards the grant to increase our medical. >> Yeah. >> If we don't

146do it, guess what? Sheen Whittier, they're going to get the money and they're going to run the programs. You want them to run the programs or do we want to run the programs? >> It opens up opportunity for more schools to enter. >> They have I I don't know how much better they're doing academically. Look at what they come in with, too. At what level are they coming in at? >> That's like blaming. >> Well, no, I'm not blaming anything. I'm saying we're growing and we're getting better. >> Mr. God knows I don't want to make this meeting any longer than it is. >> Me either. >> But can I put two cents in here? >> Sure. As far as the criminal justice and the medical field go, we have a wealth of Spanish speaking

147students here that are needed in both of those medical industry and the criminal justice. I know Lawrence needs them. I know needs them. It goes without saying we have a wealth of kids that can be assets to this community. Can I hold the second discussion? Everybody's asking questions. >> Miss Tesla discussions. >> Do you have another >> public safety? That's the chapter 74 named public safety. Criminal justice falls within that program. >> Mr. Jones, >> yes. >> Mr. Mia, >> yes. >> Mr. Mercedes, >> Mr. Tox, >> Miss Ferris, >> yes. >> Mr. Hay, >> yes. Thank you all for coming. We're sorry we kept you here this late. >> Thanks everybody. >> Appreciate your support of course. >> Thank you. >> And I also want to thank the committee because I think you're doing

148the right thing. So the we need a um so a motion I'm looking for a motion to use the Elks Lodge bond for the as part of the uh cost of putting on the addition. So the motion that I'm going to make, I'm I'm asking someone to support this motion that the greater Lawrence read on location. So it has to be read this way. Uh that you want >> Let me read. >> Why don't you read it? >> Motion is to use the outdition at GLTS that the Greater Lodge Regional Vocational Technical School District hereby authorize the superintendent director to seek approval from its fourending to amend the purpose of the previously authorized $4 million bond initially intended for the acquisition of the Oaks Lodge property located 652 and street lines so that the funds

149may instead be utilized for the construction of an addition to the district's existing facility at 57 River Road and over Mass. The objective of this amendment remains consistent with the original purpose, namely to expand the district's medical programs. I'd like to make it clear, this is not an approval to dig a hole. This is just to let Mr. go up to the four sending communities and see if we can redirect that. So I want to hear from Mr. Boy first. >> No, I'm fine. The way it was read explain right >> before we go into discussion just >> second please second >> discussion. to redirect the >> you want me to read it again. >> Any further discussion? >> Just just to be clear because we we authorized this a few months ago uh $4

150million for the ALS. So this would be dedicated to the project we just Mr. Tom, >> yes. >> Miss Ferris, >> yes. >> M. Tissa, >> yes. >> Mr. Jones, >> yes. >> Mr. Mia, >> yes. >> Mr. Mercedes, >> yes. >> Mr. Hayden, >> yes. >> Mission policy update. Superintendent boy and assistant superintendent. district committee on the new policy. >> Yes. So this is this is the new admissions policy which aligns to the re uh requirements of the department of education regarding the lottery. Um went thoroughly through the uh regulations. Um our assistant superintendent Brenda did all the much of the research. I went through it with her in in uh deep in understanding what the requirements are and she um uh put together this new admissions policy that aligns with the state's requirements

151and regulations. Uh we did submit it to our attorney um that had a couple of recommendations from the version that you have in front of you. Minor there were minor issues. Well, I can read a couple of them. I can read what they were. So, uh, do you have Oh, we can bring it up on the screen, I think. Did you have that? Do you have the There should be a link there. Okay. Thanks. Yes. Yeah. I think there's a link at the end of my slides. >> Just a quick question. >> Yeah, I think so. For the uh last showed us the unweed versus weighted. >> This this is an unweighted policy. >> Just yes, just before going to be clear it's going to be unweed. >> Unweed. So I mean if I were

152going one by one with this but um I'd say if you can show us the unweed lottery piece that you showed us at the last meeting so that we know the impact behind it This is about criteria. If you have a side by side, >> is that what we understand? >> Yes. >> What is it that we're going into versus >> Yeah. Oh, let me show you some of the changes that >> it's okay. >> Yeah, this this is the copy that you received in the package. It's up here. So, um, we need to scroll to where it says equal educational opportunities. >> I think you got to scroll down more. >> Oh, okay. Oh, it's not about this one. That's okay. So, um the other way. Okay. All right. So the first paragraph, Greater

153Lawrence Technical School admits students and makes its programs privileges and course of study available to them without regard to race, gender, identity, religion, national origin. And then the attorney added immigration or citizenship status, which is a new state requirement uh for equal educational opportunities uh that needs to be added to all of our documents. Now uh sexual orientation or disability. So the immigration or citizen status is not in this document which we have to add that you don't have on your document. And then um uh the attorney recommended everywhere we put in this document Greater Lawrence Technical School. He thought we should put just a glTS instead of the whole name which we can make that change. Uh and and then instead of saying cities and towns where it says cities and towns to say

154community. So it's not changing anything we've done here. Uh and then uh some terminology but just a different word that means the same thing. But other than that, those are the only changes the attorney recommended. So is it legit? So it's >> right. >> Yeah. So unweighted just means that um when we looked at the the different weights that you could use, we decided as a committee that it really wasn't worth doing that because for the attendance and uh we will pull this up for the attendance um you would get everybody goes into the lottery regardless. Nobody comes out of the lottery to get um an extra weight for attendance you had to have 27 days or less unexcused. And when we looked at last year's data and previous year's data, the majority of students

155would receive that extra weight. So it sort of negates that extra weight for discipline. Last year for the class of 2029, we had zero students out of 1,400 application lose points for discipline. So again, that weight is really inconsequential. There was also a student interest activity. It doesn't really matter what activity they do. It could be an essay. it could be a video, anything regardless of the content, they get the extra weight. And again, most of the students would do that. So that was why the committee overall said that an unweighted lottery made a lot more sense. And then in terms of the the impact, and I think Mr. Mahia, this might be more what you're talking about as opposed to the waiting, the community seat aotments. So if we just did a straight lottery

156without the community seat aotments, there would be a very uh negative impact on three of our four communities. So Andover, North Andover, and Methuan, we ran a simulated lottery with our go-to CTE software multiple times in each time I think Methuan on average lost 40 to 50 seats per year. And because the number of applicants from uh Andover, North Andover, it's so small in comparison to the Lawrence applications, it would be very difficult for a student from one of those communities to be accepted just because of the the numbers, which is why the committee felt that the community seat aotment was really important uh for equity purposes moving forward. >> So in terms of the also affected >> right. >> Yeah. So in terms of enotment um the way we looked at it was um

157so this year we had about 3% of our students came from Andover and about 3% of our students came from North Andover and then about 24% came from Athonium and about 70% or so from Lawrence. So what we thought came up with a lot of different solutions, but in the end what we thought worked most advantageously for everybody was to have a 5% for Andover, 5% for North Andover, 25% for 65% for Lawrence. If they don't meet their allotments, then those extra numbers would go to Lawrence. So if let's say we had 3% all we had was 3% of the kids again from both those communities 4% more would go to Lawrence. So the only reason we did 5% was we felt this if we didn't do we stuck with 3% those communities can never

158grow in the future in terms of amount of students. They would always be stuck at 3%. and it would have an impact on uh trying to get um equality across all our communities and um parity for all students and um so so we figured 5% allows just a minimal amount of growth um but we don't expect that that would happen anytime soon but lot it allows for the future [Music] >> just one other thing I wanted to mention in terms of the data that we've looked at in coming up with those percentages. So we looked at the the populations. I think I mentioned this at the last meeting for all of the communities that's reported to Desi. So for Andover, for example, 18% of the eighth graders in the district are from Andover, even though

159the number that we have is much lower than that. Lawrence is 46% of the eighth graders. Methuan is 23 and North Andover is 13%. >> Can you say those numbers one more time? Sorry. >> Sure. Andover is 18%. Lawrence is 46%. Mthuan is 23% and North Andover is 13%. Mr. Boy has two mics in front of him getting worried. >> Does anybody have any other questions? >> Can I get a motion? Sorry. >> Um I know it's going to come back from our community because we're always get more students here, but there's no way our 25% go up like the seats that don't get used percentage higher. >> That was a big issue with our city council meeting the budget last spring. So what you could do what you could do is split the difference.

160So in other words, if there were three extra percent in Andover, 3x% in North Andover, that's 6%. 3% could go to Lawrence, 3% go to split. I city council awfully confused that we pay such a large percentage for student capital and we don't have a large amount of students. So it's going to be the same thing against this >> but that's not our fault. >> I I know it's not but I mean our city council >> it was a tough process for them. They just couldn't wrap their heads around it. So is that the way the committee would rather go is split the you know the and over north end over whatever seats they don't use split them between and over north and Lawrence. So honestly I think in my view this is the way

161to go with the unweed. The issue with waited is you just have a lot of burden procedural burden um you know in terms of the appeal process to be able to process the hundreds probably thousands of applications you're going to get. Um, and it's it's going to have a negative impact on your community and the others that um aren't going to lose seats at an annual basis. I mean, maybe it'll get to a point where they won't complain about the money, but um I think just to be fair amongst the the communities, I think it would make sense. Um, and like to your point, super valid. Um, but that has to do with the state that has its own >> issues. I know. We tried to explain it too, but >> it's hard. It's hard

162to explain, but I think this would be um really really good for at least in terms that we're in. >> But it's a yearly it's a yearly vote. So you can always change if you find that the numbers are not getting it doesn't seem equitable, the following year you can make a change. So it's a yearly thing. It's not every year you have to revolt on this >> and through so the um numbers that we fold through goce >> was run five six times what came out >> yes >> yeah I mean I would suggest you go you know the five five 25 and 65 and then for the first year and see how it plays out I think you're going to end up with you know here's the too. You have to think about

163bread. So over the last several years, Lethuan has gone from 19 to 24% at the highest. Has never gotten the 25%. And the more kids that come from Mthuan, the more they're going to pay. They won't like that either. >> But here's the other thing to know. The state is has a commission reviewing the state formula as we speak. They're looking at are there different ways to do it? uh and that's an important part part of the work that's going on in this within the legislators. Now chapter 74 form I mean chapter 70 formula they're have a committee working on trying to find another way to look at the formula to try to get more equity for everybody >> sorry they any input as far as get away from this lottery representatives >> well this

164uh uh state representative put a bill in to the state to try to um to stop it. He put it in the budget. It got through the House, but it didn't get through the Senate. And then he has an individual bill that's still out there that uh House of Representatives in favor of, but I believe the Senate has not moved on it. So, um so I would say for this this year and now, it probably be lottery. That doesn't mean it won't change next year. >> I read through the I noticed what you had to deal with with what the state set you up for. They had a process for 45 50 years that was untouched and it's working, >> right? >> There's so much diversity in this school. It's great. >> Yeah. >> So,

165they're trying to fix a not a motion to policy approve. discussion. >> Miss Ferris, >> yes. >> Miss Dler, >> yes. >> Mr. Jones, >> yes. >> Mr. Mia, >> yes. >> Mr. Mercedes, >> Mr. Tox, >> yes. >> Mr. Hay, >> yes. >> Discussion on superintendent voice led us to the district committee. Before we go any further, I'd like to ask if there's any interest in the committee to go into executive session without the superintendent. We've never had a chance to go over this. Do I have a motion for that? >> Just specifically we're going to do it. That's what you want to do. Um just so that we specific >> specific language for us to discuss the >> Yeah. to conduct the strategy session to >> superintendent >> that was sent to the

166committee. If >> anybody motion >> second any discussion boards all right we'll go to 10:34 y >> and we'll see you in about 15 minutes [Music] >> discussion Right. I mean, nobody does anybody. >> I don't know where you're going. Oh, that's where we need some time to run. the main office. You want to make your motions on those collections? Well, I know what it is. Anyway, I would entertain a motion. >> Oh, you want to do this one first? Okay. So, um I would ask committee to I'd entertain a motion for the committee to accept the language changes on evening meetings um for the uh teachers unit uh academic support staff party unit for u teachers, academic teachers to come uh to back to school. All academic teachers to come back uh come to

167back to school night. Uh And for CTE, at least one CTE teacher in each department on back to school night. And then for open house, for open house, all CTE teachers will come to open house and a minimum of 35 academic teachers will come to open house and then um everybody will then be required to come to at least four fours. uh special events throughout the year as listed in the contract. >> I'll make a motion to accept that. >> Second. Any discussion? >> All those in favor? >> Opposed. >> Thank you. Second one. >> Y. So in the U section 8.2 to add the word uh in the last sentence academic and CT teachers who give up a preparation period at the request of administrator shall receive $50 per motion to accept that also.

168Any discussion? All those in >> favor. >> Mr. M. >> Ferris. >> Yes. >> Mistler. >> Yes. >> Mr. Jones. >> Yes. >> Mercedes. >> Yes. motion to >> Oh, no wait. We got just these two motions to to reapprove. So, I would entertain a motion >> correction in the minutes. >> The correction in the minutes. >> Yeah, just the corrections in the minutes. So, I make a uh entertain a motion to uh increase the new teacher facilitator from to $6,000 a year. And then for the assistant mentor facilitator, uh recommend a statement of $1,500. >> I need someone. >> Someone make a motion. >> Just move. Well, the minutes were unclear. I'm just trying to redo the motion. So, it's >> Did you have a second? >> Do we have a second? >> Second.

169>> All those in favor say I. >> I. >> Opposed. Anything else? >> Motion to adjourn. >> Don't forget we have that event for anyone who can come tomorrow. >> We have some fun stuff going on. >> Starting at the airport 8:00. >> Go park at the uh restaurant where the restaurant is and we're going to bus everybody over >> because you can't drive the airport. If you get there, the bus will be there.