001Oscar, Oscar, can we get started, please? >> Good evening, everybody. Can we please stay uh stand for the pledge of allegiance and stay standing for a moment of silence, please? I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> For the moment of silence, folks, I I'd just like to recognize a couple uh uh teachers who are no longer with us. Uh a current teacher, Rob Nisafuro, passed away a couple weeks ago. 20 25 years worth of uh math teacher and a coach. And we had one of our retirees pass away, Patricia Benjamin. Uh Patty uh put in 34 years. A few of us on this board still remember Patty and um please
002keep him in mind. Thank you. We don't have a students report tonight, but if I could, let's do this first. If I can make uh a statement here as far as the uh we'd had the back to school night. Um, I was really surprised. Uh, vice chair was here with me. Also, uh, the school was clean. The administration was all over the place. The teachers were doing a great job. The Reggie leaders, which Mrs. Ferris started that off, were all over the place. Um, it was good to see the teachers interacting with all the parents and, uh, like I said, the administration was taking everybody around. It was very nice to see. Vice Chair, you want to say anything on that? >> I think it was a good night to see the parents come together
003um in community and especially the new teachers that are uh joining us this year. And I think you've echoed the rest of it. >> Thank you. A roll call, please. Sure. >> Miss Ferris, Miss Dler, >> Mr. Jones >> here. >> Mr. Mia >> present. >> Mr. Mercedes >> present. >> Mr. Tarbox >> Mr. Hayden >> here. Mr. Stephano will Can we have the uh finance report, please? Cash balance report. Sure. We've got two cap cash balances reports for July and August. Uh looking at July 31st, 2025. The account balance on June 30th was 2,38160220. We had deposits for the month of 7,5658221. >> Uh transfers out of 750 to MMDT. Um you see the payroll amounts and the warrant amounts for the month. um leaving us with a GL balance at the end of
004July of 4,72844085. Um, we had MMDT balance of 3,297623 interest for the month of 20,86.93. the net amount of 750 um into MMDT leaves us with an ending balance of uh 4,677093 and a total operating cash balance of 8,7961578 for July. >> Thank you. >> Um I'll go on to August please. Uh, August was a handout. Um, actually it's in the packet. Okay, that's in the packet too. Sorry, the reconciliation was a hand out for August. Um, for August, account balance was 4,728440. Uh, deposits were 5,74362. Transfers out of 3 million. uh you see the uh payroll amounts and the warrant amounts leaving us with a GL balance of 3,845 7381. uh in the operating account in MMDT it uh we have a starting balance of 4,667,0007993 [Music] interest of 28,1773 the 3 million um
005net of the 35 and the coming into MMDT uh leaving us with a balance at the end of August of 7 95,72766 adding both operating and MMDT for the month is 10,94146647 all set. Can I get a motion to approve the cash balance report that Mr. Dphano has for July and August, please? I'll make a motion to accept. >> Second. >> Any discussion? >> Sure. Will call the votes, please. >> Mr. Jones, >> yes. >> Mr. Tox, >> Mr. Mia, >> yes. >> Mr. Mercedes, >> yes. M >> Yes. Uh, can I back up for a second, please? I need to approve the meeting uh minutes for August 26th. I just went past that. I am sorry. You're in your packet. Can I get a motion for that, please? I put the motion. >> Second.
006>> Any discussion? Call the vote show, please. Miss Distler, Mr. Jones, >> yes. >> Mr. Tabox, >> Mr. Mia, >> yes. >> Mr. Mercedes, >> yes. >> Miss Ferris, >> yes. >> Mr. Hayden, >> yes. Consolidated cash is a packet and the budget report was the packet. And Miss Martell, you're going to tell us about the budget transfers? >> Yep. We just have one budget transfer and it was done to fix the um charter account. So basically um in our system we had field trips going to a chart of account desi charter account number that was actually for textbooks. So this is just a correction to put it in other instructional services which is where field trips belong. >> Thank you. Can I get a motion to uh accept the budget transfers? >> Motion to
007accept. >> Second. >> Any discussion? >> Please. >> Mr. Man. >> Yes. >> Mr. Mercedes. >> Yes. >> Miss Fris. >> Yes. >> M. >> Yes. >> Mr. Jones. >> Yes. >> Mr. Hayden. Yes. The uh budget calendar. Does anybody want to explain the budget calendar? Are you all set with that, Mr. Lavoy? Any changes on that? >> We're all set. Okay. I need a vote to a motion to uh approve the budget calendar as presented. I'll put the motion. Second. So >> discussion boy go ahead >> I just wanted to recognize uh our uh director of finance for the work she did on the scheduling she made some adjustments this year which is I believe will make the process more uh ensure that all members of the staff have some input into the budget
008gives them a little more time to work with within the shops with their staff and I think it'll uh represent a uh a much um understood budget by the total faculty and uh help clarify any confusions we've had in the past. So I do want to thank her for the her hard work in that. >> Thank you. Any further discussion? >> Mr. Mahia, I'm sorry. Uh question related to the governor's budget. So it says January 21st for the FY25. Would that be >> FY26? >> It's FY27. It's a typo. >> Okay. I already corrected it. >> It's okay. Yes. >> All right. And then in terms of the personnel positions are these so these are being reviewed with each director of departments and the principal or >> yes each department will um so every department
009uh will meet with their supervisors to look at what the needs are for their different departments. They'll look at the student enrollment for each of the uh programs and determine uh how many instructors we have based on how many sections we'll need for English, math, science, and then in the vocational programs if we've got a lot of growth in a particular program. Some in some cases you may see that we have three shop teachers, some have four depending on what their numbers are. So sometimes we have to readjust that. So we do all that within the uh rebuilding of the budget for this upcoming next uh school year. >> Okay. And then and then after that the school committee would get a tentative budget then we would decide the next meeting so that it could
010be sent to the four towns. >> Yeah. So you'll get a tenative budget which you'll get ahead of time before the actual meeting and then gives you time to review it and any questions you have or concerns we can talk about it. That's all I have. Thank you. >> Any further? Okay. Can we call the vote show >> for the budget calendar? >> Yes. >> Mr. Jones. >> Yes. >> Mr. Ty. >> Yes. >> Mr. Yes. Moving on. Uh, donations. Mrs. Jennifer Scapado Grass donated a 2011 Buick Encore Core for the automotive technical technology department. On behalf of Greater Lance Technical School, we thank you for your generous donations. Um, articles, Mr. Lavoy, is there anything? They're both in there. One is learning to fly uh for the aviation program. The other is WBZ news
011radio article about the aviation program. You want to touch on that or >> Oh, sure. So, we had uh the interest from the Eagle Tribune had contacted Brenda and was interested in doing a story on the aviation program. So, she came in and interviewed myself and a few others and then wrote up the article and took some pictures and was on the front page of Eagle Eagle Tribune. uh thought it was uh well done and represented uh what the program expectations are and what it's really all about. And then uh WBZ uh I believe got wind of it and so they came they called and wanted to do a a radio u interview. So they came in and did a >> so they came in and did a radio interview. um I think it was
012early last week and then they put it on the radio about six times and then they also put it on TV about four times as well. Uh didn't realize they were videotaping it cuz I guess it's part of the microphone now. So um so I thought uh had good comments back from it but it gave us good uh publicity in terms of that particular program. Thank you. Next is the public participation. Um, but I think everybody's on the agenda, so I'm just going to go for future programs. This little boy, you want to do introductions? >> Okay. So, um I'm I'm looking for the committee to reconsider their vote with regards to the public safety program. Uh I've asked a couple of uh professionals who uh I've spoken to recently um to come in and
013speak to the fact that what the needs it are and how important it would be to uh to have this particular program and how it would service not only uh good opportunities for students but also service the industry and the huge needs there are for public service uh candidates out there. And so I've asked uh or Detective Sergeant Mark Higinbottom is here to speak to you this evening. And >> are we out of agenda? May I >> We're not out of agenda. They signed up, but they were already on the future programs. >> M public participation. >> Well, they're guest speakers. >> They're guest speakers. They were already on there. >> They're part of the agenda >> on this. >> There were guest speakers on the bud on the >> to speak on behalf >>
014already. I just had them write their names down. >> All right. >> Okay. You're welcome. I'm sorry. I thought I explained it. >> I'm sorry. And we have professor Scott Jubert from uh Northern Essex Community College uh that would like is going to speak a little bit about their program and how they can part how we could partner with them and the benefits to our students by doing that. And uh I think they uh will when you hear them uh uh talk to you today, you'll get a good sense of the real need for uh training kids in this career area. So, um, I would invite Mark to come up and, uh, talk to a committee a little bit. >> Uh, good evening everybody. Um, as you heard, my name is Mark Higin. I work
015for the Andover Police Department. Um, I've been personally in law enforcement going on 43 years. I started my career in the Methuan Police Department, then came over to the Andover Police Department about 25 years ago. Um, I oversee the detective division and oversee major investigations, but I also work closely with the public and private schools on safety and security, things like that. Uh, back a couple weeks ago, I was uh here for one of those trainings on uh safety and spoke with Mr. Lavoy and he mentioned about uh the thoughts of having a program um that focused on uh the I call it an umbrella of public safety. Um one of the issues that we have seen in the last 10 years when I say we law enforcement and also uh part of the criminal
016justice umbrella is uh recruiting. It has uh definitely been uh an issue over the last 10 years, but I would say over the last say five years. Um certainly crisises that have happened in the United States has caused uh individuals not wanting to pursue careers in whether it be law enforcement or corrections uh or or one of those um careers that are within that umbrella of criminal justice. personally uh personally back when I was a young young lad of 15 years old um there was a thing called the police explorer program and that was in Methuan and I took part in that along with a good group of my friends and we came out of that with an understanding um but also even a desire to all become law enforcement. Uh at that time we
017all went on to finish high school and finish college and uh pursued degree uh pursued positions in law enforcement and all of us that group of five friends became uh police officers or state troopers um working in in the field of law enforcement. So when Mr. Lavoy asked me about my thoughts on it um I I certainly have my personal thoughts. My personal thoughts are is that um one I you know I've dedicated my career and life to law enforcement but I think that now over the last say 5 to 10 years there's been this decline in recruiting and we are seeing it here in Andover too certainly um being able to fill positions and so I think that a program that is gives career exploit exp uh exploration where they get to see different
018avenues of um the courts, law enforcement, um you know, the criminal justice program and have an understanding of it. It gives them maybe um a pathway that they can explore to see maybe something that they might be interested in that a student would be interested in. Police explore programs, those are would be the non-school uh programs that are out there. I know that some towns and cities have them. um but school-based ones and I did a little research uh there's a uh public uh think tank called the Rand Corporation and they did a study in 24 that explored this particular topic and uh in that study it showed that uh school-based ones you know that they saw that there was a lot of interest in uh by students looking at school-based programs where they had
019taken uh courses in their school and they were able to get an idea of that career exploration but also some skill development where they were learning things like leadership um things like that but also I think that one of the things that we're seeing from some of the individuals that are trying to try out for the police department is that they're having a difficult time whether it's the PT test or some of the other disciplines um to be able to uh successfully pass the test and then pass the academy. So, I think that at a younger age that you're exposed or or kind of shown what it's going to be like will make it a little bit easier for that person when they if they decide to uh pursue a a uh position in law
020enforcement. And then I think the other thing is just community engagement. They, you know, they get to uh see law enforcement in in a good light. Um, and I'm going to be, you know, a little uh in terms of law enforcement, you know, where I come from. Um, but when we speak of like corrections or or the court system, all under that umbrella of the criminal justice or public safety, I just I think that a program like this would be very beneficial uh for them to be able to be exposed to that and and being exposed at a at a younger age instead of graduating from high school and then saying, "Well, I think I want to go do this." they'll be able to be exposed to it and see it at a younger age
021and then uh help them pursue those if they they would like to pursue a position in one of those positions uh under that umbrella that that I call the criminal justice system. So, just wanted to come up and um you know give you a little bit of thought on it. Certainly ask any questions if you'd like. Uh I I have had a very lengthy career in law enforcement and done a lot of different things in law enforcement. Um I also was a adjunct college professor for 12 years. Um so have a very good understanding in terms of uh the academic part and also have taught uh many law enforcement officers uh a whole host of different topics uh during the course of my career. >> Thank you. Anybody have any questions for the sergeant? >>
022Mr. Jones. >> Hi Mark. I was trying to place you. I recognize you. I recognize you. >> We used to be neighbors many, many years ago. >> Um, sort of on the fence. I >> Brad, can you put your mic on, please? Thank you. >> Wrong. Okay. Um, I'm still sort of on the fence like would we be competing with Northern Essics a little bit and is this really high school level program as opposed to college level? So I think that it depends on how uh the program is uh outlined. I think that um a program like this could be a pathway so that they would then uh the student could go on to you know pursue the college degree. you know, we see many applicants um although that it's not required to have a
023college degree to uh in being a law enforcement officer, many of the individuals that are applying do have college uh degrees, but I think that a program like this would be a pathway um to whether it be Northern Essex Community College or or another university. >> Would would they be able to take the civil service test and still qualify if they didn't take college yet? So to take the you have to be 21 years of age to be a police officer. You can take the test um uh younger uh but you have to be 21 to actually be sworn in as a police officer. But I think that again if you look at the outline of a program like this and I've looked at outlines of other um schools school related school-based um that is
024is gone over in terms of like what is the process and I think that that's one of the things that a lot of individuals that try they just don't understand the process and what could be helpful uh what could be helpful to uh be able to go through that process. So I think again that could be covered in some sort of curriculum that you know an outline that you may consider. >> Okay. I did talk to our deputy chief about it. Get his feelings on it. >> Mhm. >> Um he didn't say anything for or against it and you're right. You know the 9/11 uh explorer post is still still moving along. >> Still moving along. >> It is. >> Yeah. Um, and initially it was supposed to be public safety and it didn't have
025to be just, you know, law enforcement. So I also spoke to our fire chief and he said that their enrollment is dramatically down. Uh, they had like 50 people take the civil service for the fire department. So I guess are you looking at just police? >> No. All areas of public safety, criminal justice, court system, police officer, anything to do with public safety. There's about 30 paths and it's not just >> so I think that um you know an individual that graduates from high school and then um whether they go to Northern Essex Community College or in that's actually graduate high school and went to Northern Community College for my first uh two years and then uh went on to get my master's degree at another university. But um in by doing you know a
026program that you're reaching at a younger age similar to the explorer program not all towns or cities have explorer programs. The explorer pro program is something that um is was very helpful in being able to guide me and guide also my friends that wanted to be in the field a direction you know. Um and so I think looking back a long time ago that it was extremely helpful to have that guidance but also it gave me an understanding so that um I go back to the old days of Adam 12 if you know what that TV show was but that's was reason why I became a law enforcement officer but I think that having a program where you bringing in individuals that are professionals in the field um and also expose them to courses like
027the courts and justice and others that it gives them an understanding of all of public safety. So it might not necessarily be that you know an individual wants to come in and be a police officer. They may want to be uh in the courts. They want to work in corrections. It's a very big umbrella. Um so then there's a lot of positions. But I think that across the board recruiting has been very difficult in all of those professions over the last uh 5 to 10 years. Thank you. Further questions, >> Sergeant. Thank you very much. You've always been a great friend to this school. It's nice to see you here. >> Thank you very much. Thanks for having me. It's good to see you all of you. >> Yep. So, just a note that uh
028the detective also oversees our uh Alex program and comes in and uh does our drills with us and does our training at the beginning of the school year. So, he's a important part of our uh safety program here at Greater Lawrence Tech. So, we do appreciate that and thank him for that as well. So, I asked um uh President Lane Glenn if he could have someone come and talk to us a little bit about their uh program and uh are there opportunities for dual credits so that students could graduate from Greater Lawrence and transition right into a uh their pro their public safety program and what the benefits of that would be if they were coming from a high school with a program such as that and is it a good fit and uh thus
029he uh sent over Professor Scott Gilbert here uh for us to uh to talk to us a little bit about that. So, thanks for being here tonight, Scott. >> Thank you for the invite. Uh committee members, uh thanks for the opportunity to come up and speak. Uh it's late, it's a long drive. Um so, I I think that uh I'll start off. It's my name is Scott Jubet. I've been at uh Northern Essex for 16 years. I'm the coordinator of the criminal justice program. I've taught in our early college program for about eight years. I pick up one class a semester to teach with the Lawrence and Habil students. Uh I think the misconception with the criminal justice programs, if we went back to the 1980s and early 90s, is that we're educating police officers.
030That is furthest from the truth. Now we educate everybody that works in the criminal justice industry. And that the the I want to avoid going into an intro to C CRJ 101 uh spiel here, but the criminal justice system is broken up into three major parts. That's law, policing, corrections, and courts and every job that falls into that. So, we're educating the future criminal justice practitioners ranging from yes, law enforcement to victim advocates, domestic violence advocates, re reintegration specialists at correctional facilities. Uh we just concluded our ODNI grant and that stands for the Office of Director of National Intelligence. It's the intelligence community and we we have a certificate program that we're training analysts that can graduate with the associates degree and get a job in one of the five eyes in the intelligence community
031at the federal level. So the positions aren't just limited to policing. They're everything. It's cross spectrum. So, I'd like to open it up to questions so that I'm not with my professor hat on preaching to everybody and and see if what questions you have and then I can probably answer pretty much anything you got. >> Yes. Um, so would our kids be be getting any kind of credits if they do go? And well, I guess the first question would be for Mr. superintendent who's proposing this is that how many years the kids going to do if they're going to do the four years and if that is the the the case how many credits would our kids get if they decide to go into into any kind of um um uh you know to the
032career whether they want to become an attorney or police officer how many credits would they actually will they actually get because as as the um the sergeant said that they need to be 21 years old so there's obviously You know, the kids graduate maybe 17, 16 and and and and there's going to be three, four years that they may not pursue >> the brains if they correct if they don't want to do it, they may just go out and work on something. But if they want to go back to school, they're going to be given given those credits and that's going to be a motivation, I guess, for a lot of us to consider the program if they're really going to get and what kind of credits would they actually get after four years of
033of schooling here? Excellent question. So, there's two different pathways. There's early college and dual enrollment that that we offer. Most of the students at Northern Essex are early college. They take an average of 3 to six credits per semester. You need 60 credits to graduate from the programs. It's actually 63 credits. Uh the other avenue, which my daughter did, she graduated from Northern Essex. It was during the height of the pandemic and her option was to uh stay at her high school remotely which I didn't have a lot of confidence with or come to Northern Essex and she did the full uh five courses per semester for two years and ended up graduating three weeks before uh graduating from Northern Essex three weeks before she graduated from high school and they held off on her
034diploma so because she didn't have a high school diploma yet. uh and then she started uh at Worcester State and and carried on. Um there's there's that option, but we tend to stick with the three credits per semester. So, at the end of and we don't allow we it's not that we don't allow, we try to regulate it to just juniors and seniors. So, if you're really looking at it, you're talking four semesters, you're looking at 12 credits. So, they'd still have to come back to us or transfer those credits off to a 4-year institution. They would not be eligible, as the sergeant had already explained, they would not be eligible to start into the into the industry until they were 21, which is great because their brains aren't fully developed until they're 25 anyways.
035So, we we encourage our students to go on and transfer off to the four-year institution. And there's it's there's there's such an opportunity graduating from Northern Essex or any of the community colleges under the Mass transfer block because if the student earns a 3.0 or higher, they pay the community college price at the four-year institution, whether it's one of the UMass campuses or any of the state universities. Did I answer your question? >> Any other questions? So Scott, in terms of in terms of the uh if Greater Lawrence had a criminal justice program in our coursework aligned to many of your courses as we do with our medical programs. So we have medical programs now where kids are going to are getting dual credits because they're aligned to the medical programs at Northern Essics. So
036in talking with uh Lane Glenn, he said that that would be something they would look at to take a look at. So we would build a lot we would be lining up to the DSC department of education's curriculum which has which is broken up down up into different uh coursework that we would align to a lot of the courses that you have. Now, they may not get dual credits for and some they may, some they may not, but would you say having a high school experience that prepares them for going on to Northern Essex, they would be more likely to be highly successful transi transitioning into your program? >> Absolutely. Absolutely. So when we're talking about this was two parts. Um when we talk about a program alignment uh I am the chair of the
037Massachusetts Criminal Justice Educators Committee and we systemwide statewide we created um measurable student learning outcomes for for the all of the programs and for five of the foundational courses. And those courses are uh intro to CJ, uh an intro to a policing course, an intro to a corrections course, criminal law, and criminology. And what we've done is said that every criminal justice program in the state of Massachusetts has to have these five foundational courses. And then we went on and took the next step and we created the the student learning outcomes. The other thing I I should note is that um a lot of the courses that we teach uh are transfer not transferred they're used at other institutions. Um that committee that I mentioned uh we share our curriculum statewide and if you took
038criminal law I designed a criminal law class about uh seven or eight years ago. It's now taught at six of the community colleges that exact course and whenever I make updates to it I share it off with the rest of the committee and then they update theirs. So to answer your second part of the question uh would it prepare them? Absolutely. It's they they'd see that academic rigor they'd see the expectations understand the the uh the curriculum curriculum alignment. So it would absolutely help them move on to a college course if we were to partner and and I could show you exactly how we operate and how we teach the course uh and how each learning activity is measurable and connects to our curriculum map and so on and so forth. >> So um the
039court system so to be a police officer you have to be 21 years old but to work in the court system you could be 18 years old and get all kinds of jobs in the court system. So you may go in the court system for 3 years, become a police officer. There are a lot of opportunities. You don't have to be 21 as soon as you get out of high school and then you can transition or then you can also go in the evenings or afternoons or part-time to Northern Essex, work and then finish getting your degree at Northern Essex using >> uh evening program too. So the kids, any kids that graduate have a real leg up on any student coming out of a high school that has no kind of training. Absolutely. In
040terms of the job market, you have a big legs up. you have really a much greater chance of getting a really good job in this industry coming out of a program like this. >> Yeah. It and that's really having sat on interview boards when I was in the field and and and working in background checks and and all sorts of things. You can start and it does give you a leg up, but you can start at 18 at a law office. You can work it's the 21 is for the policing element of it and the corrections element. And when we talk about internships, we struggle with internships because there's a liability associated with it if you're not a sworn personnel. They really don't want you chasing down the bad guys. They don't want you behind
041the big fences at at the walls at the prison. But we can they can observe uh advocacy groups. They can work out of the what we we also have a partnership with the YW.C.A. where we offer training on how to be suicide advocate. Well, su part of the uh suicide uh response calls uh how domestic vi violence response calls and the students are trained and get certified through the YW.CA for those for those uh certifications. >> Thank you. >> Thanks. >> I would like to add my early college students, they take the gambit of the courses. Uh they take our full curriculum from intro to criminal justice to the modern policing, the incarcerations and alternatives class, our incident uh critical incident and uh response class and uh the four courses that are associated with the
042uh intelligence community uh courses that those are all open to those students. >> Thank you. >> Any other questions? >> Scott, thank you very much. >> I appreciate you coming in. Thank you very Thank you. Have a good night everyone. >> You too. >> Uh Mr. Lavoy Deborah Rays on the therapy dog. >> Before we move on, I would like to ask the committee if they would reconsider voting on this particular program. >> Does anybody want to give me a motion on voting for the uh public safety >> public safety program? Uh after we had the discussions with these two gentlemen, do we have any interest in making a motion? >> I'll make the motion we discuss it. >> Let's make the motion. Let's get a second one. Then we'll go to discussion. >> Got
043the second. >> I'll second with discussion. >> Discussion. Right. Go. >> Did you want to go first? >> You >> Yeah. It seems like there's still a lapse time when they get out. They have some >> two-year lapse. Yeah. >> Yeah. I actually know a student that graduated here about a year and a half ago. Oh, a student that graduated about year and a half, two years ago and decided not to go into his profession. He he learned here and he just signed up into a uh a corrections uh group in southern New Hampshire. So he's learning to be a corrections officer now, you know. So there is a need. So but just not sure if this is really the the school to offer it, but there is definitely a need for it. The way
044things are right now, uh people aren't signing up for that profession overall. So that's it. >> Voice. >> I have a question and then a comment. Um, my question is, are there any other vocational schools in Massachusetts that have an existing criminal justice program? >> There are some other uh programs in Massachusetts. I don't have that list now, but I can send that to you in the morning. They're absolutely other >> for vocational schools. >> Yeah, for vocational schools. Yeah. And then the second thing is just generally um we I know the last meeting we had talked about this issue. The committee did not agree with this vote specifically because there were multiple concerns around the school's capacity for academics and accepting more kids in adding more programs in. So I I get that. Um,
045but also hearing what the professor and the detective from the police department were sharing, I think it's something that we should consider for um, you know, future school year. Um I just you know I I stand on my position that I am in favor of this program and reconsidering this but also noting the capacity that the school currently has and what we are able to do right now. >> So in terms of space um we are putting in for a grant $5 million grant in order >> and this is this is the same grant as the animal science. >> Yeah. We we have the option to uh put use it for three programs. We also have the barn which we can uh divide into two spaces which we're going to use part of we can
046use part of it for the uh energy our green energy program and part of it for this particular program. And if we get the uh $5 million grant, we'll be able to put an addition an an additional addition here on GLTS that'll cover um the space as well. Um so we would a be able to uh have plenty of space. And >> you said the green energy program. Yeah. >> Right. So that's an existing program. >> It's not it's a it's part of our construction program. So, in order to add some new training equipment, we need a little additional space. So, we have the barn. We can use the barn for that additional space. And we would also use that additional space for the criminal justice. And then with the grant, with the 5 million,
047we would use 3 million of it for the animal science and 2 million for whatever other program we wanted to utilize it for. And in this grant, I mean, just if if we weren't to consider recons to reconsider this vote, uh would the grant be able to will we be able to use the grant for an existing program that needs to be strengthened or expanded, however term? >> Yeah, we could. The only other program that we're looking on to strengthen and expand is the medical the health programs. Uh and so uh we have an option of going to our cities and towns and seeing the 4 million. They voted for us to expand our health programs with the Elks to see if they would let us since the Elks were having a hard time. They
048are not be they're not able to find a new building. So they haven't been able to sell it to us. The other option we could do is uh put another addition on for 4 million to expand that space. Or we're also uh going out to Lawrence General next week. We have our third meeting with them to look at bonso bons I mean the holy family hospital which there may be enough if there's enough space there we may not have to do any other addition but we'll know better after we go out there. >> Okay. And and outside of outside of the programs that you shared, the three programs, don't we have uh any kind of plan in place to strengthen all of the programs that we have before we create new programs outside of the
049ones you listed? I mean I know there are programs in the school that definitely need a lot more support, need a lot more um you know need to be strengthened in itself and I think um when we talk about new programs we we hesitate because you know we have 22 20-ish programs and we want to make sure that those programs are strong enough for the kids before we go out and you know talk about adding more programs. >> Sure. So um every year the all the vocational programs have an advisory meeting twice a year and the advisory committee makes recommendations for changes in their curriculum and new equipment that they need. In the last 15 years, every recommendation that's been sent to us has been met other than in a couple spaces uh conditions we
050were looking for uh they were looking for new space which one of them is auto body which we're putting on now putting on additional auto body that was a result of recommendation from them. So, uh, in terms of any other major, uh, requests, we did have a request from machine shop for about, I would say, $250,000 worth of new equipment, which will require a little more space. So, the space we're looking at, they have two labs that we're looking to uh, relocate those labs and and put their new equipment in there. >> Okay. Thank you. further. >> So, would you read back that motion, please, that we're going? >> Okay. Can I get a motion on the floor for this? This is for public safety program. >> I I like to >> discussion about discussion
051for me when you have a chance. >> Okay. Please. Are are we rescending? Are we rescending a vote from prior from last month? >> We have to rescend it, but we have to find out if we have any any >> So that should be a motion before a motion to >> You want a motion to re to rescend it? >> Well, look, I mean, I am all for this. I mean, I'm intrigued by, you know, uh, public safety. I'm intrigued by all of that and I and I think it's a viable program. I would be interested in knowing there are two concerns. One Edison brought up about the uh Brad uh about the the lapse. The other is I would like to know how many other schools uh in the Commonwealth have this. And the
052third thing is I'm I'm concerned about I guess I'm concerned about the maturity level of even juniors and seniors not so much and I and I wrote it down. It's five fun foundational courses. I don't see anything really wrong with that. But in my heart, I feel as though kids at that age should be educated on and it should be part of the curriculum somewhere. They should be educated on the dos and don'ts in life and the the the laws some extracted from, for example, the intro to criminal justice. And I mean there's so many things going on out there. Kids think they're invinc invincible. I think and I I would have brought it up but it wasn't the forum. I mean I think there's the the recreation of of gangs out there and I
053think it's only a matter of time before they infiltrate schools. So that would be my concern when you're talking about law and order and legal things. So um I mean I'm definitely not opposed to this, but as I said a million times last time and before, it's another program requiring more space, more people to tend to that program. Uh, and I think that there's a lot to do before you can add on to add more programs. So, I mean, that's that's how I feel. I'm not not I guess I'm not for it, not against it. I I just I just think there's there's work to do before we continue adding programs. And if we're going to do anything, I would like to educate the kids on, hey, you know what? you can't, you know, do
054certain things almost like a a driving course. There's certain things you can't do because once you, you know, you >> once you have a record >> Yeah. I mean, I just I I feel as though they're not educated enough in that area. And I think they feel emboldened when they get with their own friends. And there's a lot of things that happen and a lot of fatalities that occur needlessly. I mean, there's I mean, the the the firearms, everything else. I mean, I would put something in place to make sure that that wasn't an option for them more than more than this because they can get this education in their freshman year. >> I'm sorry. You also >> Yeah. Yeah. >> Yeah. Um, I like to say that I think this program is a it's
055definitely a a good program, but it's probably more target to an after school program where we can bring maybe some of the already graduate kids who like to pursue, you know, an afternoon program like this where they already have the age, they're a little more put, you know, a little more grown up and bring them back into an afternoon program And maybe the kids who really want to pursue it, they can probably stay in after and pick up some extra credits. I don't know. I really would like I don't know how much negotiation there is. 12 credits for me is not enough credits out of 60 after four years or two years of of of getting myself educated. Two years is a lot of hours. I look into hours, you know, 6 hours times whatever
056many weeks, that's a lot of hours for 12 credits out of 60. um if if those numbers will be different after all that education, I will probably pursue it more. But it's definitely a good program for an afternoon program and probably bring some already graduated Reggies to come back into school and get the opportunity of getting that that program. I think it would be great. I think more people can also um benefit benefit from it especially since they need to be a little more grown for but it's something to look into if it's um an afternoon program I'll probably be more willing to to see further this program anybody else um I'm kind of intrigued by the safety uh program I know Mthuan Lawrence LOL all our surrounding communities are screaming for Spanish-sp speakaking um
057employees, public service employees, and I think we can fit that bill. I'm not going to shell sell our kids shot. I I think they can do this. Um, I'm concerned about the two years in between where they have, I don't know, lesser jobs maybe, but maybe it's the time they have to put in in order to become a legal aid or uh whatever else they're going for, probation officer or police officer. To have Sergeant Higinb Bottom here speaking on this, I know it's an important subject. Um, I would like to see more information. I would like to see I'd like to just follow up on public safety by itself without the animal science. my opinion. Um I think we do have to resend the original vote if we're going to vote on this because public
058safety was part of that. Um dual vote. Would you be willing to remove your motion so we can make another >> discussion? I'm sorry. Yeah. >> Uh quick question. So when is the grant application due for the three programs? End of >> end of October. Okay. What's that? >> Do you want to remove your motion so we can open up another motion to >> Yeah. >> just do the public safety part? >> Yeah. I would I resend my motion so that we can discuss uh voting to uh investigate into the program more. >> Do we have any do we want to resend the original so that we can break this one apart? Break this away from the other one. >> So we already had the motion and a second to resend it >> and we
059had a discussion. >> I don't I didn't want it for everything. I don't think we should We have to resend the vote and then vote. >> That's what I'm saying. >> Okay. >> But we already have a motion done. >> Move his motion first. >> No, no, I know. But it before discussion, we had a motion, we had a second, and then discussion. Once discussion closes, then we move to the vote. >> Okay. >> Once the votes complete, then we go to the next vote or whoever puts the motion for the next vote. >> Okay. You got that? Unless the clerk, if you want to correct me if I'm wrong. >> No. Okay. >> Can we call the vote? Sorry. >> So, the question is we're we're we're voting on further discussion or further looking
060into it or what are we exactly voting right now for? I know we were we wanted to re revisit. >> We're voting on Mr. Jones's motion to vote on re redoing the public safety. >> I think you can vote to he wants to remove his motion. You could vote on that. >> That's what I want to do, but the vice chair has a point. >> So the if I could clarify through you. So the vote is basically the first vote is we pull back. So we have to resend what we voted on the last meeting because it was rejected at the last meeting. Once if the resend passes then we anyone could put a motion to either vote on the issue or not. So it's two separate votes. This one is just to pull back
061our vote from this motion and then the second one is for the program itself. Yeah. Okay. If you're voting to uh remove the motion, >> you do that first. You don't have to resend if you're only going to vote to get more information. >> Yeah. So, if you want to get more through you, if you want to get more information, if you are rescending the vote, you could resend the vote and table the matter once it's under tabled matters and we could untab it for the next meeting. So, it's the program won't be approved, but we could table it. I'd like to hear more information on it. I me personally, I think it's a good program. I think our kids can do it. I know the need for the staff speaking people in public safety
062brief. Why can't you fill that motion? >> Yes, I I second it. >> Second motion. Can we have more discussion? >> This is a little too soon. >> The mouth. I need to understand what are what is the motion on the on the table right now. >> Please be very detailed because we need to understand what are we voting for? What is the what is the um conversation? Mix them up please. >> Okay. Through through you chair. The motion is to resend the vote on the criminal justice program to pull back our previous vote from the August meeting. >> Yeah. >> And it's connected with the animal science. >> Mr. Jones says he wanted more information. >> Yes. you're willing to table it and get more information. >> You you can't table a motion to
063rescend. You have to table the matter because we can't we can't just discuss something if the vote hasn't been rescended. We have to once the item is rescended then we could talk about the item itself but we can't talk about an item we haven't rescended because it's a pass item. >> So what we were doing in the beginning is right rescending book. >> Yes. That's all we're doing. >> Okay. Great. >> That's that's what I thought would please. Yes. >> We send the vote >> and the motion from last that we are trying to resend being written by the secretary. I I want to know what are we? I know that some of us know what we're talking about but nobody knows. >> Can you hear me? It's okay. >> I can't hear you. I'm
064sorry. Okay. If you if we are going to resent a motion from last meeting, I would like the secretary to remind everybody what the motion is from the minute and then we go into it. Let's give that a minute. Criminal justice, public safety request. Motion from Mr. to move forward. Mr. Jones question the intent of the person it criminal justice program does not require a lot of space. Mr. Tox move to approve the criminal justice program seconded by Mr. Mahir. That's what we're doing. criminal justice program on page four of the previous minutes. And there's the vote down there. I don't know if I can read it, but you can see the vote, >> please. >> Yeah, through you. >> Through you. So, uh, Mr. Tarbox put a motion to approve the program. However, the
065motion failed at the last meeting. So what we're trying to do is because the motion failed, we want to put a motion to reconsider that item to vote vote it in again because you can't do it in the same meeting. So if the example is if we reconsider the criminal justice program, if we if that motion passes, then we are able to vote on the item itself. So if we reconsider it, then we are essentially reconsidering the program instead of declining it. >> So by we voting different than we voted before, that means we're going to revisit this matter. Not necessarily approve it, just revisit the matter and then vote. >> We are reconsidering the motion and then we will vote on it cuz we're not on another meeting. We're not going to move on
066it because we have we want to table it. That's that's what the committee wants is to table it and not to discuss it further. >> Yeah. >> Other words, I'd like to look into it further. I think Mr. Jones wants to look into it further. >> Well, let's let's move on. >> So, >> all right. Let's move on. Follow the vote >> dispar. >> Of course it is first. Um. Yes. >> This is to resend the vote. >> Yes. >> Miss Tesla. >> Mr. Jones. >> Yes. >> Mr. Tox. >> Yes. >> Mr. >> Yes. >> Mr. Mercedes. >> No. >> Mr. Hay. >> Yes. It passes. >> It passed. Okay. >> So, now that it passed, >> now we can table it. >> A motion to table this item. >> Can I have a
067second? >> Second. >> Any discussion? >> Yes, >> please. >> Got to bring my own microphone and that will take care of this problem. So we talked about criminal justice last meeting and the there was a motion that we didn't pass. Now we bringing it with some we another name because we are it's it's practically the same right so we bring a bag in a different name with different uh I don't know >> approaches >> appro yeah yeah and what so what are we doing is that what we're doing right that's I want that's the clarification I want that's what we're doing >> that's what we're doing we got more information from the speakers from northern Essex and from the endover the police department and I'd like to take it under consideration. I think we
068need more information on this, >> but we got more information today. >> We're going to gather more information. >> Okay. >> Make a motion. >> Yeah. Discussion. So, um, we have not approved the program. We have not. This motion to table is to further discuss it at the next meeting. Now, if you don't want the program to move forward, then at the next meeting, >> you vote you vote it down or you vote in favor. >> Um, and I think gathering the information is important to get more of a sense of what what we're looking for in the program instead of just going into it and voting for a program blindly. So, I think that would be helpful before we have to submit for the grant. Thank you. Yeah, I I I do want to
069again remember if um if this is considered if you guys going to look into it further, consider also um looking into the as an afternoon program because again that that that that may change some of our some of our votes because again personally for the school part and looking at the benefits that it that is probably bringing the kids, I'm not very into it, but I can change my mind if I see that a different target um is probably promoted and I think it'll probably get more benefit out of it our own kids that postgraduate then I that may change my mind in a different in a different point of view but u obviously I already get my vote but I want to hear more about it and like see what happens thank you This
070is Ferris. >> I'm I'm sorry, Brad. I can see you. >> I guess the narrow it down the information would be if you could let us know what other schools have it and how many kids are you hoping to get into the program? Is it like a 20 25 30 kids as a start? And I know we're looking at the bond. What would that be like? The second floor or just anywhere in the bond where we can fit classroom space? >> Yep. So, we'll bring you back more information on all of that. >> Yeah. Well, I figure we try to get the what we're looking for before you come back and say, "Oh, no. We wanted this, too." Um, and do any of our programs help towards EMT training? Any of our health programs >>
071do what kind of training? any of our health programs. Do they have anything that leads towards EMT training? >> Oh, not specifically, but a lot of their skill sets are valuable in pursuing a position in that area. >> Yeah. >> All right. Yeah. Just cuz again, we're talking with the fire chief. I know we highlighted more criminal side, but um most of the fire departments other than Lawrence, they all want their firemen to start as EMTs. That's how they start pass the civil service. They don't need the college to start. When they start to get their raises, that's because they've gone back to college for fire science. So, you can get your foot in the door in that public field. So, yeah. >> All right. Thank you. >> Anybody else? >> Thank you. >> This
072what are we doing now? >> Voting to table. >> I don't know what we're doing. voting to table and get more information >> please >> through you again. Um so the motion is to table this item >> uh to put it under tabled matters until we get further information. >> May I when we are talking about I mean you guys are talking so many things then you decide to go to a on something that it was it was said >> turn that on please. It was said like half an hour ago. >> Please again I need to understand what we doing at the moment. >> You want to understand? >> Okay. >> And I mean everybody's talking and then over the sun we are doing a a voting for something that I forgot about. I'm
073sorry but you lose my attention because we are talking too many things >> on top of we are trying to bring a program that we already um said no last time and now it's coming back in a different way and now we want more information and on top of that excuse me I'm sorry I I just need to uh finish everybody here most everybody has u said why even though this program sounds good for the future. Why is not good for the school at the moment? Everybody has said that in different ways. That's what I heard. Again, at one point I you lost me and now we are voting. So, please I just need to know what we voting for at the moment. Thank you. >> We're voting to get more information. We're only voting
074to get more information to investigate this. That's all we're doing. We're not saying please >> through you. Yeah, we're not we're not making decisions about the program itself. >> I got that. I got >> Thank you. I got I got >> No, I'm just covering because it could stay in table matters forever. I mean, if nobody brings it up at the next meeting to take it out of table matters, it's going to stay in table matters. the table matter when it hits >> some if you want to take something out of table matters you have to put a motion to untable it you can't just pull it out and say oh we're going to talk about this so and and again that's pending more information so if we don't get more information there's nothing to
075vote on essentially >> yeah thank you >> Jones >> if by our next meeting it does go through will you have enough time to apply for the for the grant or will it be just too short a notice? >> No, we'd have enough time because it' be before before the end of October. >> Okay. >> Thank you. >> Call the vote, please. Everybody done the criminal justice. >> M. >> Yes. Thank you, >> Mr. Jones. >> Yes. >> Mr. >> Yes. Yes. >> Mr. Mercedes. >> Yes. >> Miss Paris. >> What are we voting for? No, I'm only joking. >> Yes. >> Now she finds a sense of humor. Yes. >> People are dying everywhere. You got to have a sense of humor. >> Can we move on to the uh >> Yeah. >> ladies
076there that have been waiting very patiently. >> Yep. Do you want to introduce them? >> So, uh, Quinda is going to introduce this part of the program. >> So, we have, um, Deborah Reyes, who's one of our school social workers in the school counseling department. She's going to, um, do a presentation on uh, pursuing getting a therapy dog. And, um, I just wanted to introduce Katie Heert, who is here with Miss Reyes. Um, Miss Eert is our new director of admissions and counseling who started at the end of August. >> So, uh, Quend is going to introduce this part of the program. >> So, we have, uh, Deborah Reyes, who's one of our school social workers in the school counseling department. and she's going to um do a presentation on u pursuing getting a therapy
077dog. And um I just want to introduce Katie Heert who is here with Miss Reyes. Um Miss Heert is our new director of admissions and counseling who started at the end of August. >> Sounds good. >> I don't know how that happens. >> I need that dog. I was going to say I wish we had one. That was magical. I think we're good now. Good evening, school committee members. Thank you for giving me the opportunity to present to you today. So, as I was introduced, I'm Deborah Reyes. I'm a school social worker here at GLTS, and I'm here to share a proposal for a therapy dog program uh for our school and review the benefits of incorporating this type of program. So, I'm going to start us off with a video that shares a glimpse
078of the impact that a therapy dog program can have within a school setting. >> Mhm. >> See puppies. Light is more than what we see. It's back to school time for students and also for this four-legged friend. >> Meet Chewy, the therapy dog. >> Chewy is a one-year-old golden doodle. He's our district's first ever therapy animal. First introduced last year in the Clifton Public School District in New Jersey, it didn't take long for Chewy to make the grade. He already has some 300 classroom and other school event visits under his belt, or paw, shall we say. >> He makes everyone feel like more calm and a little less anxious, and he relieves a lot of stress that I'll have like before a big test or something. >> And now the hypoallergenic pooch is back for
079a second year. >> Our kids would say he is the OG. He is a legend within the community. >> Anybody excites me back in school. >> He just lights up my day to make it feel a lot better. >> Acting school superintendent Mark Jingger is Chewy's handler. He says the therapy dog underwent training and he's used for a variety of reasons when it comes to students emotional well-being and mental health. >> Anything that we could think of that will help motivate inspire our students to reach academic and behavioral success. And then he has been our secret weapon uh to achieving those goals. >> Yeah, you might get kisses. I'm sorry about that. >> He is nice to people. He likes to come give people comfort when they're upset. And no matter where he goes, >>
080I really like petting him. If everybody's having like a bad day, then like Chewy pops up and the mood switches. >> A calming presence. One of the tools the school district and others across the country are using to help kids cope. Research shows the use of trained therapy dogs in school settings can help improve things like a child's confidence, attendance, and more. >> You just see the difference that Chewy makes dayto-day when he comes to visit us. I've worked with a few students now, some students who uh may not be performing as well academically, who are struggling socially, even behaviorally, and having Chewy be a part of their lives offers them an opportunity and a positive connection with the school. He's got some friends there. >> Making a difference one wag at a time. >>
081So, as you saw in that video, Chewy is an example of a therapy dog. You may have heard various terms though to describe working dogs, but there are differences to note. Therapy dogs are trained to work with a handler that can support many individuals within school settings, hospitals, nursing homes, just to name a few examples. Whereas a service dog or an emotional support dog is supporting just one individual uh with an emotional or physical disability. So there are many benefits to having a therapy dog within a school setting. Therapy dogs can help to improve the school climate as well as the overall well-being of our staff and students. Some of the key benefits include stress uh stress and anxiety reduction, improve student engagement and attendance, and enhance social emotional learning. Interacting with a therapy dog
082or a dog in general has been scientifically proven to reduce the stress hormone cortisol. This can be especially beneficial during exams, after a traumatic event, or when a student is struggling with anxiety that is negatively impacting their engagement in school. The calming presence of a dog can help to relieve and deescalate some of that emotional distress. Therapy dogs also serve as an excellent teaching tool for empathy, responsibility, and communication. Students can learn to read the dog's body language and engage in gentle, compassionate interactions, which translates to better social skills with their peers. For students with special needs, interactions with a dog can be a motivator in therapeutic and educational activities. So, I want us to take a closer look at how a therapy dog can be incorporated or utilized in conjunction with MTSS. At the
083tier one level, a therapy dog would create a positive environment for all of the students in our school. The dog and the handler would have scheduled visits in shops and classrooms. We could hold meet and greets in the library. At the tier 2 level, the therapy dog and handler can provide more targeted support within small groups. For example, during our windb blocks to help students with both academic and social emotional needs. Some small groups ideas include using the therapy dog to help facilitate conversations around healthy coping strategies to help them manage stress and emotions. But in addition to this, we can use therapy dogs to to help students strengthen their literacy skills. So by having students read to the dog, the dog will listen attentively and non-judgmentally, which could help students boost their confidence in
084their abilities. Lastly, within tier three, the therapy dog and handler can provide more individualized support for students with higher needs. So, these are students that are maybe on a 504 plan, on an IEP, or students in our Bright program that are transitioning back to school after an extended medical or mental health leave. Many schools throughout Massachusetts, I've listed here on this slide, are implementing therapy dog programs to support their staff and students. Given the positive impact that the therapy dogs have within schools, the list just continues to expand throughout the state and also throughout the country. We've had a few visits here at GLTS where we've hosted a few different dogs. Uh this is Carson who is a therapy dog utilized in DYS, the Department of Youth Services. Uh he the visit was very wellreceived
085by students. Uh we had him come to the library where students can meet and greet. We've also hosted um officer Scarlet and Officer Maggie. Um they came in 2024 to our student and um caregiver wellness events both in the year 2024 and 2025. also ve very well received by our students. This slide references the different tiers of training that the therapy dog and handler would have to undergo to prepare for the evaluation and certification process. So training begins with basic training uh starting as early as 8 weeks old when the puppy's 8 weeks old. Um and from there this leads into training and designation as an AKC star puppy. the the this training helps to socialize the puppy, teach the puppy how to walk on leash, get comfortable interacting with strangers, uh having people pet
086them, but they also learn basic commands. From this, they then transition into what's called the AKC, K9 good citizen program. And this program is recognized as the gold standard for dog behavior. Upon completion of this program, the dog can then enter the community K9 program or as it's al also known as advanced CGC. And this training program expands on that K9 good citizen title. And it just tests the dogs in a variety of skills in natural settings. So in different different settings, the dog and the handler then go through additional individual and group training to prepare for that therapy dog evaluation and certification. And once the dog is a year old, they're eligible to take the exam. Uh, I've added some resources here if you're interested in learning more about the use of therapy dogs
087within schools. Um, thank you again for for your time and I'd be happy to answer any questions that you have. >> Thank you, D. Anybody have any questions? >> Yeah. Um, are they available on Tuesday nights? >> I'm just wondering. >> We could probably make that happen if approved. >> Anybody else? Billy, >> is it one dog per student? >> In in this situation, the therapy dog would service the whole school. So, the whole school would have access to it. Um, and then on the different tiers, so there could be like the scheduled meet and greets in the library or teachers could schedule a time to have like a classroom visit. Um, or the dog can also be used for more individualized interventions. So if a student is having an emotional, you know, an emotional
088distress or crisis, um, we can utilize the dog in that situation. Most recently, we had uh comfort dogs come in during a to um help us with the crisis event that occurred. >> Some some schools I've I've heard that there are some districts that are looking to get more than one dog. I think the majority of schools have one dog as their facility dog, but some it I guess it depends on the size of the district, too, and how the dog is being used. If there's multiple schools in the district, then they might decide to get multiples. >> Where does the dog I'm sorry. >> Where does the dog live? >> So, the dog would be hosted by the handler. >> Yeah. It wouldn't live at the school. >> A great question. >> Yeah. So,
089um on the presentation of that school, how many students did that school where they were showing us a dog? You know how many students they have in that school? >> I'm not exactly sure how many students were in that school. I know you said that the uh the dog will help uh kids who probably don't exam well, but if if they have one dog for 19 plus 100 students, how would you be able to to maneuver the needs of all these students who may need the dog or somehow become I don't want to say codependent of feeling like I I got to I got to see the dog before I take my test or you know I have anxiety and you got all these kids around the whole school, one in each different shop or
090different classes. How would you how would you guys plan on being able to have and who's going to uh bring the dog? Is that is it going to be a new position to be able to go with this dog through the whole school to each shop and each class all day long? >> Yeah, that's a great question. I think we'd have to um figure out details in terms of how we're going to structure the program with scheduling because that is a great question. like if you know a certain class is taking an exam, the teacher could request a classroom visit maybe 5 minutes before the test just to get kids settled. >> Um but like if it's MCCAST, that might be a little bit more ch everyone's taking it. So that could be a little
091different. We could think creatively though about how we could implement something where kids could have a few minutes before the exam like like a signup list. And uh we're going to put in in a certain budget about um the caring of the of the dog of his illnesses or any potential surgeries that I know that can be very expensive. So I want to know what the money is going to be coming from too. >> That's a great question. I think the recommendation would be to consider pet insurance to cover any unexpected major costs like that. and and having I mean I know they're very friendly but they're our animal and I want to know if we can't put if we are going to accept this dog or uh I mean you know it's it's an
092animal and you know and they can bite kids can be overwhelming over the dog can get frightened and whoop somebody and then the s the school is getting sued so I mean I' I'd like to know all these um potential uh lawsuits that we can vice chair, please. >> Go ahead. >> No, I I I have all of those comments. Plus, typically, would this dog be kept in like the guidance area as opposed to being strolling through the the halls? >> Right. It would be very controlled. It wouldn't be strolling through the halls. So to answer kind of both of your questions in terms of the the concern around bite, the dog biting someone, the dog goes through very extensive training. In addition, the breeder would be the breeder that we would select. They they
093breed for temperament. So there are specific breeders out there. So we had the dogs visit recently. One of them was Officer Bingo. And the breeders breed for temperament. And a lot of their dogs end up work as working dogs in other schools or with police departments. So the breeders are very careful about selecting which dog like they would know that this dog is coming to work in a school environment. So they would assess the temperament. They have their ways of assessing that to determine which dog would be the best fit for our school. And then we would go through all this training. So I would say that the likelihood of there being an incident like that is low. Obviously there's never no risk to any situation, but I would say it's pretty low given all
094of those components. Um, and then there's also the recommendation that we get separate liability insurance for the school. There are specific liability insuranceances that the school can get in addition to whatever is covered in the current um school policy. >> You still have it. >> I mean, I guess that there's, you know, I' I've heard of this and I I I know of schools that do have this. I'm not I'm not for providing kids with another gimmick to need to get out of class, to go see the dog, to do this, to do that. I am however in favor of some sort of there are there is a a population that has a need for this kind of comfort and for that I would be in favor of it but to provide it as and
095I'm going to call it a gimmick because I've been in education too long and it is a gimmick to stro stroll the halls I definitely not in favor of that unless it's like you know once something like that but on a routine basis I would not be in favor of that no given everything but I do see the need for a a small unit of um mira in your in your office in your area >> and I think there would be careful and thoughtful implementation I understand what you're saying yeah and I think the target would be like those students needing more in like a higher level of intervention, whether that be the win group or one-on-one, >> right? But at some point, you have to wean them off the the the the dog, you
096know? I mean, buy them a stuffy or something, but um this is I don't I don't see that. I don't want to see another crutch for these kids. I I think there's a need, but I don't want it to be a lifetime crutch. And so I am in favor of that small unit area as opposed to a schoolwide event. >> This is all information, Mrs. Ferris. Vice Chair, >> I'm sorry. Are you done? M >> question. >> Yeah, I think um Lawrence High School has Lancer Doug, I believe. So, uh and what I've understood from it is it has been a benefit to the school. Um, and it has been useful to support kids now, especially I mean we're still talking about it after co and the effects of the kids that we're getting um
097from from those grades that were mostly impacted by it in middle school. My question is aside from the handler being licensed, would the handler be some was someone from the guidance office? Would it be someone else? Would it be you just like the guy on the screen? I don't know. Who would it be? I don't see you running around with the dog. That's >> so I'm just curious who would be the handler of the dog. >> Yeah, I think that's still to be determined, but I would be very interested in in taking on that role. >> Okay. >> Yeah. >> All right. Thank you. >> Any further questions? So, I just want to add, so I worked at another technical school for 17 years, and I think pretty much for the entire time that I
098was there, there was a a dog in the the guidance department. It was actually three different dogs over that span of time. And I I mean, I never saw it as a a a gimmick or a crutch for for students. Um, I never had that experience, but I could tell you that it was a very powerful tool, sometimes, a very powerful like therapeutic intervention. Um, so I don't know if you want to just talk a little bit about that. So for example, if you have a a student who comes up, they're, you know, in crisis, something going on, but they don't want to talk to you. They they they need a place, right? So can you just talk about what that looks like and how that supports a student? >> Yeah, that's a great a
099great question. And I think if the having the presence of the dog can actually help students if they're not feeling ready to talk in that precise moment, it can help them to just get to a calmer state of mind by being able to interact with the dog quietly, feel calmer and and hopefully that'll start to open the door for them to begin to open up about whatever the crisis is, whatever is happening for them. So, it can be used as a tool and an intervention to just get a kid to kind of settle when they're not feeling ready to just kind of open up to an adult. And sometimes, just like, you know, I' I've used, you know, games sometimes with kids because it's a little bit of a distraction. If they're playing Uno with
100you, it's it's amazing the things that they start to share when they're have a little bit of a distraction. I see the dog as kind of a similar tool. It's a little bit of a distraction where they can like start just like asking questions about the dog and then that can open the conversation up to like what the actual root problem is for for the kid. No, I mean don't get me wrong and don't I don't don't misunderstand what I'm saying here. I mean I see a value in it. I just don't see a schoolwide benefit. So don't have me go more than that. Vice Chair has the floor. >> Sorry. >> I am all set. Thank you. >> He's done. >> I think we are. >> Anything further, Mrs. Ferris, before we move on?
101>> Deb, thank you very much. >> Very informative. >> Thank you so much. I appreciate your time. >> Thank you, Deb. >> So, and Tommy, quick question. Is this up for a vote or is thisformational? >> Information. Okay. >> Oh, all that. and it's information. >> Okay. >> Thank you. >> Shot your mic. >> Um I have a change here and Miss Zyla usually keeps me on track on these. Um I had asked uh Lance Hamill uh to give us a talk on what's going on with the cafeteria that we had working on. he uh volunteered to come in and talk to us. Can I please add him onto the agenda? >> So, if we're going to add anything else, we'll just put it as a motion to add it onto the floor. >> Right.
102>> May I? >> Thank you. >> But I see an item added to the agenda that says cafeteria update. Isn't that in relation to that? >> I'm sorry, I can't hear you. Sorry. There's an item here in the in the paper added to the agenda that says cafeteria update. Did you say he's here to talk about cafeteria? >> Cafeteria update. Thin red. >> Yeah. >> I asked Mr. Hamill to come down and try to give us some clarification on it. But we're not voting on anything. It's justformational. >> Okay. Yeah. >> And the other one was uh purchase of t-shirts. We're still on this univer um uniform policy. We wanted more information. Uh the superintendent had just gotten us some information, so I wanted to put that in also. I neglected to do that at
103the beginning of the meeting. Can I get a motion to put those in? The two items are cafeteria update. >> Just an update from Mr. >> and the t-shirt purchase of t-shirts >> just to enter them into the agenda. >> But they are. >> No, no, no. They're not in the original agenda. >> But they're here. >> They're in red on the agenda. The >> Well, we have to accept it as >> Yeah. Okay. >> So, you get a motion to entertain me. >> You were supposed to do that at the beginning of the meeting. >> Okay. Got it. You're just behind. >> Okay. Is that a motion? Is >> No, I'm not doing motion. Yes. >> Can I get a motion? >> I'm putting the motion. >> Okay. Any discussion? >> Yeah. Excuse me.
104>> Please. >> Point of clarity. I don't want to >> put your mic on, please. Any >> All right. Just point of clarity. I don't want to believe this because this has happened before. Somebody explain to me this wasn't this was not given to us today. It was sent in an email and it was updated. >> Okay. >> 24 hours ago. >> But I neglected to open it up to put it on me agenda. >> Still, but still it was updated. It wasn't, you know, an a late entry. I get the late entry part. I mean, why do we still have to do something like that when this was sent to us 24 hours ago at least? Yeah, but >> okay. But but it was sent I mean it's not often that I you know
105defend this packet stuff but >> you don't read the packet. >> What? No, I forget it. I I I just think that I just think the fact that it was in the in the email >> in a timely manner. Okay. It's it's almost like, okay, I forgot this. I decided to change it. I'm letting you know like right away. It's not like we came here and it was put here. Then I would have an issue with >> So, you don't want to call a vote on it? >> I guess I just wanted some clarity, but I don't want to spend any time on it. So, I'll go with the flow. Thank you. >> I'm sorry. Go ahead. >> Oh, you already started. So, we have to spend some time. Um, >> right. So, this was
106sent on email, the update. >> I don't know if you got this in email. >> I don't see it. >> This was just put on the stable today. I don't see an email with an update. And I agree with Miss um and Marie if it was sent on an email as it we get the agenda on plenty of time. Yes. But to just clarification, if this was just put here today, then it does need to be voted for. >> It needs to be voted on because it wasn't in our >> Yes, sir. And um >> it was sent yesterday. Okay. me. >> Okay. Let's move on, please. >> Can we human me? >> Can I get a I don't have it. >> Can I get a motion? >> I I gave you the motion and
107Jones. >> Any further discussion? >> Follow vote on it. >> Mr. Jones. >> Yes. >> Mr. Tox. >> Yes. >> Mr. >> Yes. Mr. Mercedes. >> Yes. >> Merlin. Mr. Hayden. >> Yes. Mr. Hamill. How are you? Sorry to keep you waiting. >> Good evening, everybody. So, I just wanted to give an update uh that should have been done a while ago, I guess. Um so, there's been a lot of changes that happened in um May and June of last year. So we went through the whole school year um running with the cafeteria we had uh running without using the secondary cafeteria. Um we come to find out that there was a lot of things wrong. Uh if anybody knows uh Mary Beth Ringling uh wonderful dire wonderful uh director of the cafeteria and literally
108she would run the cafeteria with a match and make sure everybody was fed. Um, we went through problem after problem and then I started to ask questions, you know, how old is this? How old is that? Going through what worked, what didn't work. Um, it came to um having a a heavy load in the summer. Uh, 15 classrooms got renovated. Uh, new auto body um renovation, new IT department renovation. Um, the overhead was just extreme. Now, knowing that Mary Beth needed or the cafeteria, the existing cafeteria needed an upgrade on dishwashers, it needed an upgrade on a mixer, it needed all these new appliances and we had them downstairs. It made really no sense to purchase new ones when we had those uh and we were going to have to purchase new ones. We had
109Valley Services, which is our uh company that comes to fix them, uh saying they couldn't get parts for the dishwasher. Um, this is a school that we have to keep running. Obviously, the cafeteria is a huge importance to us. Um, and it needs to be running uh top-notch. So, we made the decision with the over, you know, the abundance of work we had to do in the summer to put that on hold, take that equipment, redo the cafeteria upstairs with all this new equipment, put some of that equipment that was somewhat worth something on the market um, on the state bid list because that's what you're supposed to do. Nobody bought any of it because it was all pretty much obsolete. Nobody wanted it. Um so therefore it ended up going to basically scrap. Uh
110we had things from the '9s um that was in that cafeteria and um so to do that we did a full upgrade to the cafeteria. We did the walls, we painted the walls, we did the ceiling over um and we put the new um equipment in the cafeteria. So now they're running fully operational with a great cafeteria and a happy staff and they're not, you know, looking for um hopefully nothing breaks down because it's pretty much all new. Um so to that point, um the only thing we could have done is to I mean summer, everybody thinks summer is a long time. It's five weeks. It's an awful lot. I mean, if if you anybody here wants to go through what we did all summer, um I'd be happy to walk with you and show
111you all the upgrades. We did the fire alarm system 100% throughout the whole school. We did the um automation to our building automation for our heating and air conditioner, air conditioning, that's about 90% done. Uh everything in the classrooms is done. Um and then we did those 15 classrooms with the lifts and auto automotive. um the IT department with the uh IT shop with the um all all that took that to get that out of there and move that downstairs. Now, when we do the rooms, you have to realize when we do a room, we we have to we have to do the ventilation system, we have to do fire, um new new lighting in most cases. Um so, all that goes into that. And to say, you know, we were going to do the
112cafeteria, it was pick one or the other. And we had a meeting. Uh Mary was there. Uh John was there and we thought just put on hold now these were more priority. It's what the school runs on right now. Uh those 15 classrooms as well as the existing cafeteria. Um doesn't mean that cafeteria is not there. It's still downstairs. It's not being utilized. We use it for testing, you know, from time to time. Um so um it's a matter of um those unknowns. So if we want to pursue it, then we're going to pursue it. We're going to buy the equipment we would have bought anyway for Mary up in the uh cafeteria and then use it downstairs in that cafeteria. It just gives us flexibility. But as far as like waste or anything like
113that, there's been no waste. >> Mrs. Ferris, push the button, please. So I I can appreciate that and I can appreciate the fact that you know I mean I have no problem with the work you guys do. I have none at all. So but I am concerned about a cafeteria that when I walked on this board it was supposed to open within a month two at the most. And then the can get pushed down the road. I know that there was some issues, but I guess what I'm not understanding is why wouldn't we have throughout the year tended to those issues in that cafeteria? I And I guess like I said, it can't get pushed down the road and we come to the summer and you're bombarded with all other things that are have have
114a higher priority. I get that. But I'm looking at a whole, you know, the whole school year. That's and I know that you've had some issues out there, you know, with maybe drainage, surge, whatever, gas. Okay. But we're talking about a whole school year prior to the summer. That's my issue. >> And and >> and the other issue is the transparency around the cafeteria. how this is the first time I've seen the word cafeteria in a almost a year. >> so that's that's my issue is >> Yep. And I understand. So, I was at town hall yesterday and it's still an issue, believe it or not. We're still stuck on the health department issue uh for some things. Doesn't mean we can't get by those, but right now they're sitting there on the back burner
115waiting to pull the trigger on doing that because it's going to spend we're going to spend money. I don't want to spend money if we're not going to go full boore and do it. Um I've talked to the finance director and the superintendent and we thought if when we do, we're going to go out to bid. We can't do it in during a school year. We can't do it. There's too much saw cutting. There's jackhammering. There's all sorts of noise that's going to go on that we can't do during the day. Um to to do that, the duck work has to come down. Lights have to come down. Uh drains have to be put in. Um, and then obviously when you put down the equipment, you have to hammer drill those in and anchor them
116down. So all this makes too much noise. Even when we hammer drill down there for silly things. In the past, we've gotten complaints. Um, so it really needs to be done. It needs to be put on the street if we're going to do it. I really believe because next summer, I know there's going to be a different, you know, set of circumstances thrown at my department that I don't believe we can do that and that. We can do one but we can't do 15 and one. Um so I think the best you know the finance director mentioned going out on the street and I think that is probably the best approach is to put it on the street. We can do some of the things to save some money but I think the majority would
117be put on the street to get it done in a time frame that we put in the RFP. >> Mrs. Sure. You're all set, >> right? >> Uh Lance, the amount of projects you did complete over the summer is amazing. Uh >> well, thank you. >> They're they're very intense and you got them all done. Um so you're saying with the water and sewer and gas to the barn, did it get there or is that >> So the sewer the sewer is um in supposed to get inspected tomorrow. >> Okay. >> Um then the finished work will be done inside. Um and then the HVAC is going to be working um probably next month and until they get done the geothermal system. The wells are done. The wells are coming in. So now it's just
118a matter of hooking up all the mechanicals and the um HVAC department wants to take that on where we don't have a schoolhouse. That gives them something to do all winter and uh learn learn at the same time which is great because it's a new new wave. the uh the stuff that had to go in to feed the cafeteria, that stuff was done at the same time, at least fed into the that portion of the building. I thought they >> No, that's where that's where we have a we have a hiccup with the um the health department. We have a problem. We can't get to 2% and we've faced that for our aviation building, the big one. And uh that costs us $380,000 for a pump. That >> to me was not necessary. But >>
119health department's tough on the end of Very tough. >> Yeah. So, >> thank you. >> Yeah. And thank you. I do have a tremendous team that uh does a lot here at the school. >> Vice Chair. >> Yeah. My question is more time frame. I know the project was put on hold and the constraints behind them. Uh what are we looking at now in terms of getting back to that project >> and getting the RF? we get the green light and then it's a matter of ordering that equipment that we we used in the cafeteria, the existing cafeteria, and then um going through um some more drawings to get the health department to approve uh because they still haven't approved the infrastructure. Um >> how long has it been since that? >> So, we haven't
120we haven't put money into it. Um >> Okay. >> So, what what we did was is we So, they're having a hard time. So, it's a basically a pitch. So, they have to get you're supposed to have to get to 1% pitch for your sewer. They want us to get to 2%. Uh, which isn't mass state code. Um, >> it's it's this state code. Okay. >> And over code. >> Um, so we're having a hard time doing that. The only way we can do that now is probably to go to the interceptor, which basically goes out to the river, which is a little bit bigger of a job, but that's the only way we can draw it up. Which means we have to go a different direction that that we were planning on going, which
121means we're going to go through a concrete pad that holds our dumpster, go through a fence area, and then across the road. Um, it's not impossible. It's just not the way, you know, I'd like to go when we when we meet state code going the easier way. Um, >> so the so the state code is 2% or 1%. 1%. Andover's code is 2%. >> Okay. So would that be something that >> So the health department is essentially requiring it. >> Yeah. So our >> otherwise we would have to go the direction that you just mentioned, >> right? And then we'd have to pay for a whole set of plans from our our house doctor who's already designed three sets and it still comes back where the health department says no. >> And are we having
122are we having this kind of issue with any other projects related to drainage with the town? >> Well, just the aviation building which was quite costly to the school. Um, >> but that's all set. >> That was a timing Well, $380,000 later. Yeah. So, >> okay. >> If we had time and then we could have fought it, we could have actually appealed it and gone. But then that building would not be done. >> Okay. >> So, >> thank you. >> You're welcome. >> Mrs. Ferris, >> I do next. >> So, what would be the efficacy of I know Mr. Lavoy loves building buildings. How about another building somewhere right next to the school. This space I don't think is going to make it. I think you're going to be riddled with issues forever. That pitch
123is it's going to cost so much money it's not even going to be worth it. And if they haven't budged by now, they're not going to. And I mean, I I don't care what anybody says. 2,000 kids in that cafeteria is an accident waiting to happen. You heard it here first. So, I don't care what you did. You turned it into whatever. You've created more space. I don't know how you did it, but you did it. Um, but it's not enough. And I just think another avenue at this point is probably going to be more productive than the time and energy and money that's already been spent in that area. >> Yep. Well, that's why I was here to explain that it wasn't a there was really no waste of money. >> So, that's what
124I was trying to express that the um the money was used. Anything we bought is being used in the school right now. We did an epoxy floor that exists today. So, even if it becomes a shop like you're saying, you know, maybe maybe the superintendent has other you know, when you when you meet maybe those are topics you talk about and say maybe we build a cafeteria and we use that space down there for the other shops. I don't know. But those are things, you know, on the bigger picture. >> If any more building happen on this campus, that would be my only recommendation. But I mean, look, I'm not going to I'm not going to belabor the point again about the appliances and all those things, the equipment. >> Um, I said what I
125said. I'm not, you know, if those things in uh the the main cafeteria were obsolete or not working or whatever, you couldn't get the parts. I don't understand why that wasn't requested earlier. I mean, it just seems very convenient that we had the equipment over here, we brought it over there. I'm not going to belabor it again. I already talked to it, spoke to it last time. I'm not going to belabor it again. In my mind, in my mind, this new cafeteria uh first purpose to be a cafeteria is not going to happen. I don't care I don't care what rabbit you pull out of your hat. It's not going to work in my mind. Use it for something else now and and and build a cafeteria of some sort. I don't know. you find
126I mean you guys can find room anywhere >> and that's why I started up I opened up with you know Mary Beth Ringland very well probably and if you know her she's not one to complain she doesn't absolutely >> and that's why I had to do digging to find out what she had to go through. I don't go up there and watch how they do their and and to ask more questions. I was able to get that information and say, "Well, why? Well, why?" >> And then when we sat down, it seemed obvious that there was a desperate need. >> Anybody good, Brad? Well, >> the the 2% that is underground out to the street or just to another portion of the school >> that's from basically the grease and oil trap. >> Yes. >>
127Going to the sewer main >> sewer main on property. >> Yeah. >> How much distance? >> Um well it was about 170 and we were going to do a sewer in between but then we couldn't tie in the barn with it too to make it all work. So, the barn got done separately because of that. Uh, to go to the interceptor, um, we could probably make that work. I have to find the the location of the invert of the interceptor, the bottom of it. >> Um, seems the most they don't allow doghouses anymore either. So, we'll have to do a full depth sewer manhole there. >> Uh, since we're not under the time restraint like the hanger building, can we appeal to the state? >> Say that again. Can we appeal to the state since
128we're not under a time restraint like like the the hanger? We want to get it done. We needed to have it ready. >> Yeah. I mean, I would say that would be a good thing to for the attorneys and superintendent to >> There's no loss there. >> No. >> Might piss her off more, but there's no loss. >> Yeah. No, I mean, if that's the direction we want to go, then I'd be happy to to pursue that. And I'm sure the engineers would be happy to pursue it, too. >> Anybody else? >> I mean, if it meets if it meets the mass code, >> right? That's >> that's what our >> that's the rule >> stance was in the beginning with the first one. >> Good. >> Thank you. >> Lance, you've been here all
129day and now we've kept you all night. We thank you very much for coming. >> People that do the same thing everybody and >> good night. >> Feel free to call me with any questions. >> Thank you. >> Thanks, Lance. >> Uh Mr. Lavoy has pulled off the update on the Elks is not ready and the update on the MSPCA is not ready. brings us to out of state travel. There are two of them. I'll take two separate votes on them. I want to bring your attention that both of them have no cost to the districts. Mr. Jean Gomez, plumbing instructor and students will travel to Vega Training Center in Nshawa, New Hampshire to learn how to install prop press and Mega Press fittings and get certified. Uh the dates November 3rd and 5th, no
130cost to the school. Can I have a motion on that, please? I get a second. >> Second. >> Discussion. All those in favor? >> I opposed. Thank you. Second one. Senior class advisors is Pamela Clark and Martha Carrasco are requesting out of state travel Sunday, May 31st. uh 2026, Monday, June 1st, 2026 for the senior field trip to Hershey Park, Pennsylvania. No costs to the school. >> Can I get a motion on that, please? >> I'll put the motion. >> Can I have a second? Any discussion? All those in favor? >> I opposed. New admissions uh policy update. Superintendent Lavoy and uh Miss Richardson and we'll update the district committee. Um so I just put together some information. All of the slides are not the packet. Um but I can certainly send it to everyone
131>> and fine. >> Okay. Yeah. So, I'll try to go through this fairly quickly. Um, I think that this this subject could take a very long time to to fully flesh out. Um, but as you know, the um board of education um amended the admissions regulations back in May. So, at this point, we have to um develop a new admissions policy based on a lottery process rather than selective criteria. So, I think everybody received a copy of the guidelines and u the the model template policy. So, hopefully you've had time to review that because there is a lot of information um in there. Um but just kind of an overall summary of the amendments. Um, one they added so with this lottery, um, CTE schools can add a student awareness component where basically students have
132to do something to demonstrate their awareness of CTE in order to be entered into the lottery. That's really the only thing that um, could potentially keep a student out of the lottery. Um, that's not something I think that a lot of schools are actually um moving forward with because if you look at at the guidelines, in order to meet that requirement, the school has to have two in-person events, two virtual events, and all of these other different ways, including like a student just saying they watched a video to demonstrate awareness. So, it doesn't it doesn't really seem like it's it's kind of worth the effort like around that. And I I think if somebody's applying, they they must be aware. Um again the admissions lottery uh versus selective criteria. So we can no longer include
133selective criteria as we did in the past. So the whole scoring rubric all of that is um no longer um permissible. Um they also included a more standardized admissions cycle and timeline. So in the past schools could really set their own timeline when you open your application, when you close it, when you when you accept students. but they've added a very specific timeline and I'll go into that a little bit more um later on. And then also a big um change with these guidelines is that they included something for middle schools that middle school exploration and access. So now middle schools, they actually have to come up with their own um I don't know if we call it a policy, but basically their plan for how they're going to expose their students to CTE and
134their their options. uh they have to put that plan together and submit it to the department of education by October 15th. Um so that's really new because in the past I think the CTE the high schools have felt like all of the responsibility was on us if a student wasn't aware they weren't applying it all felt fell on the high school. So now the the middle schools they do have um their own requirements to meet as well. So um again the the lottery is not an option. So when there where there are more applicants than available seats um students for schools and programs um CTE schools must conduct a lottery that includes the names of all students who apply. So there are two options that we can go with. Um so there's an unweighted lottery
135and there's a weighted lottery. Basically for an unweighted lottery any student who applies they get one ticket in the lottery. Um so a student they the they apply you do the the random lottery every student gets assigned a number and then depending on the number of seats you have available you accept the students in that order based on the the order in which their number was drawn. Um so there are different ways that schools can do this but our um our application platform go to CTE they've actually been doing lottery with some other schools in the past. So um they're already prepared um ready to go to implement the lottery with us. Um we actually had a meeting today where they went more into detail about how that all works. Um so that'll be really
136helpful um going with the the company that we're already familiar with. a weighted lottery. Uh this means that students could potentially receive an additional weight or ticket in the lottery for any one or all of the following. So the first is attendance, second is discipline, and the third one is student interest. So it's up to to each school if we wanted to do a weighted lottery whether we wanted to use any um or all of these criteria. So this is um you know those things are very important right the the MAVA organization um a lot of people have been advocating with DESIE saying why these things are so important the attendance the discipline student interest why they want to attend a CTE school um when you look at the the way the regulations were put
137together and what you're actually allowed to do um through this process um even though it says it's a criteria it what we're looking at it. It seems like it doesn't really have a lot of value and in the actual implementation of it. Um, so for the attendance, a student can get an extra ticket in the lottery if they have fewer than 27 unexcused full day absences. 27 is a pretty high number. Um, and that's for for all of this criteria, you can only go back 270 school days from the date of the application. Um, so in the past we've used all of seventh grade, first quarter, first trimester of 8th grade. Um, but now it's kind of confusing, but even that it's not the same for every student. So if you submit an application on
138November 1st, um, you can't use anything before uh, anything that comes after that. So you could be out, you know, many, many days after that, but you can only go up to that November 1st date. If somebody else applies on February 1st, you have to look at that period of time um and include all of all of that time which very confusing for for the schools for the families. Um but that's that's the criteria for discipline. I'll just read it directly. Um, so a student can get an extra ticket in the lottery if they have not been suspended or expelled for a felony, a dangerous weapon or assault on a school staff member that was committed on school premises or a school event where they were adjudicated or admitted to their guilt in court. >>
139So typically they're not in jail >> essentially. Yes. And student interest. So, if we were to include student interest as part of the criteria, we would have to offer all of these different options. You can't just pick and choose one. So, if we're going to use student interest, we have to um offer all of these. So, the first is a non-evaluative interview with our staff. So, as you know, we currently don't interview, but we would have to start offering interviews even though you can't score them. It's just kind of like a check checking the box. um they could submit an audio or video presentation or a written response that's similar to what we actually did last year in our policy showing student interest. We gave students those different options or GLTS could come up with
140some other uh proposed way for students to demonstrate interest. But again, even if we came up with our own um method for demonstrating interest, you still have to do the other ones as well. So in addition the other highlights so the lottery has to be conducted in a publicly accessible place either in person or virtual. We have to provide reasonable notice of the the date that the lottery would taking place. So at least one week before the date of the lottery um we have to make that publicly available. The other um component of this is uh students do have the right to appeal um students and families. So if you use a weighted lottery, the students and families actually have an opportunity to appeal twice. So the first thing that they can appeal is the
141the weight that they're given um going prior to the lottery taking place. So if we do a weighted lottery and we tell a student that you get, you know, two out of the three weights or three out of the four, we have to notify them well in advance of the lottery. So they have an opportunity to appeal that. Um so they can provide documentation or something if their attendance was wrong or something like that. But that's an opportunity to appeal before the lottery actually takes place. after the lottery takes place, whether it's weighted or unweed, they can appeal if they're placed on the waiting list. So, the only grounds really for an appeal um if they're placed on the waiting list has to relate to something a procedural issue in terms of how we actually
142conducted the lottery. Another part of the um the guidance uh in the model template is as it relates to local agreements and seat allocations. So we don't currently have um um community allocations. So a specific number or percentage of seats for each one of our communities. That is something that can be included in the policy. um if there's a a local agreement um with you know that's approved by the school committee and whatever regulations are required there. Um so this is something that the admissions committee talked about and I'll talk a little bit about more about that and um we definitely think that it's something that we should be looking at as a committee because of the impact that the lottery will have on our um admissions and enrollment. So, if we were to have
143seat allocations, it would be up to the committee to come up with what that looks like um in terms of the initial lottery as well as filling seats that were not filled by um certain communities that have a a number of seats that they weren't able to fill. So, the impact of the lottery, I just wanted to talk about this for a minute. So um again we met with our um our software company GOTCTTE that we use for admissions today and while we were talking about the impact of the lottery um they actually ran some simulated lotteryies for us based on based on our own data. So this isn't just hypothetical this was based on our own data. um they actually used the class of 2028, so our current sophomore class, because our freshman data
144wasn't quite ready to run that report, and they ran it multiple times, so we could actually see trends. So it wasn't like a one-time, you know, off kind of result. They did it five to six times. Um so what they showed is that by applying the um the weighted criteria as it's set out by Desi, it had a minimal impact on our admissions and enrollment, which was interesting. it was a difference of only about 2% in the the students that were accepted and enrolled. So that was kind of um surprising. But where we did see um a significant impact was on the number of students who would be accepted from Andover, North Andover and Methuan. So for Andover and North Andover um they obviously they have smaller student populations than the city of Lawrence um
145and Mthuan and they also have a higher percentage of students who actually apply to our school. So just kind of simple math um you know there was a significant impact. So for North Andover for example um typically they would lose six out of the 17 seats for students who were who were coming here. I don't have the specific number for Andover. Methuan lost anywhere from 34 to 57 seats every time they ran the lottery. So, and it was an average of 40 to 50 fewer students each time the lottery was run. And so, that is like keep in mind that is just for one class. Um, so you multiply that over four years. So, you could be talking up to 200 students. And I looked at at the bottom of this slide you can see
146um just to give you an idea of the number of students who apply. So for the class of 2028 for Lawrence over 90% of the students in the 8th grade applied to come here. Um Mthuan was about 56% and over 7% and North Andover was 16%. So, I do have some um recommendations from the admissions committee. I don't know if we do you want me to just kind of finish and then answer questions at the end. Is that okay? Cuz it's a lot. I know it's a lot of information. Um so, we have put together an admissions committee. So, you can see all of the members um of the admissions committee here. And we've had um two meetings so far to go over the regulations and look at the policy. So based on all of
147the information that we've looked at, based on looking at the regulations, looking at all of the data that we have, and I'll I'll um I have a slide at the end with some data that you can look at as well. Um so based on all of this in our discussions, um there were a couple of recommendations. So the committee number one is recommending that we go with an unweighted lottery. Um, again going back to the criteria for discipline and attendance for discipline for the class of 2029, so this past admission cycle, not one student lost points for discipline um because of how you know that that bar for for who can lose points. So it's really not even worth um addressing in the policy. And for the students who would have lost um that one
148weight for 27 plus unexcused absences, it was only 59 students out of about 1,400. So it's a very small number. So the other recommendation is that community seat aotment that I just um spoke about because of this the substantial impact the negative impact that a straight lot lottery would have on Andover Methuan and North Andover in particular. Um, so we also looked at that um a couple of different ways at um doing that seat aotment and without going into great detail here um knowing that there would likely be extra spots that weren't filled from um for example Andover and North Andover because they don't have as many applicants um those extra seats could then be given to um Mthuan Mthuan and Lawrence. And when we looked at those numbers, it looked like the enrollment overall
149would look very similar to what it's looked like for about the past 5 years. The same um enrollment data. So those are the current recommendations of the admissions committee. Just a few important dates to highlight. So we are supposed to um submit our policy to DESIE by November 1st if we're not ready. Obviously we didn't have a lot of time to do this. The regulations were passed in May. The guidance from DESIE didn't come out until August. Um so there isn't a lot of time, but we can request an extension if if um we don't have an approved policy at that point. We do still have to open up our application no later than November 1st. However, um and then as I mentioned, they Desi put together um a more uniform timeline for different schools.
150So, in addition to open up opening up our application no later than November 1st, we can't close the application earlier than January 1st. Um, and it can't be later than March 1st. So, that's for that initial lottery. Um, we know that after we do that initial lottery, because we have so many applications, we will end up with a waiting list that we won't get through, but we apparently have to continue to accept applications. um even after we close it for our initial lottery um we just wouldn't take any action on those applications unless we exhausted our initial weight list which is very unlikely. So I don't love that it seems a little bit misleading to let somebody submit an application knowing that you're probably never going to get to it but that's what DESI is
151recommending. So again I linked in some resources here at the end of the slide. So, the first one is the regulations um that were put out in August that were um emailed to everyone. Uh it's the model policy template that we'll be um working on to update our own policy. Uh a link to to DESI's website, the Office of College, Career, and Technical Education. So, if you want to go there, look at other information. Um there's a lot of um a lot of information on their website. um the CTE regulations, that's more like the overall chapter 74 regulations for Massachusetts. That gets a lot more um I guess technical, if you will. And then the last link is our enrollment data. Brenda, did we send this slide to them? >> No, I can email it
152to them. >> Yeah. Okay. >> So, happy to take any questions. So basically what we're looking at, you know, we're not ready to present a policy and ask for a vote tonight. Um potentially would like to um have something together and and vote on it in October if possible. But I think it's um it's going to be really helpful for the committee to kind of know where this committee stands on that because you can't really complete the whole admissions policy unless you know which way you're going because a lot of those logistical pieces about the application process and all of those things. They're really contingent upon whether or not you're doing the the weighted lottery or the unweed lottery. Um so we're looking for kind of feedback on on where the committee stands right now.
153Um well, first you know how I feel about this. Um and I think my first question is is before this policy was changed, did the Department of Education or anybody from the state gather information from the districts or ask for input before making this change? Yeah, I mean I think this conversation has been going on for several years. Um especially I would say probably um the fall of last year and in the spring. They were sending out a lot of information. They put out their initial um guidance. They they opened it up for public comment and feedback. There were a lot of uh work was done on, you know, the legislative level. So yeah, I think um you know went to the the board of education multiple times. There were a lot of changes. So,
154>> and engaging ev everything that folks were saying at the public comment sessions and how vocational administrators and vocational schools stand on it. Do you think they would have been in favor of a lottery admission system? Well, the uh NAVA, the Massificational Association of Administrators has been working on this for years and then this last year has been a much more heated conversation. Done a lot of u work with all our legislators, board of education, we've been to every meeting for the last two years fighting this. Um some of our the House uh added a bill to the uh the budget this year that passed to eliminate the lottery, but the Senate it didn't pass. The Senate didn't pass it. So then consequently it's now it's gone through, but uh uh Representative Moran has put
155a bill in they're working on now to try to uh stop the lottery. Um when I talked to him last week, he estimates a two at least a two-month uh battle in order to try to get this through. He feels like he's got the votes in the House. Not sure if he's got the votes in the Senate yet. Uh but they're still working on it. They're hoping that uh so um I mean we've sent several letters. we've sent um to uh both the department of education to the board of education to all our sen uh representatives and senators and I've spoken before them at our last uh meeting we had with them last spring uh so it's been a but there's so much push to pass it the governor has been the one that really
156has helped to push it through cuz she's in favor of it and governor Baker was not and since this governor has got in place, she's been able to, you know, work with people to get it through. >> So essentially, you're answering my question is vocational schools are not in favor of lottery admissions. >> No, none of the vocational schools. >> This was a two-body decision. This was the board of education and the governor, >> right? This was not a decision that was made with vocational schools, with vocational teachers, with families. And now we're just using students as numbers in a lottery like we're a charter school and throwing them into a bowl and pick up a number and if you win, you win. You don't win, you don't, >> right? >> Um, which to me
157is a racist practice and is is it it does not help. I mean, it doesn't help districts like us because we already have a majority of students from communities like Lawrence and Mthuan. >> Um, this would apply in a district where they need a lot more of that diversity. Uh, versus a school like us where we already have a good system in place. It has worked. Um and and the issue at stake is creating more seats for students and bringing down that damn weight list that we have that's way too long. So I'm just going to put it out there that this system that was put in place by the state is is a total shame to and a smack in the face to all of the vocational schools that now have to shift to
158this policy and go back to the families and explain to them how this new process is going to work. Um, so I'm I'm curious to hear at the next meeting what the admissions committee stands on. >> Um, and and whatever happens in the legislature. >> Um, >> cuz I want to make sure that, you know, we're putting the best interest of the kids first. >> Um, and also strengthening the system that has been broken instead of creating new ones that make absolutely no sense and have not been proven to work. >> Yeah. >> So, >> yeah. Yeah. absolutely right on every count. So, the uh we'll bring it we'll have to uh bring it to you for a vote at the next meeting. We're going to move the meeting. We're going to have you vote
159on moving the meeting up so that we can get this completed and get it to Department of Ed time for November 1st. So, I think we have it on the agenda to move the meeting up. >> Yeah, change the date. There's a date on there >> to the second to the uh I think it's the 16th. >> And what does it mean over here about the selection? Something about >> we have so many students. Next Tuesday, >> chair, >> it'll be October 14th. >> October 14th. >> That's the next Tuesday. >> It's two weeks from today. >> Sorry. Yeah, that's the model template. And sorry, what was what was the question? Three weeks. Three weeks from today. Yeah. >> 14th of October. >> She can come to the meeting. aviation. >> Sorry, Miss Ferris had
160a question about the template. >> All right. Again, not a biggie here. I just want to reference when it says when and the students interested in applying whatever and you have too many applicants, you have to take in district before out of district. Does that make sense to you? >> Yes. So, some some CTE schools do have um a lot of out out of district student students applying to. So, that doesn't really apply to us. We don't do out of district. We vote no to school choice. So, that's not something that we'll even look at. >> Understand it. So, >> yeah. Okay. That won't really apply to us. opening of the aviation aviation opening event. So the uh aviation opening event is October 15th. Uh so the event we've sent out the invitations. You should
161probably get it tomorrow if you haven't gotten it yet today. We sent them out yesterday. Uh so you'll probably get it tomorrow. It's October 15th. I believe it starts at 8 in the morning at the Lawrence airport where we'll do uh some remarks and review uh what our aircraft out there, the space, the hanger uh talk about uh we have a couple people that'll be doing uh presentations. Then after that, we're going to come to the school to the have a breakfast here in the in the uh four winds here uh to finish up and then visit our h our uh learning spaces here. both the hangar and our uh 10th grade lab uh to review that as well. And uh we'll recognize a lot of different people who have contributed to the uh success
162of getting this particular uh program up and off the ground. So all our legislators were invited, our city officials, city council and mayors and um selectment board of selectment from the towns uh have been invited as well. >> Invitations. >> The invitations went out yesterday, so people should be getting them by tomorrow. Any >> questions under this? Okay. T-shirts. >> So, uh, >> so I'm looking to because one of the challenge I believe we're going to have is once we were looking for the students u by October I think 12 or somewhere around there to have their order for the t-shirts in but we feel like there might it might be a challenge and difficult and it might be some financial difficulty. So, I'm asking the committee if they would vote to purchase uh two
163t-shirts and a sweatshirt for all students in the 10th, 11th, and 12th grade to start the program off. That way, we know everybody has a t-shirt and it make it a lot smoother getting this transition off when everyone does. That way, we don't have to worry about everybody ordering them. They'll all get ordered. It'll be one initial order that everybody will get their t-shirts and a sweatshirt. And uh I think it'll make this process go a lot smoother. >> 60,000. >> No, it's pretty close. No, I think that's about right. We uh got our prices and we calculated the costs. else. >> That's it. >> I'm sorry. Would you 60,000? >> We need a vote on it. >> I I I There was a gap. I left. What? 60,000 for what? For the uh to
164>> buy all the t-shirts for the kids. >> And how many teachers would that be? >> What's that? >> How many teachers? T-shirts. >> Two t-shirts for each student. That would be 3,000 t-shirts and 1,500 sweatshirts. The fresh the freshman already have their t-shirts. >> Okay. So, they won't expect them when they become sophomores. They already have them, >> right? The freshman t-shirt's different. I mean, it's black, but it doesn't have the same kind of logo cuz they don't have a shop yet. >> So, looking for $60,000 for shirts and sweatshirts. That's a figure. That's not an approximate. >> That's a definite figure. >> I get a motion to purchase sweatshirts and t-shirts. >> I I put the motion. I'll put the motion. >> I have a second discussion. I never ever expected that the
165school would buy every student their uniform. Just saying. And again, what's going to happen when Johnny doesn't have his shirt? What are you going to do? How are we going to deal with that? >> Same same policy we have in place now for kids who don't nothing. >> Well, we'll have to make sure we reinforce the policy. >> More communication. >> Expect this committee to put in to to okay $60,000 and I don't have a plan in place to know what the consequences are for kids not coming in with that uniform on. >> It's the same consequences that are in >> and I'm telling you think that the consequences are consistently enforced to everybody's liking. Otherwise, that's why we're here, right? So, I know you don't have an answer to that and I don't It's
166rhetorical. >> Well, I I'm all done. I'm not really, you know, I didn't expect $60,000 for the uniforms. I didn't did not. The question is too, I mean, do we are we offering to buy this? Because I I I really don't believe that this a burden on any students to I'm looking at the numbers. We're looking at $13 and 33 cents per per item. I don't think that nobody in Lawrence or anybody any anybody's out there that's going to be averting to spend $26 to for two for two shirts um to come to school because they have to wear it. if they have to wear it, they have to buy it. So, I mean, if we want to give it, that's by all mean. I if if we have the funds to give it, that's
167I don't have a problem with that. But if if the school requires the student to wear that to buy that shirt, they have to buy period. I mean, that's it. They have to buy clothing to come to school no matter what. So, what's the difference buying a regular shirt versus buying a uniform shirt? What's the difference between those two? I mean it's not just the money. It's also the uh implementing the policy would be ensuring that everyone has a t-shirt and it doesn't. So if we say okay we tell the students we can send letters home we can do whatever we want and say you have to go online and order your t-shirts and then we get pushed back and kids say well no my parents says I don't need it uh we don't have
168the money I mean 100 excuses right and so to prevent all those excuses and all those difficulties in our initial implementation of it this would be ensuring that everyone has the t-shirt and uh there's no excuses Excuse me. >> Are you good? >> I'm going. >> I mean, I get the I get the whole idea. I get the the pathway that you're going with, but and I don't necessarily disagree with that. Here, here's your t-shirts. I don't want any excuses. I need I need need for you to be here every day with that t-shirt or that sweatshirt on. that happens. Wonderful. I know it's not going to. And you know what? Know what really is going to get me when it's not enforced. And why you say it came out of your mouth? No excuses.
169But there will be. And there's never anything in place. And that's why we're here discussing this uniform nonsense. There's never anything in place to absorb non-compliance. It's not consistent. No, it's your job. No, it's your job. No, it's your job. >> So, that would be something we have to improve. We have to improve that process. >> So, one of our goals, one of our expectations for everyone is we put this in place and everyone has to follow the rules from the teachers to the administrators to the students to the parents. >> I mean, I'd love to believe that, John. I really would love to believe that. I'd even ask you to put it in writing, but I've asked you to put stuff in writing to send home to the parents about their the kids' attire,
170and that didn't happen. So, I don't have much like faith in any of this. So, I I would love to be made a believer again, honestly, because I haven't been a believer since I was here. I'm trying trying to believe again. Yes. >> A motion. >> There is a motion. >> Second. I'd like to chime in. $60,000 is slapping right in place. Did you >> do we have the money for that? Excuse me. >> I'm sorry. >> Do we have the money for that? >> What are we taking away for to buy kids clothes >> that they're not going to wear more than a week? >> We're not taking away any requests for any pieces of equipment, tools, staffing, or anything to purchase this. Actually, I have one one more question in regards to future
171purchases of of um uniform for for the school. Um, I know that we're going I'm assuming we're going to provide the students or fam or the parents with a way they can purchase future. Uh, >> what what my my question is why don't we find a local store who be willing to purchase a certain amount of stuff so they can we can direct them to go into local store and just buy it. like say we got a AB clothing whatever and Lawrence Andover or whatever and say hey if you can purchase this this uniform we'll send the student to buy them here so that some benefits will go to the local store to buy you know they know they don't have to be on waiting and I'm sure that any local store will be willing
172to invest the money into this uniform when they're going to they know they're going to sell it and it helps the local business and they don't have to wait until whoever sent from whoever, which a lot of these parents may may don't even know how to navigate through the internet. Um, I'm just saying because I just want to cut the the excuses when somebody can go to a local store and just buy it there. This was put out to bid and um any uh distributor, any clothing company, anybody could have bid on this uh product and the only one comp there was probably 10 that pulled was there about 10 different vendors who pulled uh the bid uh Melissa or was it less than that? But only one bid only we only got one bid.
173Only one person gave us a bid. Optim Optimum was the only one. >> So they have to they on they buy on any further ones they want to purchase they buy online through optimum. We have a a protocol and procedure in place so that we can do online. Once they order it they get delivered to the school here so they don't have to go chase them. They're not getting mailed. They're getting delivered right to the school. Mr. Jones. >> Yes. >> Mr. Tart. >> Yes. >> Mr. McN. >> Yes. >> Mr. Mercedes. >> Yes. >> Mr. Paris. >> Mr. >> Yes. >> Mr. Yes. Mr. Committee, sorry. Retirements, none. appointments. Arena Melo, child care assistant, effective 91725. Frederick Monroy, long-term submap, effective 91525. Audrey Duncan, cooperative education coordinator, effective 910 25. >> I can't hear
174you. the mic. If you could pull it, >> want me to start again? >> If you could pull it closer to you, >> I'll be eating it. >> I want to hear you. >> I don't want >> All right, I can hear you now. >> All right, job postings. We'll start again. >> Uh, I'll need a vote on these. Get Are you all set with the appointments? >> Yes. >> Good. Job postings. Uh, I'll need a motion and a vote for each one of these separately, please. I'm going to read them all off first. After Doc's bed, teacher, $70 an hour for teaching and $50 an hour for prep time. Monday to Friday, 3 to 5:30 p.m. Half hour per day for PEP prep. New position. Uh, attached is a job description. Next one is
175after dock administrative se secretary Monday through Friday 3:00 to 5:00 p.m. Additional hours for meetings. New position colorally color hourly wage. New position attached job description. CTE mentor facilitator stipen position $2,000. School year 2526. New position attached job description. Can I have a motion for the first one? The afterdoc bed teacher. >> So moved. Second >> discussion. All those in favor? >> I >> opposed. >> Uh the act after dock administrative secretary. Can I get a motion please? >> So moved. >> Get a second. >> Second. >> Discussion vote. Uh, all those in favor? >> I >> opposed. CTE facilitator. Can I get a motion? >> Motion. >> Can I get a second, please? >> Second. Discussion. >> Yes. Okay. Discussion. >> I'm sorry, Mrs. Ferris. I >> Well, who's the CTE mentor? Oh, mentored
176facilitator. CTE mentor facilitator. The third one, the last one. >> Oh, that's a new position. Okay, >> I'm lost. Is that a second or no? You were just asking a question. >> We got the second. >> Yes. >> Is that discussion? Mr. Mercedes, did you raise your hand? >> Say it again. >> Discussion. No. No. Okay. All those in favor? I >> opposed >> the change of October 21st to October 14th. We've done that. Can we have a motion? I have to have a vote on it. We're changing the the superintendent D Chuck discussed it. What? I don't have a fourth one. Do we have a fourth one? I don't have a fourth one. >> Not on mine. I'm not doing it. >> Future agenda items change of October 21st. >> Um, Miss Dla has
177her hand. >> I'm sorry. >> Are you on future >> then? Agenda. >> I can't hear you. >> These items are on future agenda. change of October district um committee meeting. Is that where it goes? Just have a question. >> It's in our packet under agenda items. The superintendent already touched on changing the date. Everybody said the 14th was okay. >> Yeah. My question is why is on on the future agenda? >> I'm just reading our packet. >> Okay. It doesn't belong there though, right? informationational >> informational superintendent saysformational but it's in your packet under future items that's why I announced it >> carry on >> thank you measures of academic performance map presentation at October meeting >> excuse me will those be the results >> may I speak again >> that's a future agenda
178because >> agenda, >> huh? So that's a future agenda because it's in the future agenda because it's going to go on the agenda for the next meeting. >> Okay. So, do you see the difference? >> I see the difference. >> Okay. And I want to add um an item. I want to I want to put a motion to add an item to the future agenda. Please >> make the motion. >> Yes. I'd like to add a discussion regarding um a letter that was attached to this um to this package um which is allegating a violation of open meeting lot. So I would like to add that to the agenda for next meeting >> for future items. >> Yes sir. >> So noted that again We have a motion to accept that. >> Second. >> All
179those in favor? Any further discussion? All those in favor? >> Opposed? At this time, we can go into executive session. Can we get a motion to go into executive session, please? >> I'll make a motion to executive session. >> Second. Any discussion? >> All those in favor? >> Opposed? He has that the leg the leg. Another [Music] film. almost through. >> Yeah. [Music] All these My hand. We good. Welcome back to session. Uh, can I have a motion on the non-rep? >> I'll put the motion. >> Oh, I thought you mean to open section. Okay, my bad. >> I'd like to make a motion to accept the contract for the nine reps. >> We have a second, please. discussion. Cheryl, call the vote, please. >> Mr. Tom, >> yes. >> Mr. Mia, >> yes. >>
180Mr. Mercedes, >> yes. >> Miss Ferris, >> yes. Ma, >> yes. >> Mr. Jones, >> yes. >> Mr. >> Yes. Can I get a motion for the paraprofessionals, please? >> A motion for the par professionals for the contract. >> I have a second, please. >> Discussion. >> Sh. Please. >> Mr. Mia. >> Yes. >> Mr. Mercedes. >> Yes. >> Miss Fris. >> Yes. >> M. Disl. >> Yes. >> Mr. Jones. >> Yes. >> Mr. >> Yes. >> Mr. Chox. Yes. >> Can I have a motion on the appendix B, please? Somebody give me a motion, please. the coaches. I have a motion for the coaches positions. >> I have a second. Please >> second. >> Discussion. Please. >> Mr. Mercedes. >> Yes. >> Miss Ferris. >> Yes. >> M. Tesla. >> Yes. >> Mr. Jones.
181Yes, >> Mr. >> Yes, >> Mr. Tavos. >> Yes, >> Mr. >> Yes. >> Can I get a motion on the uh new teacher orientation uh time? >> Yeah, if I can make a motion to accept the new teacher uh contract proposal. >> Can I get a second, please? Discussion shows >> yes >> Mr. Jones >> yes >> Mr. Adam >> yes >> Mr. Tox >> yes >> Mr. Mia >> yes >> Mr. Yes. >> Can I get a motion on the daycare director, please? >> Uh motion to approve the uh daycare director proposal. >> I got a second, please. >> Second. >> Discussion. What discussion? >> Thank you, Jones. Sorry, >> Mr. Tesla. >> Mr. Jones. >> Yes, >> Mr. Yes, >> Mr. Tos. >> Yes, >> Mr. Mia. >> Yes, >> Mr. >>
182Yes, >> Mr. Fris. >> Yes, >> thank you. One more. Cafeteria unit. >> I can make a motion to accept the cafeteria unit contract as presented. >> Second discussion, please. >> Jones. Yes, >> Mr. Adam. >> Yes, >> Mr. >> Yes, >> Mr. >> Yes, >> Mr. Mercedes. >> Yes, >> Miss Ferris. >> Yes, >> I think we're all set. >> We get a motion to adjourn. >> Oh, we are missing one. We are missing one. Um, uh, vote to approve the custodial contract. >> We I thought I did them all. We did them all. >> We didn't? >> Yeah. >> Chapter three. That was a custodial. >> Okay. >> Cheryl, can you confirm that, please? I think it was the third one. >> I just want to make sure I have them all. >>
183No, that's C. That's the uh All right, keep going. Chapter. >> Let's do chapter three, please. >> Okay. >> Custodials. Uh >> motion to approve the custodial unit contract as presented. >> Second. >> Discussion. >> Stit, you have your hand up. >> Yes. Before we adjourn, I want to add >> Please turn your mic on, please. >> Yeah, I know. I know. I know. >> Thank you. >> I'll figure it out one day. I want to add another item to the agenda as a motion. >> Um, since there was two letters sent, I want to >> Oh, we're taking a vote on the custodial contract first. >> Oh, >> yeah. >> Excuse me. It wasn't done. >> No, no, no. This is the last one. >> Never mind. >> Keep You could keep playing. >>
184You could continue. Yeah. Mr. Mahia. >> Yes. >> Mr. Mercedes. >> Yes. >> M. Ferris. >> Yes. Mistler. >> Mr. Jones. >> Yes. >> Mr. Hayden. >> Yes. >> Uh, Mr. Chair. >> Okay. So, I would like to make a motion to add another item to the future agenda since we there was two letters attached to this agenda and I don't want to miss any. Um, just go with I know one letter addresses should address both but there was two letters sent. So, just make sure that we adding both to the future agenda >> to this next meeting. Okay. Just want to make sure we >> I am Yes. I want to amend the motion to add both items. >> Second. >> I thank you. >> I'll put the motion to adjourn. >> Second. >>
185Get out of here before it's 10:00. I think we're