001off icer testing testing testing you hear me test test thank you [Music] not gonna fall asleep we call the meeting to order would you please join me in a pledge of the flag and remain steady for a moment of silence I pledge allegiance to the flag of the United States of America to the Republic for which it stands one nation under God an individual with Liberty justice for all please keep in your thoughts this evening John rayon Peter kazalakis and Rick godella all past teachers employees of gray Lawrence who have passed in the men and women protecting us around the world hey thank you very much okay would you call the uh roll for the purpose of attendance please Ms Fitzgerald here is this one yes president Jay would appreciate a motion to accept the
002minutes of Jude 6. second of a discussion all those in favor anyone opposed give us a cash balance report please um account balance May 30th 2023 808 dollars and 73 cents deposit May 31st through June 13 2023 3 942 uh and 91 cents transfer in and out on May 31st to June 13 2023 2 million dollars less payroll of June 8 2023 1 million 705.68 payroll our warrant uh number 44 of June 6 2023 467.68 book balance June 13 2023 578.28 28 cents bank balance June 2013 950.81 account balance May 30th 2023 10 million three hundred thirty one thousand three hundred seventy two dollars and forty three cents uh a year-to-date interest May 30th 2023 446.26 a total of 10 million 631 818.69 transfer from concentrated concentration account two million dollars interest forty seven thousand
003two hundred and seventy dollars and Thirty One cents mmt DT balance June 13 2023 12 million six hundred seventy nine thousand eighty nine dollars in total operate operating cash balance thirteen million one hundred ninety eight thousand six hundred sixty seven dollars and twenty eight cents Joe appreciate emotional acceptance second discussion all those in favor aye you were opposed okay moving right along I could solve there's a handout for Consolidated cash Reconciliation Report revolving fund report budget report any any questions on any of those documents okay donations to see none articles see great allowance Tech uh dedicates the second base of alumni fields right okay public participation let's see uh first name up right here Chris here just to give the guidelines of public participation we allow usually two three minutes I'm usually not very easy
004strict on that depending on how many people have got to address the committee uh you address the committee you can give any your statements that you want the committee will not answer any of your questions it will take it under everything under advisement but it did but this evening they will not give you any answers or rebuttal whatsoever okay just to see you good evening my name is Chris sear and I'm here to address the grading policy that's coming before you this evening most what I'm saying tonight I've spoken to leadership already um I'm here because I believe this committee is also an impetus behind the change those of you that know me know that I advocate pretty strongly for something that I believe in I'm here not to just raise concerns I've already put
005my name forward as to be part of the committee that will be part of the solution for the record I'm not here as VP the union I'm here as a parent of a graduated student one that hopefully will come here as a teacher of 16 years coach Club advisor and teacher mentor given my background in Industry where I was a VP of a high-tech firm and an organization driven by data I appreciate data-driven analysis and the fact that we're moving in that way to understand data is to understand root cause to find meaningful change and reflective change this is what happens in many CPT groups throughout the school yeah when it comes to the grading policy I've heard comments like there were too many failures it's not just about failures we need to do something
006and my question is why what is the problem the data behind the statistic that identifies and defines the problem when you attempt to dig beyond the surface it's just not there let me say up front there are many ideas in the book that's referenced that are worthy of discussion yet before jumping into a significant policy change that will affect our students and behaviors in the classroom what is the root cause of the problem we're trying to solve let me offer a few suggestions and thoughts let's assume for a minute as a baseline that it is failures what is the cause behind the number have we surveyed students understand why they failed or to correlate the data to see how we could fix that have we checked with teachers about those students to understand what they've
007done because that's an important piece of data as well look at a few variables over the past four years we were here for half a year and got dismissed doing remote teaching when no one had any experience with it we spent an entire year doing remote teaching with very reduced curriculum we came back with again reduced curriculum because we had to get the kids back into school this is the first year we've implemented the full curriculum in four years is that part of the struggle we don't know life schools across the country we are re-teaching our students how to learn so there really isn't even a constant to measure over the last four years let's go further this year we've implemented the full curriculum with two hours less a week did that have an impact
008we change the schedule meant to reduce time between academics but end up with no real consistency and flow with two virtual Mondays and two virtual Fridays with a lot of interruptions was it did it help the way it was meant to did it hurt again there's no data from the students or the staff to really understand what the impact was on grades and learning let me ask you this the students are coming in are they struggling more than prior years because here's something very important to consider middle schools across our districts are implementing policies like that that are being suggested maybe just maybe that is a significant contributor to the struggles it we're seeing with reduced Vigor expectations and accountability and if that's the case what does that mean for our graduating students as they
009go into a world where deadlines matter effort is rewarded and you don't just get to make things up without a cost again we don't know we haven't asked we really haven't measured we don't know how to quantify and qualify the problem in enough detail so that we can propose meaningful solutions to address the root cause without this you we are guessing at the high school level implementing these middle school policies that could have a significant contributor to the problem May severely impact Beyond these walls heck I have a student who's in middle school she groups together her work because it's allowed now it has killed her learning but it's helped her grades all of us want to see our students succeed but the time to learn about deadlines responsibility effort and accountability is here when
010they leave here the cost of failure and work in college is there and it will it is our Collective responsibility if our guess is wrong but let's not forget failure is learning it is actually some of the most important learning that we can do I had to go to summer school for Math and at 61 I remember it vividly because it was a lesson I learned to never get into that situation again an essential problem with some of the policies on the list is that there isn't any data none of these policies have any academic research behind them with demonstrable results and measurements of impact to high school students post-graduation never mind for inner city schools if it exists I've looked I haven't been able to find it even using artificial intelligence search engines to
011help me what I did find is that Leominster just stopped implementing these policies because quote students were not learning to be responsible some of the policies on the list have a tremendously negative message to our students and to behaviors into the classroom as a senior teacher all we hear is how do I get my 240 you know the 60 times 4. and as soon as they get there many skates imagine the message to our kids we realize getting to 240 points is hard so we're going to spot you 200 points a student that gets a 90 in term one they're done for the year they can pick and choose whatever assessments and assignments they want to do because they have what they need that will impact learning and behavior in the classroom the issue of
012making up work is it about learning or the grade we have to pick one if it's about the learning then we require work that engages them in that just making up work when a filing assessment is done is busy work it's about the grade not the learning taking a test over again is really not about measurement of success and learning it's about knowing the questions ahead of time any of us can pass an interview when we know that questions are going to be honestly I'm no traditionalist everywhere I've LED prior to here I challenge Physicians but it was always about thinking the root cause understanding that and suggesting changes to address that root cause but the process starts there I want to leave you with a recent event a girl who failed for the year
013and would be attending senior completion when she heard about these coming changes she said and I quote they need to stop treating us like children we need to be held accountable understand the irony there and when she left on her final day of senior completion I asked her why when she had so much time and opportunity to fix her grade she simply said I could always do it I just didn't want to it was my mistake I learned in the end I ask you to think about the implementation of this with the lack of real world positive evidence and data on the impacts of these policies post-graduation do we really want to implement the guests in an experiment on a student even if that guest is a program from the desc not all changes are
014positive I think we can all agree that the idea of participation trophies Mr Mark let's not turn a glts diploma into one thank you next we have Angela Santana good evening good evening all right brought some handouts I came as the I'm here as a Lead Teacher for the business technology department and um I'm just going to go over a couple bullets we really want to know why we are not having a fourth teacher this upcoming school year um we can't hear you oh you want me to talk louder not a problem I can talk louder so we do I need to start from the beginning okay so um we really want to know why we are not having a fourth teacher we believe that we have been performing and the our Advisory Board recommended
015that we receive a fourth teacher an email our chairperson sent out an email to the superintendent the principal and the CTE director to discuss this further but is an attached email and just to let you know 33 of our current juniors are in Co-op and we're estimating in the beginning of the school year about 50 percent will be on Co-op as incoming seniors 17 out of 21 juniors are certified in social media marketing all sophomores and juniors are certified in at least one Microsoft Office application there's a report attached and our curriculum has been revised targeting those jobs that are going are forecasted to increase in the next 10 years so we would really appreciate having a fourth teacher for next year thank you thank you very much okay you see no other names on
016the uh on the participation your report superintendent please uh first on uh we have our uh Equity grading team that's going to present to you a uh PowerPoint uh ins and uh support of your vote to implement grading uh grading policy changes presentation what else is it yes [Music] so uh the equity administrative Equity team has been working over the Year this past year to put this new policy together they're going to go through uh the um slides that will explain some of the work that they did some of the research they did and the rationale for the need for this change uh Jen Stefano our Ela principal vice principal overseeing Ela in social studies will be leading the presentation and we'll introduce her team to you thank you Mr Lavoy um tonight myself and
017members of the team are going to be presenting to you on our work on grading for Equity um I have with me tonight Kate Burnham she's the special education director Lindsey Gangi one of our CTE coordinators and Ryan Brown the assistant principal for Math and Science there were also other members of our committee um Dr Jill Fawcett who is our director of culture equity and language was also a member of the committee and Lauren Jones the CTE director was also a member of the committee this year um so we're going to be presenting to you so are you gonna okay so what we're going to present to you tonight is based on some extensive research and also some other things that are going on in the state that greater Lawrence was beginning to explore so
018um in this Massachusetts Jesse has started a rethinking grading cohort basically this is language from their site um where they're saying schools of assess student learning and growth with essentially the same grading system for over a hundred years since the system was created the field has learned so much more about the way students learn and what type of learning leads to success in life what we know now is that the current system does not assess the true student learning and this comes from the office of college career and ah there we go office of college Career and Technical education at Massachusetts Jesse also this year Jesse put out a request for Grant applications for districts that wanted to be first involved in the rethinking grading cohort those five schools there Melrose High School Monument Mountain
019Regional Revere High School Springfield International charter school and South Shore Vocational Technical High School are all working with the Department of Education in a two-year grant program to rethink grading in an attempt to begin examining how communities across the Commonwealth support the student learning and growth and to Envision a new world for Massachusetts schools it's time to rethink grading also from the Department rethinking grading cohorts what we're hoping is that um having grading of this type will help students take ownership of their learning experiences and be empowered to use their voice it sounds like Lively and vibrant Buzz of student enthusiasm and curiosity and it feels like a welcoming and empowering place for Learning and I think you will agree that um much of what their vision is First Student Learning in Massachusetts does align
020with greater Lawrence's core values of supportive environment high expectations lifelong learning as all of those are part of this policy so if Massachusetts and the Desi is doing this why would greater Lawrence want to do this at this point so why the shift to grading for equity so we're looking for Equitable grading practices and Equitable grading practices give students hope support and opportunities for Redemption but they are above all accurate reflections of what a student knows resistant to our biases that can lower or raise grades because of students circumstances or identity basically we want to make sure that ultimately a student's grade is a true reflection of what they know and are able to do because ultimately as Educators it is our responsibility to be measuring and assessing if our students are meeting the standards
021that are set by the state or the competencies that are set by their the state as well so as Educators we have to be measuring this and we want to make sure that when we're measuring it what we're getting is accurate information um the book that we used as the anchor text for this work is called greeting for Equity it's by Joe Feldman it is a literature review that includes over 150 different citations from various leaders in educational research who have been researching on policies like this implementing policies like this across the country and you know Gathering data about how it's impacted their teaching specifically when we're looking to do Equitable grading the three pillars of Equitable grading the things that we hope is that our grades are accurate so we want to make sure
022our calculations are mathematically correct and sound we want to make sure that it's bias resistant so that all students have an opportunity to succeed regardless of privilege our vision of grading requires grading practices that not only counteract the biases embedded in 20th century grading but that also act as a check on those biases we each bring to classrooms and Grading should be motivational although we don't want students to be myopically focused or fixated on the grade we certainly want grades to motivate rather than demotivate students and to orient students to the value of learning rather than Point collecting and you can see we have a little icon next to each one one for accuracy one for bias resistant and one for motivational and you would see those icons as we go through the practices I
023think what is most important and what the real goal of our work has been is to look at grading practices that reflect these three pillars as well as give our students opportunities to continue their learning and extend their learning until they are satisfied with it um if I take a test and I get a 75 maybe I know I could get a 90. I have to learn from my mistakes if I can take the test again I may do better and I'm not talking about a multiple choice test where you could memorize the questions and the answers but the kind of Assessments that we're giving where kids have to demonstrate their skills where they have to show us what they know and show us what they're able to do so surely if a student wants
024to continue their learning why would we want to stop them and specifically this policy supports folks who may not learn as quickly as others who might need more than one chance to demonstrate that they know something or who maybe just take longer to get it so the Equitable grading policies focus on what does the student know and what are they able to do it doesn't look at sort of external factors like the timing and you know if they didn't bring a pencil or something like that to class this is a timeline that explains a little bit of the work we've been doing so the grading for Equity committee began meeting back in December and from December to February we were researching this text and there are also other resources that we consulted that are included
025in the references at the end from February to April we had weekly meetings where we were working on the development of the policy looking at the types of practices that we would like to include or that are suggested to be included and making sure that it needs sense in may we presented to the staff and put out a Google form for them to give us their input um once we got their questions and suggestions we did respond to those I believe Sue shared that out with the staff recently and then Here We Are Tonight June 2023 hoping to present to the school committee for your approval if this is approved and we move forward we will be looking at A Five-Year Plan of implementation which will be matched with a five-year professional development plan where
026we would take time to work with the staff and make sure that they're able to incorporate these practices into their classrooms that we can support them in any training that they may need or asking and supporting any questions that they might have um moving into the summer we have posted for a teacher implementation focus group who will meet over the summer to look at the practices and make some recommendations on how we should Implement them more practical since the teachers are the in the classroom professionals when we're with them in the summer that's when we'll be able for them to give us real guidelines on what makes sense for implementation that we may not have thought of since we're not in their shoes and then over the course of the 2324 school year up through
027the 27-28 school year we will be continuing with this PD and monitoring the efficacy collecting data and making tweaks as needed so I'm going to ask Ryan to come up and Ryan is going to go over the Equitable grading practices with you and um hello everyone so as we introduce these grading practices just to comment that these aren't in any particular order but again these are our research-based practices that ensure Equitable grading for students we can go for the first so one of the first is the elimination of the zero to one hundred point scale the traditional 100 year old uh zero to 100 point scale is is skewed toward failure most of the points that a student is able to earn you know zero through 59 are failing grades so what this would do
028is make a minimum failing grader of of 50 such that a student yes they can still fail but a failure is not such that it would put the student in a position where they could not Escape that failure and move into passing um another would be the elimination of zeros zeros will no longer be recorded in the grade book for missing or incomplete work they will no longer be given for cheating plagiarism rather the student will be required to redo the work again if giving a student a zero this doesn't give the student an opportunity to or the teacher to understand what that student knows it is only when the student does the work that we can make a measure of whether or not that student understands the standards and whether or not they're they're
029making progress in those standards so essential to this as well is alignment to standards and or specific competencies assignments and assessments must be aligned to standards and competencies to be entered into the Gradebook excuse me so for example a assignment that for maybe turning a syllabus in with a signature is not a learning assignment and is not a part of the state of the the course standards that would be an example of a compliance-based practice that we must move away from so students receiving credit for merely complying is something that we're trying to move away from new learning replaces old learning if a student retakes an assessment the new grade they receive is the grade that is entered into the grade book if someone gets their driver's license and they fail the test the first
030time they don't not get their driver's license or excuse me they take the road test when they pass the test they get the license new learning replaces old learning students can make up work so students can make up late or missing work so development of a district flow chart of a timeline for the late or missing work will be developed and shared as part of this new policy so it's clear as to what the timeline is for students to be able to complete their assignments points are not deducted for late submissions only demonstration or performance in relation to the standard or the competency is grading is the student where they need to be in their learning of the standards points are no longer deducted for late submissions of assignments credit the credit is no longer
031a part of the student's grade extension activities that engage students in deeper learning are there for the purposes of feedback and acceleration only we're trying to measure if the student is meeting the standard rubrics and criteria for Success these will be required as part of assessment so it's clear what the students are be grading against and what the student needs to do to meet the standard so doctors Stefano is going to come back and talk a little bit more about perspectiveness in the real world thank you so I know a lot of the concern that people have Arisen is about what about the real world what about when the kids get to college or what about when they're in the workforce how is this going to have prepared them so to speak to that a
032little bit um myself as a parent of currently two college students I think the times from when we were in college are quite different I know my children come home with their syllabus they have suggested due dates and the professor then expects them to sort of monitor their own time meet the expected due dates or at least have things you know by the end of the semester when my children have reached out for extensions has never been an issue um k295 reference your experience Kate Burnham works as a professor in the evening at Framingham State and she teaches Masters level classes and her syllabus allows for flexibility in due dates um that really is more of the trend in college education these days in fact one of the articles that we included in your packet
033for research is from Harvard School of Education where they are talking about rethinking grading and the woman who wrote the article her child is actually a student at Melrose High School which is one of the schools that is participating in the pilot program with the state this year so it's a very interesting read I would encourage you to read it if you have time because it looks at this from many different perspectives from the educator perspective from the parent perspective there's also information from some of the administrative and teaching staff that are working at those schools that are part of the pilot specifically there's Melrose High School and Riviera High School are mentioned in this article so let's talk about the real world we all have jobs we all have things that we do in
034the real world and I think most of us would agree that um it's okay to make mistakes at work because everybody makes mistakes but you have to have an opportunity to correct them so if our students are learning and they make mistakes and the solution is well you got a 30 because you made too many mistakes is that what's important or is it more important for the student to actually learn all of those things that we wanted them to learn does it matter on what timeline a child learns or does it matter if it takes them more than one chance to master something or is it more important that they Master it and are able to learn it so this policy this philosophy of grading really focuses on um again measuring so that the grade
035reflects what students know and are able to do it's not do they complete their homework do they you know raise their hand in class those things are important but they don't tell us ultimately what a student knows and is able to do when we compare it to the standards that the state issues or the competencies that the state issues for its cvte curriculum and as Educators that's our job to make sure that the students are meeting the standard and to support them in any way that they can and allowing students more time to learn if needed allowing students multiple opportunities to demonstrate their learning if needed those are important pieces of being successful right if if we teach you that when you make mistakes that's bad and you get a bad grade that takes away
036from the learning that can come from mistakes because kids become a free to make mistakes because that will damage their grade and there's a lot to focus on learning rather than the author refers to point collecting where kids do things to earn points but ultimately they don't know why they're doing them or what the real meaning behind them is because they're trying to get those points because they know that they need them so when we talk about the real world I just took a quote from the book and I'd like you to listen to it because I think it really applies to many of our students at greater Lawrence Tech and creating systems such as this were based on finding ways to support traditionally marginalized students students who may have had prior bad experiences with
037school students who come from families who might have had negative experiences with school and it makes it a more welcoming and supportive way for them to learn so when we talk about the real world let's recognize that when we assert that the real world is something outside the students comprehension a world they can't even imagine we risk delegitimizing and dismissing their experiences their world of social pressures caregiver child Dynamics media influences physiological changes is quite real to them for those students who witness or experience violence psychological trauma substance abuse poverty and home instability their lives can't be any more real ironically when we suggest that the that only the world outside of school is real we devalue the realness of school in our own work here considering that most of us have spent at least
03816 of the most formative and consequential years of our lives at school and that we as Educators devote our professional lives to the world of schools it seems strange to dismiss the entire institution and experience there as not being real and authentic moving forward we have been looking at implementation so these are some additional learning opportunities and supports that would be available for staff beginning next year and through the 27-28 school year obviously much of our professional development time would be devoted to this we'll be having a school-wide training on how any effects this might have on the grading software itself next to our Aspen we have posted and hired um grading for Equity teacher implementation group that will work with us over the summer on really fleshing out the nuts and bolts as to
039how this would be implemented we're going to do an open book study for anyone who isn't interested in being part of the committee but wants to take part in a read and discuss of the book um there will be excerpts from grading for Equity utilized during the new teacher orientation we could also assist staff with uh using our individual instructional coaches to support them and whether it's redesigning assessments or helping them to figure out ways to measure what students know and are able to do and then we will have again through the instructional coaches some mini PD sessions offered over the course of the year next year to help support folks in working these practices into their regular practice oh there's some references uh in case you're interested between besides Mr Feldman's book we also
040looked at works by Thomas gusky Robert Marzano Doug Reeves and Rick warmelli they're all well-known researchers in the field of standards-based grading and standards-based education which is what a lot of this mirrors but specifically I just want you to know that as a committee as a team we have worked really hard since December we've been very thoughtful about what we wanted to put forward to the staff and to you tonight and we truly do believe based on research and evidence-based practices that this policy in these practices represent what is best for students and what is best for um supporting them through their learning and we would not be here putting this forward to you if we didn't believe in it and if we didn't feel that we had done the our due diligence before bringing
041it to you and are you going to go to this note so in the slideshow there was a link to the a draft of what the policy would look like you should have that in your packets as well as it would be in the slideshow that's a two-sided document one side shows the language of the draft policy and the other side shows you a plan for year one implementation we didn't plan out the years after that because a lot of that planning will depend on how it goes and the kind of feedback and data that we collect from the implementation thank you for listening to us tonight I appreciate you for giving us your time thank you if you could we might have a question or two Frank did you have a question um thank
042you and so I'm looking at the four the four or five schools that you have here taking off the top of my head another one compared to our community and the population we serve I'm sorry sir I can't hear you I can't hear you either testing that's better thank you I'm looking at the two four five schools there you have here listed yep um and I'm off the top of my head I can't see how any of these matched our current population um how long has this been implemented in these schools what has been the data that has come out from these schools um and that's part one I'll let you answer that one okay so in terms of the demographics I can tell you Revere High School is a very diverse Urban High School
043the charter school in Springfield is also a very diverse School South Shore Tech I don't believe is as diverse but it is a vocational technical school so we thought that was exciting that they were part of the pilot program Melrose is a more middle class less diverse Community um but I the whole um purpose of this rethinking grading through Jesse and the grading for Equity is to really try to focus on um students who have been traditionally marginalized or underrepresented so really um our demographic is the demographic that they were thinking about when doing this research yeah I'm aware I've been sitting in those destinations for or longer than I care um and I'm aware that where we we have to go through a change but the other thing is when any change in their
044curriculum it takes two to four or sometimes six years to see any results what kind of changes does this bringing to our curriculum um because once again but I'm looking at I'm not seeing any results from the communities that would research unless I'm going to have to go out there and look so this is the first year of the pilot program so I would assume that there will be data coming out as the school year comes to a close from the Department of Education with those five communities South Shore Tech has an extensive website that you can look at where they chronicled their work this year and developing and they're going to be implementing next year so there may not be that data available just yet but it was a three-year grant program that those
045schools are involved in and this was just year one so we might not have that hard data just yet um okay and some of the things you have here I'm in total agreement with um because we have to give provide those opportunities yeah but some things I don't agree with is um in in a lot of colleges are moving towards a different format but deadlines definitely have to be kept in place I mean do we not do we fault them because they couldn't make the grade or the deadline um I don't think so but right these are things that we have to really look at that's a lot of the discussion um the only other thing I wish just would have been present to us in September that way we could really dig into our
046a couple of months before the last meeting that way we could really look at it dissect it because we have to make a choice of where we're going to use this or not and based on what I got today and and probably the only member here that has sat through most of these things and I know what's going on um but I still have some concerns when it comes to to this stuff especially when it comes to piloting a program that we don't have any measurements towards um because now we're gonna we're asking our staff to start taking on this responsibility and our students and then we have parents that are not gonna understand the process and we members on this committee are going to have get calls and questions on so forth on all
047the regulations and we're starting to digest the pack the policy um so although I agree with some a lot of the stuff here there's still some concerns I have I have listened to staff more importantly I'm looking at the communities that we that we have here and from my knowledge just because it works good in Springfield doesn't mean it's going to work good here so we have to I wish I had this in January we didn't have it I said I wish I'm not full to you I know that a lot of hard work and everything went into this because this is um this is good stuff this is a step in the right direction because at the end of the day although we're pilingated now are we getting mandated to do it later well
048that's as you can see with Jesse working on this our anticipation would be that this is something that they will be bringing forward across the state if there's usually you know that's how they operate they start with a a pilot program that's Grant funded and then they do tend to um run with it from there so this may be something that will be coming down the pike to us from Desi this will give us a chance to get ahead of that and to form a policy and practices the way we want them to be formed um not necessarily how Desi is mandating things so it will give us some time to maybe get ahead of it before it does become a mandate from the state so correct um Neil so my my other thing is
049is our curriculum changing yeah so this does not affect curriculum it would affect assessment and assessment practices teachers would still be teaching the same content teaching the same way the same lessons the same Hands-On instruction this would be more about how they're assessing if the kids got it or not okay um so the other thing is how much so this is going to be starting in September so if you take a look on the back side of that draft so you have the draft here on the back side of it there is a implementation plan for year one so this that one that has the actual policy on it right so there's a policy here for implementation for year one um what we have thought about is not taking all of those practices that we
050shared with you tonight and on the first day of school saying we're running with all of these we realize this is something that will take time that staff students parents families will need time to understand that you as a committee will need time to as you said digest and process so we will look strategically at the practices and choose practices that make sense to go together to start and so we will probably start off the year implementing some but not all because we do need to give as you said people need time and support and training so with the implementation group and the grading for Equity team here we would make some proposals as to which practices we think we should start with and then which ones would take a little more time to bring
051on board a final question have we take taken a survey of because I don't see any data here of the staff and the students I'm requesting how this is going to we did not survey as we didn't want to get ahead of it before it came to you so it was shared with the staff we shared a Google form with the staff where they had an opportunity to submit any of their questions concerns comments you know what didn't we think of and then we responded to those sort of in an FAQ document so that we could get back to the staff with um answers we also met with a group of Staff they wanted to come and talk with us so we had a meeting with them to hear their input and you know that's
052really going to continue in the summer with that implementation teacher group what about the parents so after we have a policy that is approved and we're ready then we would absolutely meet with students and share it out with parents and caregivers and I would assume that there would be some kind of nights at the beginning of the school year where we may be part of our back to school night is where we talk about the new grading policy The Freshman day when they come in you know we would talk to them about that too so that it would be clear up front one final sorry one final question um so as we rolling this out in the staff are starting to learn this we're not going to hold them accountable or penalize them for a
053failure to understand this that would be pretty hypocritical wouldn't it after all this just questions could be raised I mean yeah so I want to make sure that we're not going to hold anybody accountable because they're starting to learn a new procedure like I said it takes time to learn anything new um it takes time for anybody to start really implementing and taking things into account especially when we are talking about a pilot program and we don't really have any successful data out there from any other communities thank you thank you okay uh I've got a correct a procedure problem because I should have got a motion in a second before we discussed anything it was my fault Frank can I get a motion to discuss this please so move second any discussion on that
054all those in favor Jen uh you answered my first question the rollout for Mr savoir um slowly I am asking uh patience with the faculty I am one of the ones who were beating up Mr Lavoy about the grading policy last year and this year we do need updates we need I don't want to use the word change people are afraid of change we need to update our grading policy that being said I am one of the vocational Learners on Ryan's schedule for 100 years and as a vocational person I know that the superintendent has been watching our bath there is no coordinator for the vocational end here can I ask Miss Lindsay to come up and sure and so you know Mr hit him Lauren Jones was on the committee with us the whole
055time she just happened I'm not blaming anybody how much just a vocational learner Joe all right well that's Lindsay's my question my question to a vocational person if I'm working on a seat belt if I'm teaching seat belt safety to a 12th grader and I've done it all year and the best I can give them is a 40. what grade would you have me give them and why you would give them a 50. 40. it he needs to be worked with to make sure he gets the standard to proficiency until he achieves proficiency he needs to be worked with it's not acceptable for a student to not meet proficiency what do you have would you have to sell us on this what is it you want to tell us on the vocational end again everybody
056is quoted from a book please speak freely so would you would you send that student to work if he couldn't meet Proficiency in seat belt safety um possibly but with the understanding that he is an apprentice right but then hide the fact right that I couldn't get him to pass a seat belt safety course yeah would he be expected at work to continue working on it until he met proficiency yes right and so that's the standard we're trying to do here with our kids right so it's it's better for kids to feel free to make mistakes here knowing that their teachers are going to work with them until they meet proficiency so that when they go to work they feel comfortable going to their employer their boss whoever I don't know how to do this
057can you help me and work with me until I get it right so creating a safe space here for kids to make mistakes and continue to work until they can meet that proficiency is what we're looking for not just trying to grab it wasn't in the book Thank you please have my vocational colleagues because I am new to the vocational world and one of one of the things that I think is so great about Career Technical education in the shop is that the kids are Hands-On and you're going to keep making them do it until they get it right aren't you you know because if they break something they need to fix it right if they don't know how to do something they need to eventually get that so if I say the test on
058seat belts is today and if you don't get it Tommy you don't get it that's it books closed on you then you didn't really learn about the seat belts right and that was the goal so I think our vocational Educators our technical educators are actually more aligned with doing this kind of work already because they are there with kids giving constant feedback um telling kids no don't do it this way try it this way and having them um keep trying until they get it right and I think that's a lot of what what this is I think it will resonate with a lot of our vocational Educators actually because I think it aligns more closely with some of them do in their workspaces than some academic teachers thank you thank you Lee Mr Joe yes
059I might be jumping all over the place here but I have a whole lot of things going on um in my mind and for status I agree with Tom that um some implementation changes however you want to call it our needed in our policy a couple of things the first thing is it would have been helpful I know you didn't have this ahead of time for us to have this um in our history we do not vote on anything on the same time that we receive it or that it's presented it's usually voted upon at the next meeting or after we've had time or a special meeting so that would be Point number one that um I'm not ready to vote on this tonight as it has been presented because I have so many questions
060I would like to read Mr Joe Feldman's book because I feel that in this presentation we have taken a really big drink of the Kool-Aid that he is there it bothers me that we have a charter school listed that we might be comparing our things to I do not believe in charter schools as such and I certainly don't want us to be in line of comparing it every single student and or parent that applies to go to this school applies with the idea that they have many options but one of the primary options is that we will provide them an education and competencies to go out in the workforce so the word soft skills and work habits to me is offensive that we cannot grade or um put value forget I said the word great
061put value on work habits and soft skills because when you go out there in the workforce um it's all about work habits and soft skills so that bothers me the word Equitable you know Equitable means equal and where does it flexible is wonderful let's have a flexible grading policy that doesn't bother me at all but to call it Equitable means equal for everybody so how is a 50 equal to a hundred is the 50 the new zero I totally understand I don't think many teachers in this school at least I hope not give zeros um because it's almost impossible to get a zero and then get back up to a passing grade but if 50 is still an f and a hundred is still an a it's an easier way of saying that so I
062don't have problem with saying you're not giving zeros it's demoralizing but it's also demoralizing I was surprised uh because I asked um the superintendent when I came to get this the other day um that there were no uh faculty 1707 teachers on this and I totally understand it is the administrator's job to come up with new policies and to say this is it with our vote then it's going to happen so I understand that but it almost seems like we're inviting the people that have to implement this in after whether they agree or not it might have been an easier road to go down if we had had input and maybe if something was a hard no from a faculty they could give reason and it could be debated but and maybe that has happened
063but it didn't seem that way in the presentation okay so um as I said I'm jumping all over I am as you all know old old also comes with having many things flown by you and things have been rolled out here in the school back when my kids were in school I remember a thing called IMS it was going to be the be-all and end-all for all math teaching forevermore and the town of Andover bought into it it set our school system back years but again somebody published a book it wasn't Mr Feldman but somebody published a book that this was the way to go and we jumped on this school has jumped on so all I'm saying I I want to see some changes in our grading policy and some of these are tremendously
064valid but I feel like we've just sucked in everything and said okay here we go we're gonna have this and it will be the way to go so I'm not opposed to the change I'm not ready to say yes tonight only because we just really got this and got a chance to discuss it and I know it has been Mr Cirillo's Mantra from day one that and miss tisla that um we not we took a policy vote not to vote on things the night they were presented so I just I do have some specific issues most of them having to do with our shop vocational area on at what point do you say this student it will it result in more kids not graduating because they didn't reach that passing skill or grade I I
065don't have the answer to that but anyway I'm sure I'm going to think of a few more things but right now can I and I probably shouldn't have addressed it all to you that it should be to we haven't heard from our principal yet and um okay can I respond to one sure you said I know you talked about the um work habits and soft skills and we absolutely agree that those should be measured and assessed and shared reported out with students and families but not necessarily included in part of their grade however in the Career technical areas where employability is a standard and there are competencies that go with it those would still be assessed because they are tied to a standard or competency okay can I jump in with one more sure this
066would have to do more with um like absences so a student that has been absent a great number of times and might end up with a zero for all of the things that happened during that time I understand under this that student would get a chance to make up whatever he had missed but where then does that burden come on the teacher to be one-on-one with that student to take care of all those things so do absences come into our grading policy on here absences were not tied to this policy we have an attendance policy that is separate so it would stay there um so it's still going to be up to the teacher to make sure that that child who for whatever reason not sick but maybe didn't want to get out of bed
067that day um again we're here I asked John when I gave him this we met briefly when I came to pick this up because I couldn't find it anywhere and I told him philosophically all I wanted to make sure is that we are not watering down who we are we have worked so hard to get here and we are here and we've kept those standards up here and it looks like most of our students have jumped through hoops to do it the right way because of the product and the product is our student that we are sending out into the workforce Ultra College wherever so I don't want us for a second to undermine everything that we have worked so hard for and that's not all tied into things policy so for the faculty or
068whoever is here tonight I'm not saying that at all I just don't want us to jump on to Mr Feldman's bandwagon because it's the latest great work being published I understand um I'm glad that you brought up because you reminded me of something about not wanting to lower where we've come from um policies and practices like this often increase expectations because the things that oh I just won't do it I'll take a zero no you're not going to just take a zero this is an important thing that you need to learn that's why I teach it that's why it's part of my curriculum so you can't just choose to opt out as a teacher it's my job to have you come back and see me after school come to my win block and say Hey
069you haven't done this why is it because you don't know how to and you need some more support is it because you're working after school and you didn't get to it but if I just put a zero in that book that deprives me of having that conversation with the student of building that relationship with a student of helping a student we're not going to let them off the hook with a zero like you're actually going to have to do this um the same thing with with um redoing a test if I take a performance assessment or I write an essay and my teacher gives me feedback doesn't it make sense that I then Implement that feedback to make my essay better right because that's the goal is I am a student the teacher gives me
070feedback on what I need to improve now let me improve it otherwise it's feedback that never gets acted on so that's part of um a lot of schools if you look um or read the book and other things the teachers that are quoted in there talk about how this actually made them step up their game and it made their students step up their game because there was no more of this playing School right well I know if I do these five homework assignments it doesn't matter what I write on them because I'm just going to get a check or a zero because it's complete or it's incomplete and if I look in my grade and I did 10 assignments and I have 10 checks my average is 100 but then maybe I take the test
071and I get a 50. and I didn't even realize that I didn't know what I was doing because I got checks on all of my assignments so it's about that feedback loop and really that communication and engagement between students and teachers um so that they understand what we're asking them to do is important and that's why we ask them to do it so none of it is like optional you need to do everything a superintendent s let me Begin by saying what we're looking for here tonight is a vote to implement a process over the next five years to find a better way of grading students equitably and has you could throw that book out the window you can do whatever you want with that book it's not because of that book that we're looking
072to make these changes we're looking to make these changes because number one I personally and I've been saying for the last five years we need to get rid of cereals we need to treat kids more Equitable and we need to hold kids accountable more and what we're doing now doesn't do that and we can't grade students for effort and fun we need to know what they know and are able to do and we're not doing that right now in particular classes and in some areas we're more concerned about well they didn't get it on time oh they didn't do this no I want to know what is it that they know in English you give them a zero tells me nothing about what they know and are able to do so a zero doesn't help
073me at all and if it's sometime teachers want to give a zero because it's easy to get rid well got a zero didn't turn it in on time off all done with that so at the end of the quarter what does the student know and able to do they gotta they got a 40 or they got a 50 but we still don't know what they're able and should know learning is sequential learning is scaffolded so if they didn't learn what they needed to learn that first quarter because we quit on them or gave up on them when do they learn it it's sequential so the second term we go it's even harder so on vocational we are not we are going to continue to grade them for their performance for their safety for everything beyond
074their or beyond their project in their skills the skills and their ability to do uh whatever competencies we're looking for them to do it's all built on competencies and skills as it is in academics and as it is vocational invocations all built on what are they able to do what do they what do they know this year want to be a good example this year we had students that failed one of the things that I asked all teachers to do was do a plan and how you're going to get them at and a lot of pushback about that wow we got to do more work oh we got to do this oh we got yes you do because we don't know what why that student failed and we have to know why they fail and
075how we're going to help them to pass this equitably this grading policy helps us to better hold people accountable to help students learn and progress and move forward we did the teachers had their input this is not a job that we should have teachers the administrative team have the experience and the knowledge and the understanding of what a good grading policy should look like they got feedback from the from the faculty after we after we had decided what it should be not before it we didn't we don't need to teach his input and what this policy needs to be or not be they in terms of implementing is going to be a Five-Year Plan they're going to be part of that plan and helping us figure out what's working what isn't working and uh that's
076what this whole thing is all about we need an equitable plan I'm looking for the committee to vote on allowing us to move this plan forward you've got this report the last school committee meeting this explains what the policy is it's not the first time you see it you all got this two weeks ago to read through it and I said if you had questions you should contact us let us know what the questions are so that when we got to the meeting tonight we needed to have a favorable vote because I believe it's going to move the school forward it's part of the five-year strategic plan and and we need the confidence in the faculty in the staff the administrative team and the work that they did put this together that they've done done
077a good job and it's also the department of engine across the country you're seeing that Equitable grading policies are being implemented and need that we need change and the schools that have made these changes have very similar uh demographics to Greater Lawrence almost for those five schools all have some demographics to go along we are the kinds of schools that are students are being impacted the most by inequitable unfair grading policies and I've seen it myself I believe that we have unfair unequitable grading policies at greater Lawrence technical school and we need changes if we're going to treat kids fairly and equitably and I believe if we change this grading policy that our kids will do better because we're going to be holding everybody accountable to do a better job at grading kids no longer
078get zero you have to do the work because I need to know what you know and able to do we administrators are going to hold teachers accountable to that standard as well we want you to find out from your kids what it is they know and are able to do it's not good enough to give them a zero it's not good enough to be failing them how do we help them learn what they need to learn we need to do a better job at that and that's what this policy does Mr Cirillo um thank you John you're always so passionate but you're right we got this weeks ago in my last meeting but we didn't get the presentation until today so it is the administration whoever comes and makes a recommendation on a policy but
079at the end of the day it's a school committee that makes the policy we vote on the policy we make the policy and that's where it ends what we're saying is and I'm one as you all know and the principal knows that if I could do it before Desi mandates me to do something I'm on forehead because we could plan it in a way that's going to be Equitable for everybody but buzzwords don't impress me and especially when it comes from this because as we know their inflammation implementation on trying to turn around schools doesn't work because if it did Lawrence would Snappy 12 years under receivership with that is we're not saying we're not looking to vote on this but we are looking to have time to really look at this before we even
080make a vote I get it and I'm in agreement with you at certain things because yes kids need the opportunity to to move forward but we also have to be as a committee understand that we need the process of okay we have to really look at this look what we what we're going to agree with look like we're not going to agree and come into a consensus of well how are we moving forward yeah yeah okay uh your whole life thought for a second uh superintendent Wanda you would dress with Frank said no I I agree 100 with you Frank so if the committee feels that they haven't had enough time to review this then happy to have a special meeting to bring this back whether it be a week or three weeks or four
081weeks whatever you need as long as we get it done before the next school year so any questions concerns you can have we're happy to research it we're happy to give you answers do anything you want so we're happy to do that if that's what you feel so you just need a special music Fourth of July weekend week we're good hello but for normally Mike um this is a big thing um this is not just we are we are approving a job posting we're now approving um you know this thing a simple thing is something that it's it's a big change it's a change that's going to take you know a change actually for five years on something that we don't have any results um that it has work or how it's working because um
082with the presentation that we just heard there's schools that are um they are doing this as a trial as a and they they don't even have results yet so and we do want to implement something and approve it today uh you know that's going to change everybody's life it's going to change um the students the parents the teachers and even the administrator I suppose um it's a big change so taking a boat lightly just today even though um you know we got some information before but like um someone already said we didn't get the full presentation we need time we need time to understand it and we need time to to you know how is this going to change I don't understand how a zero and a 50 is going to change uh the way
083that a student needs to be treated but again we need time and modeling said everything and more that that of what I would like to say so thank you Marley for doing that beautiful speech and make you know bringing all the points um on the table because I agree that we need time we cannot just go lightly on this thank you foreign I just want to First acknowledge and thank the instructional leadership team that put this together and came to present it to you tonight I also acknowledge that you did receive the actual policy and the challenges that it may be that you hadn't seen the presentation before that was not intentional we wanted to give you the policy so you could review it first what I said to the staff today about this because
084we're trying to be totally transparent we're not trying to trick anyone it is a policy that's well thought out there are there's multiple Equitable grading practices I said it today and I'll say it again it is not our intention as a leadership team to go in on next September and say oh by the way do all this we want to look at it intentionally we want to see what can what change we can make and as Mr sear said we want to constantly look at data so if we kind of take out a few things that we know that we can work with are in 10 and we've already done it is and you approved it last time is to partner with the teachers the teachers are the ones that are implementing this the teachers
085are working with the students to partner with a group of students a group of teachers this summer to determine the implementation part phase of this so in terms um in terms of this we're looking to come and get approval so we can have a phased in approach we I believe it says even here that there would be quarterly updates right so we would be updating um quarterly and looking at this carefully so certainly understand if you don't have enough information it'd be great to have a workshop and at that time we could eat we probably would have even partnered with this teacher team but this is something that um when I asked the instructional leadership team to look into they came back and they 100 percent believe in it I believe in it the superintendent
086believes in it and um you know to me this is just it's it's adding to who we are at greater Lawrence technical school we're not trying to water down anything if anything we're looking to ensure that our students that we have a better idea of what our students know and are able to do and we strongly believe in this policy and in these practices that can that that it will help us is it going to be tomorrow no but we're going to work towards that with support with data feedback from teachers and also of course one we can't we didn't want to go and speak to families yet until it's a policy but we would have um information sessions on zoom in person to families we'd also talk to students about it so I just
087wanted to again acknowledge the work that's gone into it and also um you know speak to you regarding the importance of this thank you yeah one final thought um and I want to if I didn't say in the beginning I want to thank everybody who put their work into this because it is not easy it's not easy to put in demand hours it's not easy putting the time together to put this all together um and it is it's a lot of hard work um in your presentation if I would have had that probably last week or the last time we were here this might have gone through but I still have some questions and I still have to really look at it um and we're moving in a direction to get away from keeping people
088No Child Left Behind into MCAS is the only format that too grade kids into graduating on High School and I'm a big proponent of change um but and I know the challenges that come with with changing the word change for somebody who's been around for a while can be scary kids parents anybody who hears the word change automatically is is a a Oh My God moment um so for me it's just I want to look at it I got your presentation I've had the book since the last time I've read through the book probably I do a lot more research sometimes than I care to um but and I also look at the other data when I'm looking at four five schools that I've been to those areas another work and I know the demographics
089are they're similar they're not the same similar to here will be low greater low similar to here I think that's about it um but we have four different Community four different communities we work with um and a lot of challenges that come with everything my thing is the only thing I want is the time to sit really look at this because there are a lot of great points in here I think of me and the superintendent have talked about how many times in the principle about how we could better be effective um but expected me to vote on something today when I'm just looking at it although I agree with some of the points I still have to make sure that I'm making the right vote no no okay I'm not going to take any
090further questions that uh I don't have to be the smartest person to realize that this is not going to move forward this evening with this committee uh and I do not want it to be down to a no vote so right now I'm going to take a motion to table of matter second any further discussion on table all those in favor all right you want to post give anybody give me the date of the Tuesday after the July 4th we went in that long yeah okay what's the what's the actual date the two yes I don't my calendar won't come up with something I'm available 11 the 11th yeah okay yeah I'm going to set a special meeting for uh the 11th of July to address this uh I would appreciate the members a lot
091of work has gone into this project uh from a lot of people uh if you have questions concerns please try to get them answered before that I'm sure that the administration will do their very best to try to answer them so that we can so that we can move forward on the 11th I will have uh the superintendent secretary post a meeting for six o'clock on July 11th okay yes just regarding I I have two questions going forward that I would want answered before the next meeting so do they get addressed to the committee to the principal you go first first of all the way the committee works is this man works for us okay they do not okay ask him he will probably direct you to whoever he has to do but you have
092to go through the superintendent's office got it okay did he maybe have you called a good doctor or the or somebody whatever but uh you have to go through the superintendent's office because he's actually the one that works for us okay anything further thank you very much for coming thank you and if you can make it on the 11th it would be well appreciated okay if it's possible thank you okay uh student handbook a promotion on that please so moved second discussion all those in favor aye anyone opposed School Improvement plan have a motion on that please move to approve as submitted I'm looking for a school Improvement plan oh Marilyn I I just wanted to comment or have in the record that this is just a wonderful document that's easy to follow through it
093has the timeline everything I just would want to acknowledge the work that went into it anything further all those in favor aye anywhere to pause uh glts Financial procedure manual superintendent so this is uh we have a financial season commission this is a new section being added to the financial procedures manual as part of the recommendations as part of our recommendations from our Auditors this section is being added its brand new uh section that Melissa put together in uh developed uh and with feedback from our Auditors so uh it's just an addition to ensure that we trans the transfer of uh one budget into the following year is uh ensures that we have a balanced budget from uh the existing year going into the new year so that the numbers are correct so this policy
094will be used this procedure will be used in the future so we need a just a vote from the committee to add this to our procedures budget uh Financial manual procedures manual recommendation second discussion yes I would just ask that with all of our policies that a date or procedures that the date be included that this was added when it goes into the manual yeah okay we also got the who made the motion okay who made the second are you okay with that anything further what was your favorite aye out of state travel honestly traveled for a landscape teacher uh Peter [Music] um students to travel to the national uh Future Farmers of America Convention October 31st to November 4th 2023 in Indianapolis Indiana a total cost of six thousand three hundred and twelve dollars
095so move second discussion yes it's a technicality but it could be a big one since it includes out of state travel the actual paperwork that it was submitted for us to look at is from the previous year so it shows the dates from 2022 so I think that we should somehow get the new stuff and included I still will vote for it but from a legal standpoint it looks like we voted on something from a year ago without having the right paperwork he put He put this year's dates in of November or October 31st to November 4th so changes just just a concern um I because I've coached for years but a male teacher two female students going not that the teacher is not careful but that can be a problem you know if something
096were to pop up you know beyond me tight it's a a male and a female student I believe that's going correct Susan so and uh one teacher that would be going could there be a female chaperone I mean somebody just just to be um a good point sure thanks but we would have to we'd have to have someone they don't have a female instructor in that program we'd have to so what are you doing um we can do that well I love what our culture is we could probably maybe get a parent or we could yeah a parent would be appropriate yep we can do that okay that's true so the point of information um FFA this year we did have a staff member that volunteered a female that volunteered to travel to FFA out
097and so we could we could definitely get someone that wouldn't be in the department but we have someone who's familiar with the um the program and maybe consider it going all right if uh the committee is okay with that I like to table this matter to the 11th till we get uh David Lee out of state travel it's not like it's happening until October it sounds like it's going to go I mean so you can give you can give the the attendees a heads up but I'd like it not to be on to the record until we have we have that straightened out in three weeks ought to be enough time to do it I believe cheers and the rape or the heck with the dates okay this time the chair will accept the motion
098to table this matter so moved second discussion all those in favor okay we will move on this on the 11th okay superintendent final evaluation need a vote this evening so I think everyone has a copy supervised everybody with a final copy of the evaluation in the final analysis uh of each standard and the final uh evaluation outcome I moved to approve as compiled and submitted or to be submitted do I have a second second any discussion thank you doing something oh bill you have a question oh okay the second any discussion all those in favor I suppose okay uh moving right along uh superintendent's vacation time John so I just uh so I going to have seven days at the end of the month to carry over beyond my 15 which I will use in
099July uh so I'm just asking to move seven more days into July just to use by the end of July so moved from a second discussion well those is David aye you want to close report some committees uh policies uh section b b e d b agenda format I have a motion on my alphabet there second discussion all those in favor aye you want to pause new business uh monthly basis we don't usually take that off the table right uh gender resignations leave of absence retirements appointments job postings that list is for your information only and uh the new positions of to be voted on John first one is summer reading faculty staff PLC facilitator for school year 2324 up to seven there's a 500 stipend [Music] medical Co-op office assistant non-representative August 20 23rd
100new position we're actually taking a person now that's doing it part-time on the for the medical uh for the nurses in the nursing Pro office looking to make that a full-time position where the other half of the day she'll support the co-op offices office as an assistant this would be a non-reposition okay great along technical school after dark program apparently liaison contract up to 15 hours per week Grant funded August 28 2023 new position and greater Lawrence technical school apprenticeship program facilitator forty dollars an hour up to 15 hours per week granted Grant funded on July 1st 2023 new position the motion please have a second second discussion all those in favor opposed okay future she's uh she's a call of nature oh yeah I got my call Mr Hayden constitute here thank you okay
101um future agenda items there will be need for an executive session tonight uh John I mean I have a motion on that please executive session for physician changes [Music] would you call the roll when you have a minute please yes yes yes we will be coming back to adjourn here thank you [Applause] [Music] teacher believe nursing business to approve uh the uh job description with a 10 percent uh stipend for taking on the extra duties as uh and will be outlined in the contract language move the recommendation for a second second discussion all those in favor aye anyone opposed continue John position changes like to make recommendations that committee accept appendix b as negotiated by the principal and the uh president of local 1707 and outline uh in the document that you have changes there's
102a position no just the difference in uh salary increases sorry for uh certain positions move the recommendation discussion go ahead Mr mystery oh all of it David hi anyone opposed okay this was uh told that I uh we missed something in executive session wait for next meeting we're gonna wait for the 11th here [Music] um I'd like to get it done because if we're waiting so long you know I didn't see it on the thing here well superintendent would like to uh like to explain it and get it uh get it addressed uh we want to accommodate him should only take a couple of minutes to go back into the executive session it was one of the changes what's your what's your pleasure ladies and gentlemen he thinks that it should be handled before the
10311th let's go back I need a motion on it second to learn otherwise well I don't yeah but that's that's a given if it's going to be retroactive oh okay so I have a motion to go back into executive session still moved second discussion Marlo's in favor aye opposed when you have a minute please I'm sorry should have won [Music] yeah probably huh John make your recommendation please to post it make your recommendation let's make a recommendation that we post the position of director of Grant and Workforce Development the job description as outlined I moved the recommendation who has a second discussion all those in favor aye Paul's chair accept the motion to adjourn people