HomeMy WebLinkAbout2019-03-18 BOS Packet - Released SEEECTMEN'S MEETING
Monday, March 18, 2019
Town Office Building, 1625 Massachusetts Avenue, Selectmen's Meeting Room
7:00 PM
AGENDA
PUBLIC COMMENTS
Public comments are allowed for up to 10 minutes at the beginning of each meeting. Each speaker is
limited to 3 minutes for comment. Members of the Board will neither comment nor respond, other than to
ask questions of clarification. Speakers are encouraged to notify the Selectmen's Office at 781-698-4580
if they wish to speak during public comment to assist the Chairman in managing meeting times.
SELECTMAN CONCERNS AND LIAISON REPORTS
TOWN MANAGER REPORT
ITEMS FOR INDIVIDUAL,CONSIDERATION
1, Traffic Regulation 7:00 p.m.
® Freemont Street at Cedar Street
® Sherburne Road
2. Superintendent of Schools - Update Regarding Diversity, Equity, and Inclusion 7:05 p.m.
3. University of MA Boston - Update Regarding Age Friendly Initiative 7:25 p.m.
4, 2019 Annual Town Meeting 7:45 p.m.
® Update Article 141-- C PA Debt S ervic e
® Update Article 16F -Automatic Meter Reading
® Update Article 20G - Westview Cemetery Facility Construction
® Update Article 26 - Operating, Enterprise, & CPA Budgets
® Article Discussions
® Article Positions
® Consider Potential ATM Consent Agenda Articles
® Discuss/Edit Board Report to Town Meeting
® Review Motions for Citizens' Petitions
5, Future Meeting Dates 8:45 p.m.
6. Review Selectmen Eiaison Assignments 8:50 p.m.
7. Town Manager Reappointments 9:00 P,m4
8, Selectmen Reappointments 9:05 p.m.
CONSENTAGENDA
1, Approve One-Day Eiquor Eicenses
2. Water and Sewer C ommitments
ADJOURN
1, Anticipated Adjournment 9:15 p.m.
The next regularly scheduled meeting of the Board of Selectmen will be held on Monday, March
25, 2019 at 6:00 p,m, in the Selectmen's Meeting Room, Town Office Building, 1625
Massachusetts Avenue,
Ilcarirkff Assistance Deviccw Available on Rcqucwt
All agenda time and the officr of itmis are appim imatc and A1a
subject to charkffe. Recorded by LexMedia
AGENDA ITEM SUMMARY
LEXINGTON BOARD OF SELECTMEN MEETING
AGENDA ITEM TITLE:
'Fraffic Regulation
PRESENTER: ITEM
NUMBER:
Sheila Page, Assistant Planner IJ
SUMMARY-
Residents in these neighborhoods have submitted a request to the Transportation Safety Group JSG) for
traffic control for the following locations,
® Freemont Street at Cedar Street
® Sherburne Road
TSG recommends stop signs on Freemont Street at Cedar Street.
TSG recommends a yield Sign on Sherburne Road,
SUGGESTED MOTION:
Move to approve and sign the Traffic Rules and Orders for a stop sign on Freemont Street northeast bound at
Cedar Street; a stop sign on Freemont Street southwest bound at Cedar Street and a yield sign south bound at
Sherburne Road.
FOLLOW-UP:
flighway will install.
DATE AND APPROXIMATE TIME ON AGENDA:
3/18/2019 7:00 p.m.
ATTACHMENTS:
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VOTED IN ACCORDANCE WITH THE PROVISIONS OF CHAPTER 689 OF
1986 OF THE GENERAL LAWS, THE TRAFFIC RULES AND
ORDERS OF LEXINGTON, ADOPTED BY THE BOARD OF
SELECTMEN ON NOVEMBER 13, 1967, NOW CHAPTER 192 OF
THE CODE OF LEXINGTON, ARE HEREBY AMENDED AS
FOLLOWS:
BY ADDING TO CHAPTER 192-10 SCHEDULE 7 THE FOLLOWING:
STREET LOCATION REGULATION
Freemont Street Northeast Bound at Cedar Street Stop
Freemont Street Southwest Bound at Cedar Street Stop
Sherburne Road Southbound at Sherburne Road Yield
DATE OF PASSAGE
BOARD
OF
ATTEST TOWN CLERK SELECTMEN
AGENDA ITEM SUMMARY
LEXINGTON BOARD OF SELECTMEN MEETING
AGENDA ITEM TITLE:
Superintendent of Schools - Update Regarding Diversity, Equity, and Inclusion
PRESENTER: ITEM
NUMBER:
Dr. Julie Hackett 12
SUMMARY-
As some of you may know, at the Lexington School Committee meeting held on September 25, 2018,
members of the Lexington Administrative Council presented a position paper entitled, "Diversity, Equity, and
Inclusion: Our Call to Action." The 34-page document is a collaborative effort among the Superintendent and
the 19-member EPS Administrative Council, designed to problem solve with the Lexington community.
Their work is best summarized in this way: (1) They recognize that discipline disparities exist in Lexington
Public Schools; (2) Beyond discipline, they see evidence of inequity across many areas and for multiple
groups in the school system; and (3) Therefore, they are embarking on a comprehensive, inclusive and
transparent process to identify, address, and monitor progress toward creating an equitable environment for all
in the Lexington Public Schools.
They also anticipate that much of what we include in the final draft of the DEI position paper will be integrated
into our future Strategic Plan of the Lexington Public Schools,
SUGGESTED MOTION:
FOLLOW-UP:
DATE AND APPROXIMATE TIME ON AGENDA:
3/18/2019 7:05 p.m.
ATTACHMENTS:
Description Type
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THE LEXINGTON
PUBLIC SCHOOLS
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weapon which you can use to
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I 146 Maple Street
AAILa Lexington, Massachusetts 4
Julie Hackett, Ed.D. (781) 861-2580,ext:. 68040
uperintenclent qf,. chools email: hLtckclro y Lx°x jwlouwriamr.
fax: (781) 863-5829
September 25, 2o18
Dear Lexington School Community:
My official start date as the new Superintendent of Schools in Lexington was aJuly 1, 2o18,
but thanks to the dedication of our school community, my focus on equity and inclusio
began well before my arrival in Lexington.
The 34-page position paper you are reading, "Diversity, Equity, and Inclusion: Cour Call to
Action,"is a collaborative effort among the Superintendent and the 19-member LLS
Administrative Council (comprising district and buildings-based leaders), designed to
problem-solve with the Lexington community. As a result of our collaboration, we recognize
that discipline disparities exist in Lexington Public Schools. Beyond discipline, we see
evidence of inequities across several areas and for multiple groups in the school system.
Therefore, we are embarking on a comprehensive, inclusive, and transparent process to
identify, address, and monitor our progress toward creating ars equitable environment for all
in the Lexington Public Schools, and we invite you to join us in the effort.
What drew me to Lexington, in large part, was the community's unabiding belief that every
young person deserves to feel a sense of belonging and furl membership in the Lexington
Public Schools, a value I wholeheartedly share. During the interview process in aJanuary
2o18, Lexington School Committee members began to share with me community concerns
about disproportionate discipline for students of color and students with special needs,
signaling their strong desire to find a leader committed to addressing issues of equity and
creating inclusive opportunities for all. I watched countless televised School Committee and
community meetings and read articles giving me insight into the perspectives of the many
passionate advocates in the Lexington community who believe that more can and should be
done to ensure that we treat every member of our school community fairly and justly. A fuer
months after I accepted the position, I met with the Lexington Administrative Council, and I
was moved by their similar heartfelt and deep commitment to all students.
The ideas captured in "Diversity, Equity, Inclusion: Cour Call to Action"reflect the
willingness of the Lexington school community to engage in thoughtful, open, and honest
dialogue. It takes reflective leadership to confront issues of equity and commit to making
changes in practice, and I want to acknowledge the work of the dedicated members of the
LPS Administrative Council for their many contributions to this paper. My gratitude also
extends to Lexington School Committee members Nilsen aJay, Date Colburn, Alessandro
Alessandrini, Kathleen Lenihan, and Dee lka Sawhney who are individually and collectively
dedicated to creating a more unified Lexington.
1
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Cour position paper is the result of the Lexington community's collective understanding that
together we can and must do more every young person we serve. We know that additional
community input will strengthen our work, we invite you to share your time and expertise
with us, and we encourage you to challenge us with your thoughtful feedback. The
conversations in Lexington about equity and disparities in our school system should be
happening everywhere, and the ideas expressed in this position paper are only the beginning
of the important work we will do together.
"Diversity, Equity, Inclusion: Cour Call to Action" is a fitting tribute to the many passionate
Lexington students, educators, citizens, and community groups who continue to push our
thinking and inspire us daily. I thank you for helping us make Lexington schools even
stronger, and I look forward to our continued partnership!
Sincerely,
Julie Hackett, Ed.D.
Superintendent of Schools
Lexington Public Schools
2
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Val Viscosi, Lexington K-12 Director of Counseling
ACKNOWLEDGEMENTS
Caitlin Ahern,Coordinator of Professional ANTICIPATED REVIEWERS
Learning and Special Projects
Association of Black Citizens of Lexington
Elizabeth Billings-Fouhy,Director of Lexington
Children's Place Association of Lexington Administrators
Margaret Colella,Principal of Bridge Elementary Board of Selectmen
School
Chinese American Association of Lexington
Jennifer Corduck,Principal of Bowman
Elementary School Commission on Disability
Jackie Daley,Principal of Harrington Elementary Diversity, Equity and Inclusion Task Force
School.
Indian Americans of Lexington
Barbara Hamilton,Lexington METCO Director
Indian Family activities Association
Jennifer Judkins,Director of Instructional
Technology Japanese Support group of Lexington
Maureen Kavanaugh, Director of Planning and Korean-American Organization of Lexington
Assessment
Lexington Community Coalition.
Christine Lyons,Assistant Superintendent of Lexington Education Association
Curriculum,Instruction and Professional Learning
Louise Lips tr,Principal of Hastings Elementary Lexington High School Student-Faculty Senate
School Lexington High School Student Council
Thomas Martellone,Principal of Fiske Elementary Lexington Human Fights Committee
School
Anna Monaco,Principal of Jonas Eo Clarke Middle Lexington Interfaith Clergy Association
School Lexington Pride Coalition
Dick Rogers,Interim Principal of E,stabrook Lexington Public School PTO/PTA Chairpersons
Elementary School
Peter Rowe,Interim Assistant Superintendent for Lexington METCO Executive Parent Board
Finance and Operations School Health Advisory Council
Ellen Sugta,Director of Special Education Special Education Parent Advisory Council
Andrew Stephens,Principal of Lexington High Special Education Parent Teacher Association
School
Town Meeting Members
Jennifer Turner,Principal of Diamond Middle
School
Monica Visco, Director of Human Resources
3
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DIVER
S"" ITY1
EQUITY ANDINGLU S_"" ION INu
THE LEXINGTON
PUBLIC SCHOOLS
BART 1® INTRODUCTION inform our school community of the
constant and collective improvements
The Lexington Public School (LPS)district, being made to the ways in which we
with the support of the Lexington create an accepting, inclusive
community, is widely known for its environment for all. For example,
dedication and commitment to high- examining curriculum for bias and cultural
duality education. In 2016,the relevance, bringing in experts from the
Department of Elementary and Secondary field to provide guidance to building
Education (DESS) published disciplinary administrators,school-wide Positive
data for the Commonwealth, and the issue Behavioral Interventions and Supports
of discipline disparities surfaced as a (PMIS)to support Social and Emotional
Priority area of focus. Our community Learning (SEL), partnerships with
values high-duality educational community agencies, universities, and
experiences, and in the time-honored research-based organizations focused on
tradition of the educational excellence eliminating bias are but of a few examples
that has existed for many years, it of the ongoing work being done in our
continues to be our shared mission to district.
make certain that an outstanding
education is made available to every LPS But if the data are any indication, there is
student. Realization of such a mission more work to be done. Under the
takes constant vigilance and ongoing leadership of Superintendent, ®r.Julie
reflection and refinement of our Hackett, the LPS Administrative Council
educational practices and outcomes. care together for our first Leadership
Retreat in August, 2013,where we began
George Bernard Shaw once said, "The to better understand the discipline
single biggest problem in communication disparity issues we were facing, the
is the illusion that it has taken place." As underlying root causes, and the need to
we reflect on the issues that have taken map out"Our Call to Action." We
place in the last couple of years,we recognized the need to further study,
recognize that there is an opportunity to reflect, and act both in the short-term and
rebuild trust with our school community. long-term to move forward in the best
We acknowledge that many in our school interests of all students.
community do not understand the The position paper that you are now
schools`ongoing efforts to impact reading is organized into five sections(1)
disparities in our curriculum and practices, Introduction; (2)What ®o Experts Say
and the efforts to effect change within the About the Problem"; ( ) LPS Data Analysis,-
culture
nalysis;culture and climates of our schools and (4)Our History with Diversity, Equity and
departments - quite simply because we Inclusion; and (5)Conclusions and Our
have not made our efforts visible to the Proposed Call to Action. Through a more
community. We recognize the need to comprehensive,strategic approach,we
4
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seek to achieve a deeper awareness and
understanding of LPS disciplinary Specifically, in 2016 m 2017, LPS African
�m
practices and related school and more
students�vr a little
community factors. With an enhanced White
than four tires more likely than
understanding and clarity of purpose,we suspensions.
students to have one or more
will continue to maks the necessary suspensions. LPS students with
changes to ensure that all students higher
also received suspensions at
higher rats than other student
receive a high-duality and equitable
Darning experience in the Lexington subgroups. In 2010 ® 2017, students with
Public Schools disabilities were two and half times more
likely to have one or more exclusionary
We have endeavored to capture the disciplinary incidents. Longitudinal data
collective thoughts, ideas, and the wisdom appear to suggest that these patterns
of our community that will enable us to have been persistent for at least the last
most effectively strengthen our equity- five(5)years. Disparate discipline is
related efforts and, ultimately, improve the associated with or can lead to a number
duality of the educational experience that of negative outcomes for students,
including school avoidance, drug
we provide to all students. It is our sincere involvement, loss of instructional time
hops that we have managed to leverage lower achievement, and eventual school
those community ideas and alternatives to dropout.
discipline that are likely to be most
impactful. We recognize that we may not
have surfaced all ideas that are most In addition to discipline disparities,
important to the community or the most researchers also observe gaps in
effective for all students. It is our intent to achievement and differential outcomes is
sham this document with members of the other areas for students belonging to
Lexington community. We recognize that these and other subgroups. For example,
positive chance will be achieved through national data collected by the Office of
the input and support of entire the Civil Rights(2010)finds that Black and
Lexington community. We look forward to Latino students have less access to high-
considering other ideas and engaging in level courses. Data from National
dialogue about whether and holm we see Assessment of Educational Progress
those ideas fit into our overall strategic (NADP)from 2015 show that although
Plan for equity in the Lexington Public achievement gaps have narrowed sine
Schools. We know we coo not have all of 1992, significant gaps are still present
the answers, and it is our sincere hope between African American/Black and
that community groups and others will White students in both mathematics and
offer us feedback and input to strengthen reading (Musu-Gilette et al., 2017).
"Our Proposed Call to Action."
Previous data reviews and anecdotal
Defining the F-roblem conversations with staff and community
members throughout the spring of 2013
A large bogy of evidence stags that also suggest broader equity-related
African American/black and special challenges in LPS. For example, similar to
education students are subject to national statistics,African American/Black
disparate discipline stag- and nation- students are far less likely than their White
wide(Gregory, Skiba, & Noguera, 2010). or Asian peers to have participated in
LPS suspension data appear to mirror this Advanced Placement yams(in 2010 -
pattern,with African American/Black 2017, 3.9%versus 36.2% and 51.4%,
students receiving suspensions at higher respectively). Considering other aspects of
rags than their White and Asian peers. diversity, according to the youth Risk
Behavior Survey(YRBS)from 2017,youth
who identify as bisexual or gay/lesbian
5
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were more likely than their Peers who describing the challenges faced by the
identify as heterosexual or straight to have district, and the overarching goal for the
seriously considered suicide in the last 12 Lexington Public Schools. In the context of
months(50.1% and 35.9%, compared to this paper, equityis interchangeable with
12.9%, respectively). Students identifying the term diversity, equity, cndinclusion,
as bisexual, gay or lesbian were also more and the three words are defined below.
likely to report being bullied at school The primary source for definitions are
(9.8%for heterosexual, 30.9%for bisexual noted, and some definitions are
and 20.5%for gay or lesbian). These are paraphrased„
only a small sample of the existing data
that can be considered. Taken together, DAlersitylincludes all the ways lin which
these data suggest that we must closely people duffer, and !It encompasses all the
review LP5 disciplinary practices, but we different characteristics that I one
also should consider the broader individual or group different from, another„
implications for equity for all LP5 students. It its all-linclusive and recognizes everyone
The district has made notable efforts to and every group as pard of the diversity
address some of these challenges,which that should the valued. A broad definition
are described in greater detail in later includes inot only race, ethinicity, and
sections, but the need for further action is gender, but also age, national origin,
char religion, diisabiilliity, sexual orientation,
socioeconomic status, education, marital
OperctiorrclDefnitlons status, llainguage, and physical
appearance„ It also involves different
In this work,the LP5 Administrative !ideas, perspectives, and values(Source:
Council uses the term "equity"when
UC; Berkeley Center for Equity Inclusion (Source„ IKalpiilla, Il lines, aind earby„............Ihy.
and Diversity). Qivei si(y I ctu,,ulit , F1irFF1IlnF<pu,u§!()ln I IF tteir,
C)�::;��:alk:��: ir 0„ 2010)„
Equi its the fair tir atirn eine„ �:��::;�::;�: ss„
olp1port urniity„ wind advaiI�int for all Inclusion!Is the act of authentically
Ipeolplle„while at the sairne firyle striving to bringing traditionally excluded individuals
identify aind ellryflinate
lbarriers that have groups processes, activities,
pireveirte1 the fillof soar-n and decision- and
policy-innalklin lin a way
raaps., lirn
roviiir�aequity involves
i0. that
fatchair s
power. linrinclusive
iinirIas (::. , ainairingssthirthe environment !Is one
respected,wheire any
individualor
Ipiro(; 1airs wind I�i �es of ursfill tions s welcomed,d, suPPorfdn
or syst rns„ as well as lin their distruballoand valued to fully participate
(Source„
�... issues Racial I[quiity'Toolls Glossary° l �„
�a�ir�::,a��aa�uir�::;�,a,,, ��:��; ilia equity II �ilir��:,i p I���I��illl�
requires ain understanding of the r�.of ,s, wind earby„ hy...Diversity, IV Flu uu�y.
causes s of ouft::.:airne diislpairi iii s within oa.uir F:11rFF1Ilin(, lu,§!(u )in I Ic:it(:.ei, 0(:.Iolbeit 0„ 2010)„
so(a(.Iely„
0
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PART II® RESEARCH —WHAT DO 9 "A nationally representative survey of
EXPERTS SAY ABOUT T E PROBLEM? 74,000 10th graders similarly found
that about 50% of Black students
reported that they had ever beer?
This section is not intended to be anreported
or expelled compared with
review of available research, about 20% of White stud�r7ts...This
but rather a high level review of major study further showed that unlike the
findings from the field. It will be importantstudy
far other radial ethnic groups,
to continue to educate ourselves and work suspensions and expulsions of Flack
with the community to consider anddstudents increased from 1991 to 2005"
communicatenewfindings and promising students
et al., 2003 in Gregory, 5kiba
practices as our work continues. and Noguera (2010) p•59).
Concerning Discipline Dispc ffles Students with disabilities are also more
likely to be suspended than their peers
Four decades of research suggests that (Morgan, et.al.2014).The United States
disparities exist in holm students of various Government Accountability Office(201€)
backgrounds are disciplined and in the found the same pattern of
effect that the said discipline - and in disproportionately higher rags of
particular exclusionary discipline - has on discipline for students with disabilities
a student's academic success and social compared to their peers without
integration into the school's culture. disabilities. Using data from the Office of
According to Gregory, 5kiba and Noguera Civil Rights from 2013-14, researchers
(2010): found students with disabilities were
overrepresented by approximately 20
The Children Defense Fund(7975) percentage points in lova poverty schools
first brought the issue ofroci rl (defined as those with less than 25%free
d1sproporlonclitytonotlonclolterrton, and reduced lunch).
showIng ttrdt Block students were. two
school suspensions co pere.d1 with
their enrollment rdtesinlocclities While the aforementioned statistics are
across the notion. Nctioncl and State. char on the lack of equitable discipline,
dctcr,3ho carr,3l,3te.ntpctte.rns of Block research suggests that the underlying
disproportlonclityin schooldiscipline causes are extremely complicated, are
o ver the post 30 ye.crs peciflccllyin impacted by the characteristics of the
suspension, expulsion and office. individual school settings, and warrant
ill c1p In e re.fe,trok. careful study to find ways to ensure
appropriate and equitable use of
A sampling of other studies cite similar discipline. Much of the research is
results, including: focused on differences by racelethnicity,
with little study on the underlying causes
"...in 2003 Mack students were of disparities for students with disabilities.
significantly more likely to be Regarding racial disparities, experts
suspended than White or Asian caution:
students(p x;.001). Specifically, almost
1 in 5 Mack students(19.6%)were The discourse on rocs rl and ethnic
suspended, compared with fewer than disproportloncllty seems to be
1 in 10 White students(8.8%)and Asian cons/rci edby sl plisfic dichotomies
and Pacific Islanders(0.4/0)”(Kewel, th forificidllypitindividuclstudent
Ramani et al., 2007 in Gregory, 5kiba cl7crc to lsf cs(e.g® student
and Noguera (2010) p• 59). oggression, disc gage entfro
7
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school colrrinistrctorsaimpllcltbids, supporting evidence to render this
communIty vlolence.)cs the secs n hypothesis true.
try some groups cre. o verreptesente.d
in suspension orexpulsion(S`kibc etcl® With more recent and refined research, a
2008). The multiple. ordinterccting number of school factors have emerged
vcri tiles ttrctopoecrto contribute. to as important to understanding discipline
rocs rl and ethnic lisp rrlties in disparities. In their examination of
discipline olm and cr more. potential predictors resulting in
comprehensive. ono'nuonced exclusionary discipline practices,
oporocctr(Gregory, S`kibc, 8 Noguerc, researchers(Anderson & Ritter, 2017;
2070). Skiba, et. al. 2014) have found school-level
variables, including principal perspectives
To date, a number of factors believed to on discipline, appear to be among the
contribute to discipline disparities have strongest predictors. "When it comes to
been explored in the growing Brody of the contribution of race to out-of-school
research, including demographic, teacher, suspension, however,these results
and school-related factors. Some of these indicate that systemic school-level
have been de-emphasized as useful variables may be more important in
explanatory variables that are part of a determining the overrepresentation of
growing Brody of research. For example, Black students in discipline than are any
statistical analyses that considers multiple behavioral or student characteristics"
variables have found repeatedly that (Skiba, et. al.2014)).
racial differences in discipline rags
remain significant, even after student- Researchers in this study considered
and/or school-level socioeconomic levels disciplinary records from schools, student
are accounted for(Raffaele Mendez et al., demographic data, and principal
2002;Wu, Pink, Crain, & doles, 1982; responses to the DisciplincryPrcctices
McCarthy& Hoge, 1987; or Skiba et al., Surveyfrom all public schools, including
2002 as cited in Gregory, Skiba & Noguera, charter schools, in a midwestern stag for
2010). Racial differences indiscipline the 2007-2008 school year. Researchers
rags also remain when factors such as found that, even after holding behavioral
family and neighborhood characteristics, and student characteristics constant,
student- reported parental education, school characteristics made a significant
family structure(e.g.,single-parent contribution to the likelihood of more
household), and urbanicity of severe consequences. Specifically, they
neighborhood exist. The implication is that found out-of-school suspension and
although there is often an association, expulsion were more likely in schools with
these variables do not"explain away" larger enrollment, and significantly less
disparities. likely in schools with a principal with a
perspective favoring preventative
Another premise explored in research is alternatives to severe forms of
that students from certain racial and exclusionary discipline,such as
ethnic groups must misbehave or suspension or expulsion, a finding
contribute to a lack of school safety more consistent with previous research
than other students. Frequently, the (Advancement Project, 2000; Mukuria,
implication is that certain groups of 2002; Skiba, Edl & Rausch, 2007).
students are engaging in more severe
behaviors in greater frequently, however, In the same study, researchers also
in their review of studies that use froth identified school-level achievement as a
measures of student self-report and protective factor,with students at schools
actual school disciplinary records, Gregory with higher average achievement less
and colleagues(2010)failed to find likely to be suspended and experience
expulsions(Skiba, et.al.2014). The
8
............ ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ....................
,.J I U 110 011 118 R OOJS:Wn
DI AI 'I DIIVII:.II F SII II Y„Ih Q4..JII'll Y„Alll"^11 C 11 111 (IIII 4 K-3111011 V 11 11V 1111 ill II :XVII' G II C 111 V II U11 SII IIC:.,S(I'll I0011I S
authors state, "just as higher academic exclusion as a disciplinary practice may
achievement is a protective factor for contribute to the well-documented racial
individuals, a school's ability to maintain gaps in academic achievement(U.S.
high overall achievement is a protective Department of Education, Office for Civil
factor for students attending that school" Rights& U.S. Department of Justice Civil
(p.21), building off of previous work finding Rights Division, 2014;Anderson and Ritter,
behavior and academic outcomes to be 2017). Beyond racial gaps,these practices
consistently related. The authors may lead to overrepresentation of Black
conclude, "interventions that improve the students in particular in the data, and lead
duality of academic instruction and to"disproportionate arrest and
learning out- cores can have important incarceration rags of minorities(Gregory,
outcomes in terms of improved student Skiba, & Noguera, 2010). Unfortunately,
behavior and school climate"(p 21). "The school disciplinary practices used
most widely throughout the United Stags
Another perspective considers the notion may be contributing to lowered academic
that differential selection at the classroom performance among the groin of
level contributes in some way to students in greatest need of improvement
racial/ethnic disproportionality in school (Gregory, Skiba, & Noguera, 2010), causing
discipline(Gregory, Skiba, & Noguera, a persistent follow-on effect even after
2010). Many behaviors that encs up students finish their education.
resulting in an office referral or suspension
begin at the classroom level. Multiple Exclusionary discipline has varied
studies support the notion that consistent deleterious effects on students, both
disproportionality in office referrals academically and socially. From a highly
exacerbate an already complex problem practical standpoint, missed instruction
(see Skiba et al., 2002; Skiba et al., 2008; and time lost on learning represents one of
Wallace et al., 2000. Further analysis of the most statistically significant indicators
these data suggest that minority students of student achievement in modern
are more likely to be singled out for educational research (Brophy,
"subjective" behaviors such as disrespect, Greenwood, Utley)and can lead to
questioning classroom rules, and academic underperformance and a
"violation of implicit interactional codes." widening of the achievement gap.
"Discipline sanctions resulting in exclusion
Lastly, discrimination can happen both from school may also damage the
intentionally and unintentionally. learning process in other ways as well.
Inte.nfic ncl discri inction results when Suspended students may become less
different treatment occurs though the bonded to school, less invested in school
wording of specific school policies or by rubs and course work, and subsequently,
selectively enforcing policies. less motivated to achieve academic
tJnintentic ncI discri inction occurs with success" (Gregory, Skiba, & Noguera,
neutral policies that have an unintended 2010).
but disparate impact on certain groups,
particularly common with policies that If students feel less connected to their
impose mandatory suspension or school, they also may experience a sense
expulsion (U.S. Department of Education, of disengagement with the larger school
Office for Civil Rights& U.S. Department of community,which may significantly
Justice Civil Rights Division, 2014; Staats, increases the likelihood of negative life
2014))• outcomes and exacerbate a cycle of
academic failure, disengagement, and
Imp ccts carr,S`tude.ntAchie.vem e.nt escalated rule-breaking (p.00).Their
learning environment is likely to be less-
As indicated in the research, the use of safe,they are likely to be unproductive,
zero-tolerance policies and school and these conditions and behaviors
9
............ ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ....................
,.J I U 110 011 118 R WIK:Wn
DI AI 'I DIIVII:.II F SII II Y„Ih Q4..JII'll Y„Alll"^11 C 11 111 (IIII 4 JSI11011 V 11 11V 1111 ill II :XVII' G II 0II'V II LJll SII IIC:.,S(I'll I0011I S
increase the likelihood of dropouts and points to a variety of possible contributing
decrease the likelihood of graduating from factors, a variety of strategies may be
high school (Morgan, et. al.2014). needed to address disparities, including:
Research and data on school discipline e increasing the awareness of teachers
practices are clear: millions of students and administrators of the potential for
are being removed from their classrooms bias when issuing referrals for discipline,-
each year, mostly in middle and high utilizing a range of consequences in
schools, and overwhelmingly for minor response to behavior problems,-
misconduct.
roblems;misconduct.When suspended,these treating exclusion as a last resort rather
students are at a significantly higher risk than the first or only ogtior7I
of falling behind academically, dropping emaking a concerted effort to understand
out of school, and coming into contact the roots of behavior problems; and
with the juvenile justice system.A finding ways to reconnect students to
disproportionately large percentage of the educational mission of schools
disciplined students are youth of color, during disciplinary events." (Noguera,?_00?) .
students with disabilities, and youth who
identify as lesbian, gay, bisexual, or While little is known about the efficacy or
transgender(LGBT)(Morgan, et. al. 2014). effectiveness of possible"gap-reducing"
Nevertheless,while research questions interventions,there is some evidence that
"well-chosen alternatives to suspension
the effectiveness of suspension for
can simultaneously diminish the negative
students of special education and regular
outcomes of harmful discipline policies,
education, and highlights the negative boost student achievement, reduce
long-term effects of it, it remains a widely- student misconduct, and maintain safe
used practice across schools in America and orderly schools"(Owen,Wettach €�
(Owen,Wettach & Hoffman, 2015). Hoffman, 2015, p. 4). Whether gap-
Possible. Remedies reducing interventions oar? `draw on
universal approaches, or if they need
Successfully predicting what factors lead targeted, culturally specific approaches
to discipline disparity requires looking at that respond to the students`cultural and
the entire picture. Gregory and colleagues socio-economic contexts?'is a question
(2010)summarize the complexity of this that remains(Gregory, Skiba, & Noguera,
task: 2010).
No Ingle. cous l/botor ccn fully When choosing alternatives to discipline,
expldln roof rllyd1spc rc/e. discipline care must be taken to select meaningful
onolno jingle. ootion will therefore.be approaches that positively impact
sufficienttoc eliorcteit. Muttifcceted students.Owen,Wettach and Hoffman
strctegles mcyofferprm Ise® but there. (2015)advise when determining what
is cs yet no e pirico/tesecrch testing alternatives to use,schools and districts
specifies int �� ntic�n fe��� �lu�in9 ttr should consider the level of support for
Ali ciplin egcp. change,the similarity of other districts
when examining effectiveness of models,
Clearly, minimizing student exclusions and whether or not resources exist to
from the school culture, classroom, and provide ongoing support of the strategy.
valuable instructional time is a critical They also point out that fidelity and
variable(Owen,Wettach & Hoffman, consistency of implementation of any
2015). In order to minimize discipline strategy is also essential to maximizing its
disparities, alternative strategies must be success•
implemented and applied equitably to all
students disciplined. Given that research However,some studies indicate that, of all
the relevant variables, "systemic school-
10
............ ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ....................
,.J I U 11 CC rF'II 118 R WIK:Wn
DI AI 'I DIIVII:.II F SII II Y„Ihl G; LJII'll Y„Alll"^11 C 11 111 (IIII 4 K-3111011 V 11 11V 1111 ill II II LJll SII IIC:.,S(I'll IG,011 S
level variables may be more.important in cultural proficiency and high duality
determining the overrepresentation of instruction.
Black students in discipline than are any
behavioral or student characteristics"and Lastly,school efforts to reduce
that"policy or practice interventions discriminatory practices should include a
addressing disproportionality in discipline system for monitoring and tracking cll
will be more likely to be efficacious to the disciplinary referrals and ensure staff are
extent that they target alterable variables properly trained to administer student
at the school level, rather than focusing on discipline in a nondiscriminatory manner
student or family demography` (Skiba, et (U.S. Department of Education, Office for
alp 2014, p 2 ). Civil Rights and U.S. Department of Justice
Civil Rights Division, 2014).
Perhaps the two most relevant school-
level alternatives to discipline are school PART III: LPS DATAANALYSIS
leadership and professional development.
"The importance of principal leadership in The next few sections describe the current
creating systemic change appears to be status of what we know and where we are
especially critical when the focus of the headed as it applies to understanding the
change effort is race, culture, or equity" topic of discipline disparities within the
(Skiba, 2014, p 21). In order to be Lexington Public Schools.
maximally effective,the principal and his
or her staff needs to be provided
opportunities to engage in sustained, Concerning Exclusic ncryDIsciplIneI In LPS
targeted professional learning to support
As previously mentioned,the impetus for Review of SS®R data for the Lexington
recent discussion has been the recently Public Schools from 2013 to 2017 finds
released publicly available discipline data there is notable variation in rags among
student subgroups. The significance of
collected by the stag Department of these gaps rests on the idea that if all
Elementary and Secondary Education students are receiving suspensions in the
(DESS)as part of their School Safety same way and to the same degree,we
Discipline Report(SS®R). The data would expect the rate or proportion of
collection tracks each time a drug,violent students disciplined across these groups
or criminal-related offense occurs in to be roughly equivalent. When we
schools, as well as any instance of observe consistent variation, this signals
exclusionary discipline. Exclusionary that there are differential outcomes for
discipline describes any type of school students. However,these data do not
disciplinary action that removes or readily reveal the underlying causes of
excludes a student from their usual those differences. Although we do
educational setting.Two of the most observe variation for other groups(e.g. by
common exclusionary discipline practices gender and for economically
at schools include in- and out-of-school disadvantaged students), among the most
suspensions. Although there are other consistent and pervasive are the
forms of exclusionary discipline, as well as disparities in suspension rags for African
other forms of non-exclusionary discipline, American/ Black students and students
this particular dataset from LPS concerns with disabilities(Table 1).
suspensions only.
11
............ ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ....................
,.J I U 110 011 118 R MIK:Wn
11 AI 'I l IVIII:'.II C SII II Y„Ihl G 4..SII'll Y„Alll'^pll..l 11 111 (IIII I,K-311 011V 11 11V 1111 111 II :XIIII'^VG II C 11`V II p4.Sll SII IIC:.,CS(I'll lu',011 S
Table 1: LPS Students Rec eivin 1 or More Susico2013 to 2017
I
All Students 6,704 103 1.54 6,780 85 1.2.5 7,001 80 1.14 7,12.3 89 1.2.5 7,2.63 84 1.16 7.78
ELL 388 4 1.03 426 1 0.23 482 3 0.62 507 2 0.39 566 1 0.18 a49
Eco.Disadv. 52.6 30 5.70 493 2.4 4.87 461 17 3.69 448 14 313 483 9 1.86 2:6'9
Spec.Ed 956 37 3.87 966 37 3.83 949 32 3.37 983 35 3.56 952 29 3.05 3,33
Female 3,2.82 2.7 0.82 3,337 2.3 0.69 3,42.2 2.1 0.61 3,486 2.5 0.72 3,567 2.0 0.56 a63
Male 3,42.2 76 2.2.2 3,443 62 1.80 3,579 59 1.65 3,637 64 1.76 3,696 64 1.73 7.77
Asian 2,083 16 0.77 2,189 12 0.55 2,364 18 0.76 2,529 24 0.95 2,731 12 0.44 a72
Afr.Am/ 283 16 5.65 294 14 4.76 312 17 5.45 301 15 4.98 294 16 5.44 529
Black
Hisp./Latino 238 4 1.68 229 6 2.62 238 4 1.68 229 3 1.31 237 5 2.11 7,79
Multi-race 308 4 1.30 342 1 0.29 382 4 1.05 407 5 1.23 416 3 0.72 7.00
While 3,782 63 1.67 3,712 51 1.37 3,696 37 1.00 3,649 42 1.15 3,579 48 1.34 7,76
,Source:MA Department of Elementc;y and Secondary EdLcahon,,School,SafetyDiscipline Peport
(S,SDR)
Table 1 shows Lexington students by subgroup receiving one or more suspensions over
time, in a five(5)year period from 2013 - 2017. Overall incidents of discipline appear to be
relatively low when compared to the State average or ether school systems(see Graph 2). In
2010 - 2017,for example, a total of 34 students were disciplined on average, 29 of whom
were students with special needs- 12 of whom were Asian; 10 of whom were African
American/ Black,- 5 of whom were Hispanic/Latino,- and 48 of whom were White.
12
............ ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ....................
,.a I /I0 0 I I8 R()0jl:)1Fn
al AI 'I DIIVIII:'.II F SII II Y„Ih Q4..JII'll Y„Alll'^pll.. II II' (IIII 4 K-3111011 V 11 11V 1111 111 II II U11 SII IIC.,F P,II IG,011 S
Graph 1: LIPS Students Receiving 1 or More Suspension by Race:2013-2017
140,,,,o a;i°Iain - r Afs irne F"IL1laa:k I irace, Nicrn-11-flspjll.at. d aw,or I Ikj, ,".,Mflte
20"Yo
2016.,17✓aef a
IIII i� o p uiuAlli �
f'r 2,731 12
Z. ..
1:".L 1a ,
f Amer/Black
��# 16
spy/S atiri S 237 5 2,11 V,
a IItp•r' a 4'130.7�is
a.... ♦•wp,�r
"D i ocy.
C..
4,..N
5,65%
5.,45'/)o .a'�@TMM'A`C1
a
4%
e
,
a % �a„. o„l ...
mmv ii/l .....n......
.
012-13 2013-14 2016 17 2015 16 201647
,Source:/SIADepartment ofElementaryand Secondary Education,,School,Safety Discipline Peport(S,SDR)
Graph 1 visually shows the gap between rates of receiving one of more suspensions
between African American/Black students and other racial/ethnic groups over the past five
years. Based on the most recent data from 2010-17,African American/Black students were
a little more than 4 times more likely than White students to have one or more suspension.
Compared to Asian students,who are consistently disciplined at lower rates,African
American/Black students were over 12 times more likely to have one or more suspension.
13
............ ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ....................
,.J I U 11 CF ra'II 118 t-a OOJS Wn
11 AI 'I DlIVIll:l11 SII II Y„ IllQU 1111 Y„Alll"^11.l II II' (IIII I,K-3111011 V 11 11V 1111 111 II �X111`4G II 011`4 II p4.Sll SII IIC S(I'llI lu',011 S
Graph 2: LPS vs.State:%of African American/Black Students Receiving 1 or More Suspension:2013-2017
20%
118%
�a
14`d
x....
12.,`dy/ a 11.55"Cb
�1� ��
...� II Y.A��hb 9'.ylF ) 8,62.%
„Ck,d
8%
nih'?
5,65% 5.45% 5.44%
4,76%,
4% 4.96���
m ,,�w� m
a 4`l,
flay
0(b ...........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................
V„P�J
2012 13 X16.'.0..14 ?dll 1647 015...16 201 64:
Source:MADeponrrientofElerrientory ondSecondary Education,School SofellDiscipline Report(S°SDP)
For additional context,we can compare ourselves to the State and other school districts.
Graph 2 shows discipline data from the State(shown in value)and LP5 (in orange)for the last
five(5)years for African American/Black students. These data indicate that the district
suspension rate has remained relatively stable and significantly below the State's rate for
this subgroup of students. In contrast to Lexington, the State rate shows some evidence of
declining suspension rags for African American/Black students over the last five(5)years.
Table 2:African American/Blacks Students Re e Sus ensi2013 to 2017
I
Lexington 2.83 16 5.65 2.94 14 4.76 312 17 5.45 301 15 4.98 2.94 16 5.44 529
Arlington 172 17 9.88 192 15 7.81 206 14 6.80 209 16 7.66 219 23 10.50 &302
Belmont 163 10 6.13 157 13 8.2.8 158 8 5.06 156 9 5.77 162 10 6.17 6:.67
Brookline 472 34 7.20 468 21 4.49 462 20 4.33 466 14 3.00 475 23 4.84 4.06
Newton 668 46 6.89 656 56 8.54 637 2.9 4.55 62.3 40 6.42 640 44 6.88 596
Wayland 138 6 4.35 140 3 2.14 136 6 4.41 132 2 1.52 142 7 4.93 3.602
Wellesley 2.2.9 12 5.2.4 2.39 18 7.53 2.39 8 3.35 2.41 8 3.32 2.32 6 2.59 3.08
Weston 163 11 6.75 160 12 7.50 154 3 1.95 150 1 0.67 140 0 0.00 067
Westwood 68 4 5.88 70 3 4.2.9 72 1 1.39 73 0 0.00 74 4 5.41 02.026
,Source:MA DepartrnentofElementary and Secondary Education,School Safety Discipline Peport
(SSDR)
14
............ ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ..................
„.a ..
I U i 0 0 i i 8�-a O0II:)IFn
1 t1 AI 'I D11V11.11 C SII II Y„Ih G; U11111 Y„All" 11)1111' (III 4 K-31110111 V 1111 V 1111 SII II X1111' G II 0111'V II U11 SII IIC'SCIII I0011I S
Table 2 summarizes suspension data from Lexington and other similar districts. Lexington's
suspension rates are higher than some districts and lower than others for African
American/Black students. Of particular note are declining rates for Weston and Wellesley,
which may represent a learning opportunity for LPS.
Graph 3: LPS%Students with Disabilities with 1 or More Suspension,2013-2017
—AlHll S1ud(.-.,n; �,,,� ,Stuirft2ints ,rflDsti ib liS,iies
'0%
o;1
F
u 16% Stud ents with
952 sv; 105'%
u
,n .14.%
12',%
10%
.��i� 8%
0.„.k
Ui
W ' 6%
SIT
3.37/0 3.05
ca"
2% 1,54%, 1.25% 1..14% 1125% 11,16%
✓n ti�
0%
2012 13 2013 14 201647 2015-16 201647
,Source:MA Department of Elementary and Secondary Education,,School,SafetyDisapline Pec7ort
(S,SDR)
Also unfortunately consistent with patterns observed in national datasets, LPS students
receiving special education services are suspended at higher rates compared with the
aggregate rates(Graph ). Put another way, based on the most recent data from 2010-17,
students with disabilities were just over 2 and half tires more likely to have one or more
exclusionary disciplinary incidents.
Graph 4: LPS vs.State:%of Students with Disabilities Receiving 1 or More Suspension: 2013-2017
15
............ ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ....................
,.J I U 11 CC ra 11 118 R WIK:Wn
11 AI 'I DIVIll: SII II Y„IIl Q4..SII'll Y„Alll'^pll..l II II' (IIII I,K-311 011V 11 11V 1111 111 II Xllll`4G II 0II'^V II)4.Sll SII IIuC`(I'll lu',011 S
ry,
// exiir"UPo,t�oir,i Firm-'Gta"1te
�r�0 V1F'lY
iEqs�A�
II�C'b Plh
.3
m^*A
i..,,
14%
Qj
9.80%
%
11.'1%
l
8%
LL,d
„i
CC:
W.�y �/
%)
QI 3 3s3 � a a afi /// ,- w,,,,,, -
tri
6P',
0p�B
1.0'��k
2012 13 2013 1/1 201647 201546 2016-
,Source:MA Department of Elementary and Secondary Education,School Safety Discipline Peport
(S,SDR)
Table 3:Students With Disabilities Ric ivin 1 or More
District:W � 20
� 1�3 tc �20
�17
1111M 111 �
I11IIII
Lexington 956 37 3.87 966 37 3.83 949 32 3.37 983 35 3.56 952 2.9 3.05% 3.3,E
Arlington 720 61 8.47 725 45 6.21 790 42 5.32 813 29 3.57 880 46 5.23 4.70
Belmont 359 12 3.34 375 8 2.13 376 9 2.39 410 8 1.95 417 7 1.68 2.07
Brookline 1302 83 6.37 1351 58 4.29 1326 45 3.39 1297 51 3.93 1298 45 3.47 3.60
Newton 2.647 155 5.86 2.667 174 6.52 2.634 114 4.33 2.753 12.4 4.50 2.756 12.3 4.46 44
Wayland 552 19 3.44 550 16 2.91 527 14 2.66 522 22 4.21 537 16 2.98 3.28
Wellesley 883 22 2.49 885 2.4 2.71 855 12 1.40 82.8 12 1.45 831 5 0.60 735
Weston 401 25 6.23 420 12 2.86 407 3 0.74 390 2 0.51 378 3 0.79 a68
Westwood 580 6 1.03 577 14 2.43 608 4 0.66 607 0 0.00 574 3 0.52 0.39
,Source:MA Department of Elementary and Secondary Education,,School,Safety Discipline Peport(S,SDR)
When comparing Lexington to the State and ether districts (Graph 4 and Table 3), the
district discipline rate for students With special needs has improved slightly over time and
has remained well below the State's rate for this subgroup. When we review data from other
districts,we again see Lexington's suspension rates are higher than some districts and
16
............ ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ..................
JH/110011
i 8�-a()0II:)1Fn
DI AI 'I DIIVIII:'.II F SII II Y„Ih Q4..JII'll Y„AIN 11..r 11 111V(III 4 K-3111011 V 11 11V 1111 111 II („,SCIII 0011 S
lower than others for this subgroup. As with African American/Black students,Wellesley
and Weston also show declining rates for students with disabilities.
Graph 5: LIPS%of Students with 1 or More In/Out-of-School Suspensions by Subgroup,2010-2017
1111111"%Orie .)r l.)re ri—Sc ))I Sunperisbris SON%OiriearMare OU )i�- s.:,IhF061SLlSpeiiri?CII(Firis
;Sa,
.ws
¢9�
w,C11G,n„r
U
dt�4
Mme% 4%
✓;�� ,i..1`Frit
14 D l
2% 0% UA
,.
d% o.5%
� � �II11111111�O 111111111;� �uauu�t/O a;
uui»I l II11111111 uu»l;to
6 41
1
9;n:r
✓Sr � .ti's
°Nkk"Lr„ drd'
*Result suppressed due to small grouip size
,Source:MA Department of Elementary and Secondary Educchon,,School,SafetyDiscipline Peport(S,SDR)
Based on data from 2010-17, these patterns appear to hold regardless of suspension type
(Graph 5). Rates of receiving at least one in- or out-of school suspensions during this year
were highest for African American/Black students and students receiving special education
services.
As we examine the exclusionary discipline more expansive definition of discipline be
by subgroup dataset,we find most considered.
discipline of this type occurs at the
secondary level. There is very low use of FurtherAnclysls to E3ulld Cgpooity and
suspension and other forms of Inform Longer Term Steps
exclusionary discipline at the elementary
level. However, given the limited range of Although these data clearly demonstrate
discipline considered in this data the presence of discipline disparities, there
collection, it is unknown whether similar is still much to understand to help inform
discipline disparities are present at the our short-term and long-term action plans.
elementary and other levels, should a
17
............ ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ............. ....................
,.J I Nf 110 0'II 118 90015:Wn
DI AI 'I DIIVII:.II F SII II Y„Ih Q4..JII'll Y„Alll"^11 C 11 111 (IIII 4 K-3111011 V 11 11V 1111 ill II II LJll SII IIC'SCIII IG,011 S
Some questions that will guide our work as 9 What professional development or
we progress forward include: follow-up has or can be provided to
ensure effective implementation of
• What offenses have resulted in alternative strategies to exclusionary
suspensions in the past" ®o students discipline?Who has received this
who commit similar offenses receive training so far"
similar disciplinary consequences, or 9 What connections exist between
do some students receive harsher discipline disparities and other school
discipline" Is this consistent Pre-K to factors(e.g. achievement opportunities
grade 12? Is this consistent within and placement, school climate)" What
grade spans" do researchers say about this" What
• How often are suspensions being do related LPS data look like"
applied as a form of mandatory
discipline" How often is this used as a In some cases we have the necessary
discretionary form of discipline" information or data to further explore
• In instances when exclusionary these questions, but we will need
discipline was applied,what were the additional time to complete thoughtful and
antecedents" ®o we observe any deep analysis. For example, as described
meaningful patterns across subgroups in the latter sections of this document,we
of students" do know that a number of efforts have
• To better understand discipline among been made across the district to create
students receiving special education, more equitable and inclusive learning
what is the breakdown of discipline by environments in our schools,suggesting a
disability type" Are students with char need to continue our work on
certain disabilities disciplined more disproportionate suspensions and likely
often" expand our focus in this area. It has been
• ®o we observe similar discipline a number of years since the district has
disparities when a more expansive conducted a system-wide review of what
definition of discipline is considered (i.e. efforts are being made,what is most
discipline other than suspension)" effective, and what should be taken to
• What preventative or alternative scab.A comprehensive review of this
measures are taken to avoid nature requires information to be
exclusionary and other forms of summarized from all schools and
discipline" Are these practices departments.
consistently used with fidelity" Are
these preventative measures available Another opportunity may be to refine
to all students" existing data collections or construct neva
• What is the role of the School Resource ones. For example, there has been
Officer(SRC}) in terms of discipline considerable variation in what additional
within our schools" In what ways can discipline data is collected by each school
the SRC)assist with alternative forms of beyond the Stag reporting requirements.
discipline" Our middy schools have engaged in
• Are there LPS policies that may expansive and consistent disciplinary data
unintentionally contribute to discipline collections. We find more variation in
disparities for certain groups of disciplinary reporting among elementary
students" schools and the high school. A critical
• What promising practices have been action step to be taken this year will be
implemented in an effort to address revisiting this data collection with the goal
discipline disparities and minimize the of expanding the range of discipline that is
need for discipline for all students" systematically and consistently monitored
What has been effective and holm do PK- 12, across all schools. Such an
we know?What has or should be taken activity also presents the opportunity to
to scab across the district" calibrate across staff our understanding
18
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of local policies and holm student offenses later on to document these events,
are best handled.Once started,we will summarized this time with a quote from
conduct regular reviews of these data staff, "It was difficult prior to the LaMura
throughout the school year,with a focus Report of 2003 to convince educators and
on discipline disparities and the goals of parents that change was needed. Lilo the
answering some of the questions listed rest of Lexington and even METC O
above.
parents,faculty and staff took comfort in
Such explorations and data collection will the belief that`we're a great district and
talo some time to complete, and it is we do great things"`(Ferguson, et alp 2015,
highly likely additional questions will be P.0).
surfaced in the process, but this should
not prevent us from taking immediate This realization by the Superintendent of
action steps in the short-term. The final Schools in 2003 prompted a detailed
section of this paper will describe actions report(known internally as The LaMura
that LPS is prepared to implement during Report), highlighting the data as well as
2013-19 and beyond. perceptions of parents,students, and LPS
teachers and administrators.As a result,
PART IV: OUR HISTORYWITHI ERI ® there were 32 specific recommendations
EQUITYAND INCLUSION made and the Achievement Gap Task
Ford(AGTF)comprising parents,
The district has a long history of focusing teachers, and administrators was formed.
on and providing opportunities for The AGTF was later renamed the Equity
professional development in the areas of and Excellence Committee(FEC;). The
diversity, equity and inclusion. One purpose of this committee was to talo
example includes a series of activities that stock of current initiatives in the district
and make recommendations for next
occurred between 2003 and 2015. Under steps.The recommendations of the EEC;
the leadership of the Superintendent of fell into six categories:
Schools,the district committed to
examining and addressing the 0 Find ways to increase educator
achievement gap in the Lexington Public capacity through professional
Schools at the time. In part,this effort learning,-
originated
earning;originated from a closer review of Stag 0 Develop and support leadership at
assessment results during a period of time all levels;
Provide a wide array of student
when the Stag and Federal government intervention strategies for students
mads accountability and assessment its not yet meeting the standards;
focus. As the aggregate achievement 0 Ensure that data-driven instruction
data in the district showed a high level of and cors-pry-ion assessments inform
student academic success, there was no student learning,-
sense
earning;sense of urgency to address achievement 0 Improve school climate and culture
gaps among LPS students. At this time, (i.e. building trust and professional
many in the district had not closely relationships as well as increasing
reviewed disaggregated results for collaboration across the district)
African American/Black students and 0 Improve student,family and
other subgroups,which showed
community engagement,-
disparities
ngagement;disparities in academic achievement. In As a result of the recommendations
addition, there was an overrepresentation detailed in the report, major actions taken
of METCO students in special education across the district included:
(over 50% based on data from 2003). An
external evaluator hired by the district
19
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• The district implemented full-day scored proficient or advanced on the
Kindergarten and began to include MCAS mathematics assessment and
students enrolled in the M ETC O 100% on English Language Arts(ELA).
program in Kindergarten rather Although the outcome was positive, it
than first grade. reflects an over-reliance on MCAS scores
• Lexington sent a team of and SAT scores to demonstrate closing
administrators and educators to the achievement gap.
Montgomery County to learn more
about data-informed teaching and While many initiatives were launched and
learning and ways to address continue to the present(e.g.Windows and
achievement gaps. Mirrors curriculum at K-5P METC O
• All schools established Professional Extended Learning Program, Mathpath,
Learning Communities(PLCs)at Calculus Project,African American/Latino
each level to create common Scholars), it is evident from recent data
academic experiences and that these have not adequately addressed
assessments for students across disparities in other aspects of the school
grade levels and schools. PLCs program such as discipline, middle and
encouraged staff to collaborate high school course selection, and
and learn from one another, and continued over- representation in special
helped to ensure a common set of education. Other initiatives were
learning expectations and discontinued or have lost momentum. For
experiences across the district. example,the ILMI (Encouraging
• All schools developed a Response Multicultural Initiatives)course,which had
to Intervention (R l) model. Rtl been offered to all staff,was set aside over
includes a set of practices that ten years ago. At the time,there was a
involve providing high-duality question as to whether there was
instruction and interventions evidence to support its effectiveness.
matched to student needs,
monitoring progress frequently to In the intervening years,some promising
make important decisions about a practices and programs have continued
charge in instruction or goals, and to grow as a result of the grassroots
applying response data to efforts of our classroom educators or
important educational decisions. school and department leaders, including
• As part of RtI,schools also some intended to prevent the need for
restructured their Child Study disciplinary actions.
Tums and implemented "data
gams." These gams meet Today, educators in the Lexington Pudic
regularly to closely review Schools, as well as our counterparts
performance and other student across the State, recognize the need for
data and determine what supports added focus on social-emotional skill sets.
and/or adjustments are necessary There is also interest in making
to better address student needs. groundwater efforts to encourage racial
• Refined our curriculum and literacy and address systemic obstacles,
instructional practice to create a including student access and school-wide
more robust set of general building culture. For example, nearly all
education interventions for all schools have implemented some
students. elements of Positive Behavioral
• Created specific professional Interventions and Supports(PMIS).
learning opportunities for staff Schools also have implemented Open
around data-driven instruction. Circle followed by Responsive Classroom,
both intended to improve school climate,
By the spring of 2014, 96% of the district's increase students`use of prosocial and
African American/Black tenth graders critical thinking skills and reduce negative
20
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behaviors such as peer exclusion or bully. students of color and/or students in
In the same spirit, there has been interest special education to those who are white
and some formal efforts made to explore and/or are non-special education.
ways in which restorative justice Although the overall number of
approaches may help staff further suspensions for students in the Lexington
improve the learning environment for Public Schools is comparatively lava given
students. the school district's size, the data from
2012 - 2017 indicate that discipline
Taking a broader approach,through their disparities similar to those seen in national
Diversity, Responsibility, Unity and trends exist in our schools and have likely
Mindfulness(DRUM) initiative, middy existed for many years Prior to 2012.
school staff are working to encourage and
build students' prosocial skills. Over the Through the years, educators and leaders
course of many years, elementary staff at in the Lexington Public Schools have
Bowman have been developing actively engaged in acquiring new
curriculum that directly focuses on issues knowledge to enhance their
of social justice and race(referred to as understanding of holm best to cultivate
their"Dismantling Racism"curriculum). In and celebrate diversity, equity, and
the last year,the School Health Advisory inclusion in their classrooms. A majority of
Council (SHAG;), a group that includes the ideas explored and strategies
school leaders, personnel, community employed were spearheaded by individual
representatives, parents and students, teachers or building principals in a given
has formed a neva LGBTQ Subcommittee school and who happen to talo a personal
to focus on issues unique to these interest in one facet of the work,
students. implementing their own grass-roots,
bottom-up, organic approach to
Finally,there also has been more educational equity.
professional development for staff put into
place to address disparities and equity These individual efforts so characteristic
concerns now than that in 2003; however, of the creative and innovative nature of
not all programs are consistently and our Lexington educators should be
universally provided. More recently,the encouraged and celebrated.
district in collaboration with the Lexington Furthermore,we believe there is an
Education Association, has organized a opportunity to refine and "scab-up"those
series of professional development best practices that have the greatest
offerings for all new Lexington educators likelihood of fostering equitable learning
called "Better Beginnings." The environments that increase inclusionary
collaborative effort between the district practices and decrease and eliminate
and the LFA reaches more educators discipline disparities.
ensuring professional development on
topics related to diversity, equity, and While many individual initiatives have
inclusion. Moving forward, district and taken place through the years, few
school leaders will talo stock of these district-wide efforts have been undertaken
efforts and move towards a more unified to address diversity, equity, and inclusion
approach to addressing issues of diversity, in the Lexington Public Schools. In 2003,
equity, and inclusion. Lexington's achievement gap initiative,
coinciding with the Stag and Federal
government's emphasis on student
PARTV. CONCLUSIONS AND OUR subgroup performance and Governor
PROPOSED GALL TO ACTIONPatrick's signing into lava Chapter 311 of
A nationwide discrepancy exists when
the Acts of 2003, an Act Relative to School
comparing exclusionary discipline data for
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DI &I FOR R13 kC CXXIMEN IP4NVBRS IY[aXJXI AMD NUI LKWYN nq IE I UNCOW RJBUC IXY KXY03
District Accountability,I was reportedly the
first LIDS effort of its kind to attempt to
explore academic outcomes and
inequities.
Creative approaches to professional
development,such as Better Beginnings
http://www.doe.moss.edu/bese/docs/FY2009
22
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A KM 5 P M RWKn
DI AI 'I DIIVII:.II F SII II Y„Ih Q4..JII'll Y„Alll'^pllII II' (IIII 4 JSI11011 V 11 11V 1111 ill II II U11 SII 0011 S
for new educators is another district-wide As educators, our commitment to the
attempt to create racial literacy and growth and safety of all of our students is
systemic change. Unfortunately, the vast paramount. As such, investigating any
majority of educators do not participate issues pertaining to equity is part of our
unless they have independently elected to moral and ethical obligation to ensure that
enhance their learning in an equity-related all students are treated equitably.
area of focus. We envision a professional However,when disparities and inequities
development plan that one day reflects exist, it is our duty to investigate and make
the full participation of the satire school changes. Yet we recognize that discipline
community(i.e., superintendent,school disparities are merely a symptom of much
committee, district and building leaders, larger concerns; therefore,we are
middy management, classroom teachers, committed to investigating and
support staff, building and maintenance addressing the root cause of the discipline
staff, bus drivers, and parents)to attain disparities. We are committed to tackling
the sustainable, long-term cultural shifts the discipline disparity issues holistically,
that are needed to create a school system and we recognize that meaningful
where every student and staff member systemic change done right takes time
feels valued. and sustained effort.
Furthermore, explicitly educating students We developed "Our Call to Action"with the
about the importance of diversity, equity, understanding that a multi-faced
and inclusion has been left to the approach to change is needed and no
individual interests of educators, for the single solution to the problem of inequities
most part. If our desire is to create a will help to resolve them. As stated by
school culture that instills in every student Gregory and colleagues(2010), "no single
a sense of belonging, then Lexington causal factor can fully explain racially
Public Schools will benefit from a disparate discipline, and no single action
comprehensive and systemic approach to will therefore be sufficient to ameliorate it."
racial literacy and educational equity. And just as no single approach can
"Our Proposed Call to Action,"an action address all of the challenges our students
plan that reflects the thoughts and ideas face, no one person can single-handedly
of the Lexington community, represents develop a plan to eradicate the underlying
an earnest and reasonable start to causes that lead to discipline disparities.
systemic and comprehensive change.
Instead,we need a comprehensive review
An initial review of local data suggests no of the problem, beginning with an Equity
one building or isolated set of practices Audit conducted by an external agency.
can clearly explain the roots of the Described in more detail below,this Audit
discipline disparity that exists in Lexington. will both complement and serve to inform
Rather, as can be seen in studies of the additional action sups listed here. The
national trends, it appears that discipline Lexington Administrative team, informed
disparities are likely systemic. While the by the history and data presented in this
tendency may be to dismiss the findings paper, has identified a series of actions at
altogether given the comparatively lova the community, district, and school level
percentages of discipline overall,the that will set us on a course towards
research is char that disparities cannot be reaching our goals of reducing the
attributed to demographics or higher number of disproportionate suspensions,
levels of inappropriate behavior occurring developing common language and
among students of color and/or students understandings to move our faculty, staff
in special education (Gregory, Skiba, and community towards improved cultural
Noguera, 2010). proficiency, and finally implementing
systems and processes throughout the
district that create the conditions of equity
23
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for all. These action steps are described in hiring an outside agency to conduct an
narrative form below, and at the end of the Equity Audit. Examples of what an Equity
section are broken out into a table for Audit may help us determine are as
quick reference. Furthermore, it is follows:
expected that the resulting data and
recommendations from the Equity Audit 9 The contextual analysis of current
will help shape this list of actions, bringing exclusionary data connected to
some items more sharply into focus, and students of color and students with
revising and refining others as needed in disabilities to compare offenses
service of our long-term goals. and consequences with those
occurring with white and/or non-
to Sfr()rt:.(.rrOL OI,Z t t Yrr)t)t(.rrrrrrr'Zg disabled students.
(36(j 9 Within the examination of
exclusionary data is the
1• EquiiyAudit examination of special education
History dating back hundreds of years has data and whether trends exist vis-
taught us that disproportionality and avis student discipline and specific
disparities exist in all systems, including subgroups within the specialon.
education population.
but not limited to: banking, child welfare, The examination ti Involing
housing, and local government. Therefore, Practices within and between LPS
it should comp as no surprise that schools specific to students of color
disparities also exist in educational and special education students.
systems like the Lexington Public Schools.
Understanding the inequities inherent in At present,we have no Particular
systems is one thing, but holm best to company or consultant in mind, and we
engage in honest reflection about those are open to exploring all options and
inequities was a question we grappled possibilities. Through our research,we
with as an administrative team. In the identified the work of the slid-Atlantic
process of developing this plan,we Equity Consortium and appreciate the
outwardly discussed confirmation bias, framework they have constructed to
which is"the tendency to process examine school- and classroom-based
information by looking for, or interpreting equity-related practices. Ideally,the LPS
information that is consistent with one's Equity Audit will explore the following
existing beliefs."? Confirmation bias is an standards and areas that such as tose
unintended consequence for those who identified by the MAEC, including (1)the
examine and interpret information for their degree to which schools in the district are
own system, and as educational leaders equitable(i.e.Academic Placement
committed to strengthening our schools classes,tracking and grouping;student
for our students, it is something we wish to leadership and recognition; classroom
avoid. We recognize that it is challenging environment; instructional strategies),- (2)
to examine one's own flaws, and we heard the degree to which LPS classrooms ars
those who Provided Public input at equitable(school Policies; school
Lexington School Committee meetings organisation/administration; school
who rightly expressed concern that it is climate/environment; staff;
difficult for an organisation to examine its assessment/placement; Professional
own biases without the benefit of an Darning; and standards and curriculum
outside perspective. development); and ( )factors related to
To that end, the first strategy identified in teacher behavior and persistence(i.e.,
our Equity Action Plan is to establish a instructional interventions; curriculum
baseline and test our assumptions by interventions; classroom management
interventions; and interpersonal
2 wwwbrittanica.com
24
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interventions).3 A sample MAEC; Equity While there is little debate among
Audit can be found here: Lexington's educational leaders that
improving our racial literacy and creating
F� FIrF(�;� �/u uIIFFF1i1Q /�r�r more inclusive school settings is in the
� Q
. best interests of all the students and staff
.:1.:..!I :.:.......:. . .::
we serve, it is fair to say that in the
We intend to oast a wide net and structure absence of a district Plan, administrators
inclusive opportunities so that as many have found it challenging to respond to
students, parents,faculty, staff, and these various groups and constituencies.
community members as possible can
It also can be a challenge to balance the inform the findings of the audit. It is worth competing demands and duplicative
noting that to our minds,students are
often the most valuable and credible
source of information,yet they are often
overlooked in district audits, review
processes, and problem-solving. For
these reasons,we plan to explore the
views of our Lexington students on
diversity, equity, and inclusion in our
schools and hear their ideas for ways to
eliminate disparities and improve the
school culture and climate in our schools.
2. Lexington Public Schools Equity
Community Input Tea (E-CIT)to be
aired by the Superintendent of
Schools
The issue of disproportionate suspension
for students of color and for students with
special needs has been a topic of intense
interest for stakeholders in the Lexington
school community, as it should be. At the
end of the 2018 school year at the behest
of the community calling for action to
address inequities, a "Discipline Disparities
Task Ford"was convened by the former
superintendent in response to community
concerns.Various community groups,
such as the Human Rights Commission
(HRC;), the Commission on Disabilities,
LexPride, and the Special Education
Parent Advisory Council (SEPAQ, among
others, continue to advocate for systemic
changes to address disparities in our
schools and in our community.
3 Source:Elements of Equity:Criteria for Equitable
Schools Developed by Jill Moss Greenberg and
Susan Shaffer,Mid-Atlantic Equity Consortium,
Inc., 1001,2016
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efforts with limited time. Furthermore, committee members, parents, etc.). The
thoughtful, proactive planning is less likely overarching purpose of the E-CIT is to
to occur when we are responding to provide a mechanism for ensuring the
community concerns in the absence of an implementation of our equity-related
action plan of our own. efforts. The E-CIT is likely to include
smaller working groups with members
who have an interest in a particular focus
Racial inequities and disparities are and who will share their perspectives with
centuries in the making, and creating the larger E-CIT, acting as the steering
equitable and inclusive educational committee. The three working groups
systems requires a long-term,sustained currently envisioned are:(1) Inclusion; (2)
effort. It is the belief of our Superintendent LGBTQ,- and ( ) Racial Equity.
of Schools that if an effort is important to
the school system, then the organization's r t rrr..to Sf�()rt(,71,0!ol,Z t tryrn t trrrFrFrrF t
leader must be a full participant. The work Grid
that she envisions for the Equity CIT will
include implementation of"Our Call to
Action"and the Equity Audit; recruitment 3. Systematic Collection,ReVlew o
and retention efforts to increase the Disciplinary ata and Calibration of
diversity of our staff; organizing cross- Discipline Processes
cultural conversations; and ongoing
communication efforts to include an As we talo a closer look at our disciplinary
Equity Newsletter and other forms of data and practices, it has become char
outreach, among other topics. that developing meaningful action sups
to address discipline disparities is
In November,the Superintendent of dependent on a more comprehensive
Schools will form an Equity Community data collection and review system, and
Input Team (E-CIT)to engage district-wide calibration of our discipline
stakeholders in the schools and the processes. While the Equity Audit may
community to assist in the effective suggest certain priorities within this
implementation of the equitable practices undertaking,we propose the following
as outlined in this position paper and in the steps:
Equity Action Plan. Unlike a task force, a 1) Conduct a document/policy review to
term frequently used when discussing
tactical or military strategy and defined by create a common understanding of
Merriam Webster as a temporary current practices in discipline decision-
grouping of people who dial with a making and reporting, PI12, and
crus of focus in service of increasing
specific problem identified by one leader
who is interested in accomplishing a consistency.
singular objective, Community Input 2) Work with the Director of Planning and
Tums are more inclusive, designed to Assessment to create consistent
"bring blockers to the table,"are structured discipline tracking systems in all
to address both short-term and long-term schools, clarifying holm disciplinary
needs, and are geared toward creating decisions will be recorded,what
meaningful, lasting and sustainable information will be collected, and
change.` timelines and processes for analyzing
The E-CIT will include members of the discipline data. Specifically,we seek to
community representing various set up systems to help the district
organizations and school community remain accountable for the rags of
representatives(e.g.students,staff, school exclusionary discipline practices for
students of color and special
4 Building Relationships,Yiol�ing Results,Harvardeducation students.
Education Press(2015).
26
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3) Articulate mandatory discipline events learning program, and we offer regular
(actions and behaviors that require a opportunities for -5 educators to
disciplinary response in order to participate in advanced Responsive
maintain safe schools and classrooms) Classroom training. We also provide
and discretionary discipline events Crisis Prevention Institute de-escalation
(actions and behaviors that, depending training to faculty and staff PI 12, and
on context, may not require a will continue to ensure access to these
disciplinary response)and the relevant trainings. In addition to any
procedures and practices for each recommendations Put forth in Equity
type of evert as appropriate at all Audit,we propose the steps below as a
levels, PI 12. An example of this work starting point. Please rote that some
would be reviewing case studies for steps may overlap with actions outlined
common discipline events in schools, in the Data Collection and Review
and determining the developmentally action step;the purpose for including it
appropriate plan of action for students again here is to highlight holm
engaging in these behaviors at the professional learning and development
elementary, middle, and high school will support the implementation of the
level. Data Collection and Review processes.
4) Conduct a monthly case study review Establish district guidelines for
of suspensions, led by the discretionary and mandatory discipline
Superintendent of Schools and in procedures(Administrative Council),
conjunction with the LPS and then train district leaders in the
Administrative Council. In addition to implementation of guidelines(via Joint
maintaining a targeted focus on Council). Cross-reference these
discipline disparities,these monthly guidelines with Aspen discipline codes
reviews will inform the work done in and tracking practices to ensure validity
sups 2 and 3, testing the systems and in ongoing data collection and analysis.
procedures created and providing
insight for holm to revise and refine the 1) School-site groups(admins, deans,
processes to best serve our students counselors) refine a "menu"of
and community. discretionary/ mandatory discipline
procedures that are
t� t�rrr
to tf olt aart 1.2'zgt 76yin developmentally appropriate and
1)1(,71,71,7r1'Zg r minimize impact on instruction, and
share this information with faculty
4® Classroom Management Professional and staff;
Learning and Development Opportunities 2) Develop training to share research
As the Administrative Council works to on effects of suspension and time
clarify and codify district policies and on learning data, equity, and the
practices around mandatory and neurological impacts of racism on
students with all faculty as a way to
discretionary discipline, educators willstudents
a foundational
need to be trained in doth the new understanding of thy'°vahy"this
policies, as well as the research and work is vital to our district and to our
est practice strategies to use for students;
student engagement and classroom 3) Use the Professional Darning
and behavior management. Currently, Subcommittee to research high-
our professional development on the duality professional Darning
subject of classroom management (specifically for older grads) in
focuses on the younger grads. The classroom management and
majority of our elementary educators response to behaviors(may include
ars trained in Responsive Classroom, Restorative Justice).
an evidence-based social/emotional
27
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t� t�rrr
to tf ott(,71,0L.orzrt ti.yrn and school personnel to build capacity
MC71717r"1g r�d in cultural proficiency that don't rely on
after-hours training.
® Cultural Proficiency Professional 5) Continue to collaborate with the
Learning and Development Opportunities Lexington Education Association to
introduce a cultural proficiency
While opportunities for educators to requirement to the New Educator
engage in professional development Induction Program. When fully
around cultural proficiency are routinely implemented, this will ensure that all
available,these opportunities have been educators entering the school district
Primarily voluntary, after-hours courses would experience consistent training in
and workshops. This approach excludes cultural proficiency.
faculty and staff who cannot commit to
work outside of the scheduled day, as well 6) In collaboration with Community Input
as those who do not choose to opt in to Tums(described above), identifying
this work. Going forward, Lexington is opportunities to include School
committed to a comprehensive, cohesive Committee and Lexington community
approach to ensure that all faculty and members in district-based cultural
staff are sufficiently trained and supported proficiency training, and also look for
to engage with our students, community, avenues through which LPS faculty
curriculum, and instructional methods in and staff might participate in
ways that are culturally proficient. In order community-based professional
to fulfill this commitment, a multi-faceted learning opportunities.
approach is required to weave this
training through both our after-school 7) Engage all School Committee
professional learning program and various members,Administrative Council
professional development delivery models members, and Lexington Education
and times during school hours. Proposed Association Executive Committee
action sups include: members in a one-day active
bystander training in collaboration with
1) Creating a subcommittee of the the Human Rights Commission.
Professional Learning Committee to �� �
research and recommend high-duality rrrF to holt al,0L.2Frt 7 ff'
professional learning providers in f)l(tr7171'1,z9 rt
cultural proficiency, for use in the after-
school Professional Darning program, ® PK-12 Pally Behavior Interventions
andas well as to recommend for school- Supports Review
site training. Positive Behavior Interventions and
2) Continue membership in EDCC) IDEAS Supports comprising research-based
collaborative, providing cultural prevention and intervention strategies are
proficiency workshops and courses to used in concert to support the academic,
educators. social, and emotional growth of all
students and establish a positive school
) Engage the Administrative Council in community. PMIS frameworks have been
cultural proficiency training,to build implemented in the district and are revised
the capacity of our district leaders to and refined each year to best support all
further the work with the educators in students. Currently, all elementary
their care. schools and middy schools use PMIS
systems school-wide.
4) Designate an Equity Strand across all
modes of professional learning, As district demographics and school
creating pathways for all educators leadership change over the years, the
23
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,.J I U 110 011 118 R MIK:Wn
DI AI 'I l IVIIl:.llFSIIIIY„IhQ4..JII'llY„Alll'^pll11 111 (III 4K-3I11011VIIIIV IIIhill II :XVII' GII0II1VII U11SIIJ11GS(I'llI0011lS
PIIS approaches in each school have Curriculum Review cycles, and an equity
developed differently. In order to component will be incorporated into Part
determine our next steps in growing and of the cycle in Year 1 of a Curriculum
refining our PIIS approach as a district, Review. The content area department
we will undertake a comprehensive review heads and educators, under the direction
of PIIS programs in each school. A small of the Assistant Superintendent for
team at each school, comprised of Curriculum, Instruction and Professional
administrators, educators, counselors, Learning,will periodically conduct a
and other faculty as appropriate,will comprehensive review of materials,
sham the history of, and current practices lessons, and units from an equity/bias
in, PIIS implementation. That information perspective(see Nitko document), and
will be compiled and analyzed at the revise the PK-12 curriculum as needed to
district level, and outcomes of this work ensure that our curriculum, materials and
will include recommendations for pedagogy promote diversity, equity, and
continued work at the school level. inclusion at all levels. This process may
Recommendations will be made in service include auditing reading assignments to
of increasing consistency and efficacy in determine the diversity of author
implementation, and may include specific perspectives and crafting curriculum that
data collection and analysis, professional is more inclusive of authors from
development, and/or policy and structural historically underrepresented
recommendations(pertaining to backgrounds,for example, or identifying
schedules' job robs and responsibilities, instructional practices that build on
facilities, etc.). student strengths and incorporating those
into existing units or lessons.
ter..StFol t:.(,7r,Frt L„err Fr l L.yrn 1)1(71,�l 7r"r
7. Educate All Students to be Inclusive® 02Fr FkFL;t(irr""fit
Racially Literate,and Culturally Proficient
While some schools and grade levels 8. EquityLens In Building Projects
incorporate lessons and units to Mach
students about diversity, equity, and As the Lexington school population
inclusion,these lessons are not continues to grow, the district continues to
consistently in place across the district. engage in building projects to expand our
One outcome of our"Call to Action"will be student capacity. The district is currently
to identify the curriculum to be used at building a neva Lexington Children's Place
each grade span, ensuring our students` and a neva Hastings Elementary; the
racial literacy and cultural proficiency, and district also is looking ahead to the design
to understand holm they can contribute to of a neva Lexington High School and/or the
creating a better world. Examples of expansion of our current LHS. In each of
curriculum already in use are the Windows these building projects, and in future
and Mirrors curriculum and Dismantling projects not yet in the works, Lexington
Racism, both at the elementary level; and Pudic Schools commits to exploring
these programs among others will be building design with an equity lens. The
reviewed with an eye to possible extension physical school building can support
and expansion for voider use in the district. equity efforts in many ways. Adequate
science laboratory space can ensure that
In addition to the curriculum that will be there is space in advanced science
used explicitly to help our students to gain classes for student cohorts that are
racial literacy and cultural proficiency, demographically proportional to the
there must be a consideration of the district. Bathroom and locker room design
implicit biases in our PK-12 curriculum. and signage can be done thoughtfully to
Every content area undergoes periodic include and validate all gender identities.
29
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,.J I U 110 011 118 R WIK:Wn
DR&I FOR R13 k ,CXXIMEN P4AVBRS IY hl G;XJ XY„AMD NUI 4.SCWYN nq rHE I U lll'^pC°s W I pJ SII JIC„,IXY C,XY 3
Flexible learning spaces can technological supports and scaffolds they
accommodate collaborative and inclusive need. Project Based Learning and other
learning environments. Pedagogical approaches can be more
effective in engaging students in deep
The presence of a "Safe Haven” learning than traditional schooling
counseling and mediation hub ensures methods, and our school spaces can be
that struggling students get the support designed to encourage creative,
they need, and classrooms designed for interdisciplinary approaches to teaching
technology integration make it possible for and learning that lead all students to
all students to access instruction with the achieve
at high levels. Going forward,we will make features that champion equity for all
every effort to create Physical spaces in Lexington students.
building projects within Lexington Public
Schools that will incorporate design Md L229T�YM fl(7/7/rZrZ
2?d........................
30
A KM 5 P M R WK n
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DRAFT EQUITY ACTION PLAN FOR THE LEXINGTON PUBLIC SCHOOLS
SEPTEMBER,2018
Strategic; Priority/Description Paint Person(s) Timeline/Stratus
#1 -„Ifll, �1.uIIIV r...&u.d..!I:,Ir:. Superintendent of Schools November- December,
Engage can external agency to 9 Assistant Superintendent for 2018
conduct ca PK-12 Equity Audit of Curriculum 6-Instruction
the Lexington Public;Schools. 9 Director of Planning and
Assessment
#2 -„IIIIIIIIIq.Ili.l:lr:y...t:::�.11,,;;;;;lf,;;; Superintendent of Schools November,2018(rafter the
EstcaiSlish can Equity Community 9 School Committee Reps.. community has ca chance to
Input Team(E-CIT),comprising 9 Community Group Reps. weigh in can the DEI position
three distinct teams or subsets:(1) 9 Various Admin. paper).
Diversity/LGDTQ CIT; 9 Other Stakeholders
Inclusion/Special Education CIT;
and Racial Equity CIT.
-.S `.a.ttlll-`II:.r,t.t..1..(:.II.c,<.................c;; .Ilt.t.IL:1....t:1.lt(J 9 Superintendent of Schools 2018 - 2019
Review cat..Qlis(cjttlllirFcali°y Ii gj(t i ciimj 9 Director of Planning and
t..L..:...IC. .Ii.`.a,..<.!LIt:.li..!1.1:1.1-' Assessment
3li°()(:pc. ssc;s 9 LIPS Administrative Council
9 Superintendent(Action 2018 - 2019
Ali cit' 11.....�.:-`.(1.11...1 ii.1�.1..g...(..1.1�.1(J Steps 1-2)
Qc;vc;IlcatrliT Q[1t QtrtrcalrhAirFlitles. 9 Professional Learning
Support educators to implement Coordinator(Action Steps
research-based student 3-4)
engagement and classroom
management strategies, in
alignment with review of
discipline processes.
31
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,.J I U 110 0'II 118 R WIK:Wn
DR&I FOR R13 kC CXXIMEN P4AVBRS 1Y hlQ.WY„AMD NUI 4.SCWYN nq rHE I U lll'^pC°s W I pJ SII JIC„,OXY C,SG.S 3
#5 -Qu,uIu,uli°cell II Ali°c lic Ii�;nC:<. Professional Learning For Action Steps 1-4,
E.m.fc..=..a.a.ILc.m...1.L...II.......=..c,1.IL I:..!LIr:..c ..c:1.1:.c:. Coordinator beginning 2018-2019;
QQYdQvingot QPpQli°1gr)liUgawc For Acton Step 5 and
Design a ooryprehensive further actions to be
approach to cultural proficiency determined, beginning
training in the district. 2019-and beyond.
#0 - IIII I II SII tll` ..IC yYi� �r ®irector of Counseling 2019 - 2020
Conduct a review of PMIS
systems and practices across
the district and recommend next
steps.
#7 - u uli li.11.: i1.I�..is1..II:..:.....:1.I:.:....II.I:.`.....!!°..i..1.. <:::.!I.:.I:. Assistant Superintendent of 2018 - ongoing
Build our students`capacity in Curriculum and Instruction
cultural proficiency; ensure that
curriculum, materials and
instructional pedagogy
promotes diversity, equity, and
inclusion at all levels.
#8 - Equity Lens in Building 9 Superintendent of Schools 2018 - ongoing
Projects 9 Lexington High School
Create physical spaces in Principal
building projects within assistant Superintendent of
Lexington Public Schools that Finance and Operations
will incorporate design features
that champion equity for all
Lexington students.
32
A KM 5 P M R WKn
DR&I FOR R13 kC CXXIMEN P4AVBRS 1Y hlQ.WY„AMD III'^pC 1 V.SCWYN III^V rHE I U lll'^pC°s W I pJ SII JIC„,1X II C,SG.S 3
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(2017).Status and trends in educational of racial and ethnic groups 2017 (NC;ES 2017-051).
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u,ull Nctaw�ll°c11�"II\/��Ir"ll..
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34
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,.J I U 110 011 118 R WIK:Wn
AGENDA ITEM SUMMARY
LEXINGTON BOARD OF SELECTMEN MEETING
AGENDA ITEM TITLE:
University of MA Boston- Update Regarding Age Friendly Initiative
PRESENTER: ITEM
NUMBER:
Melissa Interess, Director of fluman
S ervic es 13
SUMMARY-
Sue Berger from the Center for Social& Demographic Research on Aging Gerontology Institute University of
Massachusetts Boston will be presenting with Melissa Interess in regard to considerations communities can
make to ensure the community is age-friendly for older residents.
SUGGESTED MOTION:
No action required.
FOLLOW-UP:
DATE AND APPROXIMATE TIME ON AGENDA:
3/18/2019 7:25 p.m.
ATTACHMENTS:
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AGENDA ITEM SUMMARY
LEXINGTON BOARD OF SELECTMEN MEETING
AGENDA ITEM TITLE:
2019 Annual 'Fown Meeting
PRESENTER: ITEM
NUMBER:
Jim Malloy; David Pinsonneault;
Board Discussion
SUMMARY-
• Update Article 141-- CPA Debt Service
® Update Article 16F -Automatic Meter Reading
® Update Article 20G - Westview Cemetery Facility Construction
® Update Article 26 - Operating, Enterprise, & CPA Budgets
® Article Discussions
® Article Positions
® Consider Potential ATM Consent Agenda Articles
® Discuss/Edit Board Report to Town Meeting
® Review Motions for Citizens' Petitions
SUGGESTED MOTION:
FOLLOW-UP:
DATE AND APPROXIMATE TIME ON AGENDA:
3/18/2019 7:45 p.m.
ATTACHMENTS:
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Town of Lexington
Town Manager's Office
James .l. Malloy, Town Manager Tel: (781) 6984540
Kelly E. Axtell, AssistantTown Manager Fax: (781) 861-2921
MEMORANDUM
UM
TO: Board of Selectmen
FROM: Jim Malloy, Town Manager; Carolyn Kosnoff',Assistant Town Manager f'or Finance
DATE: March l5,2019
RE: Cemetery Fees--Westview Building Project
The original proposal for f'urnding the new Westview Cemetery building indicated that the increase in fee revenues would
cover the cost of design and construction. The Board has requested that staff provide an updated review of'the f'urndjrng plan
to determine whether the fee increase and/or fees generated by the cemetery operations will cover the debt service costs f'or
the new building as originally planned.
As the Board is aware, cemetery fees were increased on July 1,2017 to reflect the current market rates from communities
around Lexington. The fee increases were implemented for Grave Sales and burial Fees for residents and non-residents(see
the attached schedule of Cemetery Rates and Service Fees). These fees will increase by 2.5`/0 on July Int of each year.
It is helpful to understand where the revenue from grave sales and burial fees is directed when evaluating the finrndjrng f'or
the new building. When a grave is sold,45%of'the revenue is directed to the Sale of Cemetery Lots Fund, and the other
55%is transferred to the Cemetery Perpetual Gare Trust account which is managed by the Trustees of'the Public Trust.
The Cemetery Perpetual Gare Trust Fund is not an available f'urnding source,but the Sale of Cemetery Lots Fund is
available f'or cemetery land purchases and capital projects. When a burial is performed,the fee revenue is directed to the
General Fund(see the Appendix f'or a description of cemetery related accounts).
For purposes of fb nding the Westview Cemetery building,it was assumed that the `new' general finrnd revenue plus all of
the revenue from the Sale of Cemetery Lots fund would be used for debt service as illustrated in Table 1.
Table 1
E
erage Annual Revenue Annual 'New'Fee Revenue Annual Revenue Post Fee
Pre-Fee Increase(A) (Projected)(H) Increase(Projected)(A+C1)
3-Year General Sale of Graves Sale of Graves Sale of Graves
Average Fund Revenue General Fund Revenue General Fund Revenue
Count Revenue (45%) Revenue (45%) Revenue (45%)
Grave Sales £35 n/a $ 43,1.66 n/a $ 29,1.02 n/a $ 72,26£3
Non-resident"Traditional&Cremation Burials £35 $ 43,607 n/a $ 26,566 n/a $ 70,1.72 n/a
Resident"Traditional&Cremation Burials 9£3 $ 5£3,307 n/a $ 33,£303 n/a $ 92,1.1.0 n/a
"Total $ 1.01,91.3 $ 43,1.66 $ 60,369 $ 29,1.02 $ 1.62,2£32 $ 72,268
"Total $ 1.45,079 "Total $ £39,471 "Total $ 234,550
Total FundIng For Westview Builldiing 932,637
1625 MASSACHUSET1 S AVENUE-I,EXINGIDN,MASSA6'lI[ SEFIS 02.42.0
Westview Cemetery Building Construction- Funding Plan
In addition to the new revenue from Table 1,the Sale of'Cemetery Lots Fund is projected to have a frind balance of
approximately $730K available for FY2020(Table 2 Col F). This frind balance will supplement fee revenue to cover the
debt service for the Westview Cemetery building construction.
Table 2 illustrates the projected revenue inflows, debt service and Sale of'Cemetery Lots Fund Balance over the life of'the
bond and assumes the following:
• All revenue from Cemetery Sale of'Lots frind(Col A)and 'new' fee revenue from the General Fund (Col B)will
be dedicated to the Westview building debt service.
• Total fee revenues of'$132,637 are projected for FY2020 and will increase by 2.5%per year(Col Q.
• The Westview Cemetery building is expected to cost$2.8 million which will be bonded over 20 years with an
assumed interest rate of'4%. The full$2.8M construction cost will be debt financed with a level-payment
structure,to best match the inflow of'f'ee revenue(Col D).
Table 2:
A B C D E F G H I
Available Fee Revenue Net Cash Flow Use of Cemetery Sale of Lots Fund Balance
Sale of Sale of
Cemetery Total Debt Annual Cash Cemetery Lots Contribution Cemetery Lots Additional
Sale of Lots Total Available Service-Level Flow Surplus/ Beginning to Debt Ending Tax Levy
FY Fund General Fund Fee Revenue Payment (Short-fall) Balance Service Balance Support
FY2020 fi 72,268 fi 60,369 fi 132,637 fi 128,761 fi 3,876 fi 729,516 fi fi 729,516 fi
FY2021 fi 74,075 fi 61,878 fi 135,953 fi 276,912 fi (140,960) fi 729,516 fi (140,960) fi 588,556 fi
FY2022 fi 75,927 fi 63,425 fi 139,351 fi 273,979 fi (134,628) fi 588,556 fi (134,628) fi 453,928 fi
FY2023 fi 77,825 fi 65,010 fi 142,835 fi 246,046 fi (103,210) fi 453,928 fi (103,210) fi 350,718 fi
FY2024 fi 79,770 fi 66,636 fi 146,406 fi 206,029 fi (59,623) fi 350,718 fi (59,623) fi 291,095 fi
FY2025 fi 81,765 fi 68,302 fi 150,066 fi 206,029 fi (55,963) fi 291,095 fi (55,963) fi 235,132 fi
FY2026 fi 83,809 fi 70,009 fi 153,818 fi 206,029 fi (52,211) fi 235,132 fi (52,211) fi 182,921 fi
FY2027 fi 85,904 fi 71,759 fi 157,663 fi 206,029 fi (48,366) fi 182,921 fi (48,366) fi 134,555 fi
FY2028 fi 88,052 fi 73,553 fi 161,605 fi 206,029 fi (44,424) fi 134,555 fi (44,424) fi 90,131 fi
FY2029 fi 90,253 fi 75,392 fi 165,645 fi 206,029 fi (40,384) fi 90,131 fi (40,384) fi 49,747 fi
FY2030 fi 92,509 fi 77,277 fi 169,786 fi 206,029 fi (36,243) fi 49,747 fi (36,243) fi 13,504 fi
FY2031 fi 94,822 fi 79,209 fi 174,031 fi 206,029 fi (31,998) fi 13,504 fi (13,504) fi fi (18,494)
FY2032 fi 97,192 fi 81,189 fi 178,382 fi 206,029 fi (27,647) fi fi fi fi (27,647)
FY2033 fi 99,622 fi 83,219 fi 182,841 fi 206,029 fi (23,188) fi fi fi fi (23,188)
FY2034 fi 102,113 fi 85,299 fi 187,412 fi 206,029 fi (18,617) fi fi fi fi (18,617)
FY2035 fi 104,666 fi 87,432 fi 192,097 fi 206,029 fi (13,931) fi fi fi fi (13,931)
FY2036 fi 107,282 fi 89,618 fi 196,900 fi 206,029 fi (9,129) fi fi fi fi (9,129)
FY2037 fi 109,964 fi 91,858 fi 201,822 fi 206,029 fi (4,207) fi fi fi fi (4,207)
FY2038 fi 112,713 fi 94,154 fi 206,868 fi 206,029 fi 839
FY2039 fi 115,531 fi 96,508 fi 212,040 fi 206,029 fi 6,011
FY2040 fi 118,420 fi 98,921 fi217,341j 206,029 fi 11,312
fi 1,964,481 fi 1,641,018 fi 3,605,498 fi 4,428,189 fi (115,213)
Table 2 shows that the dedicated fee revenues are not sufficient to cover the debt service for the cemetery building project
until FY2038,the 18"year of'the 20-year debt service(Col E). However,the Sale of'Cemetery Lots frind,which has
accumulated a balance from fee revenues, closes some of ffinding gap. This model projects that the Sale of'Cemetery
Lots ffind balance will be depleted after approximately half way through the 20 year(FY2031).
In this model the tax levy will have to supplement the cost of'the debt service beginning in FY2031 (Col 1), and continue
through FY2037. The additional amount of'general ffind-tax levy support needed to cover the debt service is projected to
be approximately $115K over the life of'the debt.
Alternative Funding Plan
Table 3 illustrates an alternative ffinding plan: using the balance of the Sale of'Cemetery Lots ffind ($700K)to cash finance
part of the$2.8M construction project, and bond the remaining$2.1M. This results in a greater contribution ftom the tax
levy in the earlier years of the debt service, $237K compared to$115K from table 2 (Col F).
Table 3:
A B C D E F
Available Fee Revenue Net Cash Flow
Ceirneteiry Total Debt Annual Cash Additional
Sale of Lots Total Available Service-Levell Flow Surplus/ Tax Levy
FY Fund General Fund Fee Revenue Payment (Shoirt-faill) -Suppoirt
FY2020 $ 72,268 $ 60,369 $ 132,637 $ 110,094 $ 22,542 $ -
FY2021 $ 74,075 $ 61,878 $ 135,953 $ 225,405 $ (89,452) $ (89,452)
FY2022 $ 75,927 $ 63,425 $ 139,351 $ 222,472 $ (83,120) $ (83,120)
FY2023 $ 77,825 $ 65,010 $ 142,835 $ 194,538 $ (51,703) $ (51,703)
FY2024 $ 79,770 $ 66,636 $ 146,406 $ 154,522 $ (8,116) $ (8,116)
FY2025 $ 81,765 $ 68,302 $ 150,066 $ 154,522 $ (4,455) $ (4,455)
FY2026 $ 83,809 $ 70,009 $ 153,818 $ 154,522 $ (704) $ (704)
FY2027 $ 85,904 $ 71,759 $ 157,663 $ 154,522 $ 3,142 $ -
FY2028 $ 88,052 $ 73,553 $ 161,605 $ 154,522 $ 7,083 $
FY2029 $ 90,253 $ 75,392 $ 165,645 $ 154,522 $ 11,123 $
FY2030 $ 92,509 $ 77,277 $ 169,786 $ 154,522 $ 15,264 $
FY2031 $ 94,822 $ 79,209 $ 174,031 $ 154,522 $ 19,509 $
FY2032 $ 97,192 $ 81,189 $ 178,382 $ 154,522 $ 23,860 $
FY2033 $ 99,622 $ 83,219 $ 182,841 $ 154,522 $ 28,319 $
FY2034 $ 102,113 $ 85,299 $ 187,412 $ 154,522 $ 32,890 $
FY2035 $ 104,666 $ 87,432 $ 192,097 $ 154,522 $ 37,576 $
FY2036 $ 107,282 $ 89,618 $ 196,900 $ 154,522 $ 42,378 $
FY2037 $ 109,964 $ 91,858 $ 201,822 $ 154,522 $ 47,301 $
FY2038 $ 112,713 $ 94,154 $ 206,868 $ 154,522 $ 52,346 $
FY2039 $ 115,531 $ 96,508 $ 212,040 $ 154,522 $ 57,518 $
FY2040 118,420 98,921 217,341 $
154,511 61,819
$ 1,964,481 $ 1,641,018 $ 3,605,498 $ 3,379,378 $ (237,550)
Cemetery Operating Revenues &>Expenses
As noted above,revenues ftom burials are directed to the General Fund. This revenue supports cemetery operations,
including staff costs and operating expenses. In addition, interest earned from the Cemetery Perpetual Care Trust Fund is
transferred to the General Fund annually to support.cemetery operations. These two ffinding sources do not fully cover the
Town's cemetery operations, so the tax levy makes up the difference. Municipalities are directed by law to provide
cemeteries and burial services, so it is not unusual that the tax levy would ffind cemetery operations.
The annual amount of tax levy support.to cemetery operations ftom FY2015 to FY2018 is shown in Table 4.
Table 4:
FY2018 FY2017 FY2016 FY2015
Actual Actual Actual Actual
Cemetery Fee Revenue(General Fund) $ 162,270 $ 123,190 $125,588 $ 133,079
Interst Income from Cemetery Annual Care $ 48,500 $ 105,000 $105,000 $ 105,000
"Total Cemetery Revenue $ 210,770 $ 228,190 $230,588 $ 238,079
Cemetery Operations Salaries&Wages $ 238,714 $ 248,370 $241,225 $ 221,437
Cemetery Operating Expenses--$ 64,201 $ 61,800 $ 75,114 $ 48,868
$ 302,914 $ 310,170 $316,339 $ 270,305
Tax Levy Support of Cemetery Operations $ (92,144) $ (81,980) $ (85,751) $ (32,226)
APPENDIX:
Summary of Lexington's Cemetery Accounts
Account: Type Org
A General Fund Cemetery Operations General Fund-Revenue 10010090
General Fund Cemetery Operations General Fund-Expense 10049501/02
B Sale of Cemetery Lots Fund Special Revenue 24049110
C Burial Containers Revolving Fund 24042420
D Cemetery Perpetual Care Trust Fund Trustees Account 80011100
E Cemetery Annual Care Account lnterest from Trust 83096030
Notes:
A Cemetery operations are supported by fees collected for performing a burial, interest transferred
from the Annual Care Account and by the tax levy. Please see "BUMAL FEES FOR RESIDENTS,
BUMAL FEES FOR NON-RESIDENTS and ADDMONAL FEES" in the attached fee schedule.
Effective on July 1, 2017 the Board of Selectmen increased fees related to burials. The differential
between the original fee and the new fee was earmarked as new revenue that would help fund a
new building at the Westview Cemetery. The revenue is General Fund revenue and is not
segregated or'set-aside'when received.
The revenue collected from "GRAVE SALES" in the attached fee schedule is split between two
B funds: 45%of the sale is payable to the Town of Lexington and is deposited into the Sale of
Cemetery Lots Special Revenue account. The remaining 55%of the sale is payable to the Trustees
of the Public Trust and is deposited into the Cemetery Perpetual Care Trust Fund.
C The Town acts as a pass through for customers to purchase grave boxes. We purchase from a
vendor and resell to customers when a burial is needed. The revenue and expenses associated
with the purchase and sale of grave boxes is segregated in the Burial Containers Revolving Fund.
The Cemetery Perpetual Care Trust Fund is invested by the Trustees of the Public Trust and
accumulates interest. The interest generated from the Cemetery Perpetual Care Trust Fund is
D transferred annually to the Town's Annual Care account and is then used as a revenue source in the
Town's operating budget. The principal balance of the Cemetery Perpetual Care Trust Fund
remains in the Trustees account.
E The interest generated and transferred annually from the Cemetery Perpetual Care Trust Fund to
the Town is held in the Annual Care Account. This Cemetery Annual Care account is essentially a
holding account and is designated as a revenue source in the Town's operating budget.
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FY2019 Supplemental for 2019 ual Town Meeting- DRAFT
FY2019 Revolving Funds
Article 26(b) From Toange
Regional Ceche -Hartwell $ 10,000 $ 20,000 10,000 Member towns are borrowing equipment more, resulting in
Avenue higher repair expenses,offset by higher revenues.
A. Total Higher Revolving Fu,und Authorization $ 10,00
Amend FY2019 Sewer Enterprise Funds
Article 26(a) From To fCange
3720 MWRA Wastewater $ 7,402,979 $ 7,.572,486 $ 69,,507 Adjustment for find MWRA assessment.
Assessment
Total Enterprise Fund Amendments $ 169,507
FY2020 Annual Town Meeting- DRAFT
Appropriate To and From Specified Stabilization Funds
Article 22 Amount
Center Improvement District $ 1,526.13 Profit-sharing revenue from Bike Share pilot with Zagster.
Capital Stabilization Fund $ 1,536,759 Transfer surplus Free Cash into the Capital Stabilization Fund.
Capital Stabilization Fund $ (,5,200,000® Transfer funds from the Capital Stabilization Fund to mitigate
Exem t C�ebt Service.
Trans artatian C3emand Mana ement Public Trans artatian T �
Traffic Miti atian Stabilization Fund T �
Total Specified Stabilization Funds $ (3,661,714.87)
Rescind prior Borrowing Authorizations
Article 21 Amount
Article 2 Special Town Meeting 2012 $ 224,273®00 Estabrook Construction
Article 18A 2015 Annual Town Meeting $ 313,998®00 Middle School Space Mining
Article 2 Special Town Meeting 201.5-1 $ 547,951®00 School Facilities Capital Projects
Article 1.5K 2008 Annual Town Meeting $ 34,971®00 Police/Fire Mobile Computerization
Article 12X 2017 Annual Town Meeting $ 9,655®00 Ambulance Replacement
Total Rescissions $ 1,130,848®00
AAlk®
41
7'
I TOWN OF LEXINGTON WARRANT
2019 ANN UA_I,TOWN MEETING
PRI NT'
N
Commonwealth of Massachusetts Middlesex, ss.
To either of the: Constables or Town Clerk of the: Town of I.cxin ton, in said County, Greetings:
In the: name of the: Commonwealth of Massachusetts,you are; directed to notify the: inhabitants of the:Town of
I.cxin ton qualified to vete: in elections and in Town affairs to meet in their respective voting places in said Town.
PR CINCT ONE, SCHOOL,ADMINISTRATION BUII.DING-, PRECINC l'T O, BOWMAN SCHOOL,
PR C'INC,T THREE, LEXINGTON COMMUNITY CENTER-, PRECINCTFOUR, C"ARY MEMORIAL,
BUILDING-, 11 RECINCT FIVE, SCHOOL.ADMINISTIZATION BUIL,DINCp; 11 R CINCT SIN, C"ARY
MEMORIAL,BUILDING-, PR CINCT SEVL N, ESTAF3IZOOK SCHOOL, 11 PRECINCTEIGHT, SAMUEL,
HAI L.EY 11 PBL IC SERVICES BUILDING, 11 R C;INCT NINE, KEILTY HAL1, ST. BRIGID'S CHURCH,
On Monday,the Fourth Day of March 2019
From 7:00 a.m. to 8:00 p.m., then and there to act on the: following article::
ARTICLE I NOTICE OF ELECTION
Two Selectmen for aterm of three years,
One Selectman for a team of one year,
One Moderator for a team of one year,
Two members of the: School Committee, for aterm of three years.
One member of the Planning Board for a team of three years,
One member of the L,exin ton Ho A uthority for a team of five: years.
Nine Town Meeting Members in Precinct One, the: seven receiving the: highest st rnu ber of voters to serve for teams of
three years-, the: one receiving the: next highest st rnu ber of voters to fill an unexpired team ending in March 2021, the:
next highest number of voters to fill an unexpired team ending in March 2020,
Severn Town Meeting Members in Precinct Two,the;seven receiving the;highest st rnu ber of voters to serve for teams of
three years,
Severn Town Meeting Members in Precinct Three, the; seven receiving the; highest number of voters to serve for teams
of three years,
Severn Town Meeting Members in Precinct Four, the; seven receiving the; highest number of voters to serve for teams
of three years,
Severn Town Meeting Members in Precinct Five:,the; seven receiving the;highest number of voters to serve for teams of
three years,
Severn Town Meeting Members in Precinct Six,the; seven receiving the;highest number of voters to serve for teams of
three years,
Severn Town Meeting Members in Precinct Severn, the; seven receiving the; highest number of voters to serve for teams
of three years
Nine Town Meeting Members in Precinct Eight,the; seven receiving the;highest number of voters to serve for teams of
three years', the;two receiving the; next highest st rnu ber of voters to fill unexpired teams ending in March 2020,
Eight Town Meeting Members in Precinct Nine,the; seven receiving the;highest st number of voters to serve for teams of
three years, the;next highest number of voters to fill an unexpired team ending in March 2020.
4
You are also to notify the inhabitants aforesaid to meet at the Margery Milne Battin Hall in the Cary Memorial
Building, 1605 Massachusetts Avenue, in said Town,
On Monday,the twenty-fifth day of March 2019 at 7:30 p.m.,
at which time and place the following articles are to be acted upon and determined exclusively by the Town
Meeting Members in accordance with Chapter 215 of the Acts of 1929, as amended, and subject to the referendum
provided for by Section eight of said Chapter, as amended.
ARTICLE 2 ELECTION OF DEPUTY MODERATOR AND REPORTS OF TOWN
BOARDS, OFFICERS AND COMMITTEES
To see if the Town will vote to approve the Deputy Moderator nominated by the Moderator-,receive the reports of any
Board or Town Officer or of any Committee of the Town, or act in any other manner in relation thereto.
(Inserted by the Board of'Selectmen)
DESCRIPTION: This Article remains open throughout Town Meeting and reports may be presented
at any Town Meeting session by boards, officers, or committees. In addition,the Town will consider
the approval of the nomination of a Deputy Moderator as authorized under Section 118-11 of the Code
of the Town of Lexington.
ARTICLE 3 APPOINTMENTS TO CARY LECTURE SERIES
To see if the Town will authorize the appointment of the committee on lectures under the wills of Eliza Cary Farnham
and Susanna E. Cary-, or act in any other manner in relation thereto.
(Inserted by the Board of'Selectmen)
DESCRIPTION: This is an annual article that provides for the appointment of citizens to the Cary
Lecture Series by the Moderator.
FINANCIAL ARTICLES
ARTICLE 4 RED[JCE COMM UNITY PRESERVATION ACT(CPA) SURCHARGE RATE FROM 3%,
to I'Vo PURSUANT TO G.L. c. 44B, § 16 (Citizen Article)
To see if the Town will vote to change the current CPA surtax rate from 3% down to I %,providing an immediate tax
break to all Lexington residents.
(Inserted by Bridger Mc(;aw and 9 or more registered it oters)
FUNDS REQUESTED: None.
DESCRIPTION: This article seeks to reduce the CPA surcharge net to provide tax relief to Lexington
residents.In addition,special considerations must be given to covering debt for previous CPA-funded
projects, maintenance of historic properties, and future conservation land purchases.
ARTICLE 5 ESTABLISH QUALIFICATIONS FOR TAX DEFERRALS
To see if the Town will vote to adjust
just the current eligibility limits for property tax deferrals under Clause 41A of
Section 5 of Chapter 59 of the Massachusetts General Laws as authorized by Chapter 190 of the Acts of 2008-, or act
in any other manner in relation thereto.
(Inserted by the Board cif Selectmen)
DESCRIPTION: Chapter 190 of the Acts of 2008 allows Town Meeting, with the approval of the
Board of Selectmen, to make adjustments to the current deferral eligibility limits.
ARTICLE 6 APPROPRIATE FOR CREMATION FACILITY AT WESTVIEW CEMETERY
(Citizen Article)
To see if the Town will vote to raise and appropriate a sum of money for design,engineering and architectural services
including site work, value engineering, and cost estimating for plans and specifications to construct new Cremation
5
Facility at the Westview Cemetery and for the payment of all other costs incidental or related thereto-,determine whether
the money will be provided by the tax levy,by transfer from other available funds,by borrowing,or by any combination
of these methods-, or act in any other manner in relation thereto.
(Inserted by Dinesh Patel and 9 or more registered i�oters)
FUNDS REQUESTED: unknown a press time
DESCRIPTION: These funds will permit the design and construction work of a new crematorium at
the Westview Cemetery.
ARTICLE 7 A P PRO PRIATE FANDS FOR THE CREATION OF A LEXINGTON ECONOMIC
DEVELOPMENT STRATEGY(Citizen Article)
To see if the Town will vote to appropriate a sum of money to fund the cost of developing an Economic Development
Strategy to be led by the Economic Development Office. The report will be submitted to the Town Manager and
Selectmen and published on the Town Website within 6 months of passage of this article.
(Inserled by Bridger Mc(;aw and 9 or more registered i�oters)
FUNDS REQUESTED: $100,000
DESCRIPTION:The funds requested under this article will go to the development of a holistic
Economic Development Strategy thatwill provide recommendations forchanges to zoning,permitting,
design guidelines,marketing, outreach, and development mitigation.
ARTICLE 8 FUNDING FOR SUSTAINABILITY ACTIONS
(Citizen Article)
To see if the Town would endorse the establishment of a revolving fund or other similar mechanism,which would use
revenue,grants,or savings generated by Sustainable Action Plan programs to fund additional programs proposed under
the Sustainability Action Plan and approved by the Board of Selectmen-,or any other mechanism in furtherance thereof.
(Inserled by Ricki Pappo and 9 or more registered ioters)
DESCRIPTION: This article seeks to establish a revolving fund,or some other mechanism, from the
earnings of projects
jects promoted through the Sustainable Action Plan for the Town to invest in future
actions proposed under the Sustainable Action Plan.
ARTICLE 9 SUSTAINABILITY DIRECTOR (Citizen Article)
To see if the Town will vote to raise an appropriate sum of money for the purpose of hiring a Sustainability Director
whose explicit responsibility is, in collaboration with Sustainable Lexington, to oversee the implementation and
effective management of the recommended actions in the Sustainable Action Plan, and the Net Zero Emissions
Roadmap-, or to act in any other manner in furtherance thereof.
(Inserted by Ricki Pappo and 9 or more registered ioters)
DESCRIPTION: The funds requested under this article will go to the salary and benefits for a
Sustainability Director, whose duties will include recommending, developing, monitoring, and
securing grants for programs designed to enhance Lexington's long term sustainability and resilience.
ARTICLE 10 APPROPRIATE TO POST EMPLOYMENT INSURANCE
LIABILITY FUND
To see if the Town will vote to appropriate a sum of money to the Town of Lexington Post Retirement Insurance
Liability Fund, as established by Chapter 317 of the Acts of 2002, determine whether the money shall be provided by
the tax levy,by transfer from available funds, including enterprise funds, or by any combination of these methods-, or
act in any other manner in relation thereto.
(Inserted by the Board of'Selectmen)
FUNDS REQUESTED: $1,885,486
6
DESCRIPTION: This Article will allow the Town to continue to fund its liability forpost-employment
benefits for Town of Lexington retirees. Beginning with the FY2007 audit, the Town was required
to disclose this liability. Special legislation establishing a trust fund for this purpose was enacted in
2002.
ARTICLE 11 APPROPRIATE FY2020 OPERATING BUDGET
To see if the Town will vote to make appropriations for expenditures by departments, officers,boards and committees
of the Town for the ensuing fiscal year and determine whether the money shall be provided by the tax levy,by transfer
from available funds,by transfer from enterprise funds, or by any combination of these methods, or act in any other
manner in relation thereto.
(Inserted by the Board(�f'Seleclmen)
FUNDS REQUESTED: See the most recent version of the FY2020 budget proposals posted at litt
lexinl,tonma.L,ov/bud et.
I—
DESCRIPTION: This Article requests funds for the FY2020(July t,2019-.lune 30,2020)operating
budget. The operating budget includes the school and municipal budgets. The operating budget
includes requests for funds to provide prospective salary increases for employees, including salaries
to be negotiated through collective bargaining negotiations. The budget also includes certain shared
expenses.
ARTICLE 12 APPROPRIATE FY2020 ENTERPRISE FUNDS BUDGETS
To see if the Town will vote to appropriate a sum of money to fund the operations of the DPW Water and Wastewater
Divisions and the Department of Recreation and Community Programs-,determine whetherthe money shall be provided
by the estimated income to be derived in FY2020 from the operations of the related enterprise, by the tax levy, by
transfer from available funds, including the retained earnings of relevant enterprise fund, or by any combination of
these methods-, or act in any other manner in relation thereto.
(Inserted by the Board(�f'Seleclmen)
FUNDS REQUESTED:
Enterprise Fund FY2018 FY2019 FY2020
a) Water
Personal Services $674,791 $771,886 $785,010
Expenses $383,853 $494,025 $508,875
Debt Service $1,470,390 $1,463,902 $1,277,412
MWRA Assessment $7,246,531 $7,128,006 $7,840,807
Total Water Enterprise Fund $9,775,565 $9,857,819 $10,412,104
b) Wastewater
Personal Services $230,757 $359,312 $355,614
Expenses $325,482 $408,150 $432,950
Debt Service $1,033,672 $1,203,004 $1,253,756
MWRA Assessment $7,402,979 $7,402,979 $8,143,277
Total Water Enterprise Fund $8,992,890 $9,373,445 $10,185,597
c) Recreation and Community Programs
Personal Services $1,278,403 $1,416,168 $1,471,683
Expenses $1,246,737 $1,434,325 $1,481,895
Subtotal-Personal Services/Expenses $2,525,140 $2,850,493 $2,953,578
Debt Service 5100,000 50 $
Total Recreation and Community Programs
Enterprise Fund $2,625,140 $2,850,493 $2,953,578
7
DESCRIPTION: Under Massachusetts General Laws Chapter 44,Section 53F/2,towns may establish
Enterprise Funds for a utility, health care, recreation or transportation operation, with the operation
to receive related revenue and receipts and pay expenses of such operation. This article provides for
the appropriation to and expenditure from three enterprise funds previously established by the Town.
The Recreation and Community Programs Fund includes the operations and programs for the
Community Center.
ARTICLE 13 ESTABLISH AND CONTINUE DEPARTMENTAL REVOLVING FUNDS
To see if the Town will vote, pursuant to Chapter 44, Sections 53E/2 and of the Massachusetts General Laws and
Chapter Ifo of the Code of the Town of Lexington, to continue existing revolving funds-, to amend said Chapter Ifo
to establish new revolving funds-, to determine whether the maximum amounts that may be expended from such new
and existing revolving fund accounts in FY2020 shall be the following amounts or any other amounts, or act in any
other manner in relation thereto.
(Inserted by the Board(�f'Selectmen)
FUNDS REQUESTED:
Program or Purpose for Revolving Funds FY2020 Authorization
School Bus Transportation tJ50,000
Building Rental Revolving Fund $545,000
DPW Burial Containers $50,000
Lexington Tree Fund $45,000
DPW Compost Operations $760,000
Minuteman flousehold fla7ardous Waste Program $220,000
Regional Cache -flartwell Avenue $t0,000
Senior Services Program $75,000
flealth Programs $45,000
Tourism/Liberty Ride TBD
VisitorsCenterTBD
TBD
Residential Engineering Review giiffA
DESCRIPTION:The amount that maybe spent from are volving fandestablished under Massachusetts
General Laws Chapter 44, Section 53E'/2 must be approved annually by Town Meeting. The Funds
are credited with the receipts received in connection with the programs supported by such funds, and
expenditures may be made from the revolving fund without further appropriation.
ARTICLE 14 APPROPRIATE THE FY2020 COMMUNITY PRESERVATION COMMITTEE
OPERATING B UDGET AND CPA PROJECTS
To see if the Town will vote to hear and act on the report of the Community Preservation Committee on the FY2020
Community Preservation budget and, pursuant to the recommendations of the Community Preservation Committee,
to appropriate from the Community Preservation Fund, or to reserve amounts in the Community Preservation Fund
for future appropriations-, for the debt service on previously authorized financing-, for the administrative expenses of
the Community Preservation Committee for FY2020, for the acquisition,creation and preservation of open space, for
the acquisition, preservation, rehabilitation and restoration of historic resources, for the acquisition, creation,
preservation,rehabilitation and restoration of land for recreational use-, for the acquisition, creation,preservation and
support of community housing-, and for the rehabilitation or restoration of open space and community housing that is
acquired or created with moneys from the Community Preservation Fund-, to appropriate funds for such projects and
determine whether the money shall be provided by the tax levy, or from estimated Community Preservation Act
surcharges and the state match for the upcoming fiscal year, by transfer from available funds, including enterprise
funds,by borrowing, or by any combination of these methods-, or act in any other manner in relation thereto.
(Inserted by the Board(�f'Selectmen at the request(�fthe Community Preseriation ('ommittee)
8
FUNDS REQUESTED:
a) Conservation Land Acquisition- TBD
b)Willard's Woods Site Improvements- $138,273
c)Archives & Records Management/Records Conservation &Preservation- $20,000
d) Battle Green Master Plan- Phase 3- $253,394
e) 9 Oakland Street- Renovation and Adaptive Re-Use- $70,000
0 Athletic Field Complex at Minuteman Regional Vocational Technical School - TBD
g) Old Reservoir Bathhouse Renovation - $620,000
h) Park Improvements- Hard Court Resurfacing- $70,000
i)Park Improvements-Athletic Fields- $435,000 (Yuhiect to reduction ff'(f) isfully fiinded)
J)Playground Replacement Program-Bridge- $302,000
k) LexlIAB-Preservation, Rehabilitation, and Restoration of Affordable Housing- $99,700
1) CPA Debt Service- $3,094,680
m)Administrative Budget- $t50,000
DESCRIPTION: This Article requests that Community Preservation funds and other funds, as
necessary,be appropriated for the projects
jects recommended by the Community Preservation Committee,
the debt service on previously authorized projects, and for administrative costs.
ARTICLE 15 APPROPRIATE FOR RECREATION CAPITAL PROJECTS
To see if the Town will vote to appropriate a sum of money for recreation-related capital projects
jects and equipment-, and
determine whether the money shall be provided by the tax levy, by transfer from available funds, including the
Recreation and Community Programs Enterprise Fund,by borrowing, or by any combination of these methods-, or act
in any other manner in relation thereto.
(Inserted by the Board of'Selectmen at the request ofthe Recreation ('ommittee)
FUNDS REQUESTED: $125,000
DESCRIPTION: For a description of the proposed projects,
jects, see Section XI: Capital Investment
section of the FY2020 budget. The most recent version of the capital section can be found at litt
ARTICLE 16 APPROPRIATE FOR MUNICIPAL CAPITAL PROJECTS AND EQUIPMENT
To see if the Town will vote to appropriate a sum of money for the following capital projects and equipment:
a) Hydrant Replacement Program,
b) Storm Drainage Improvements and NPDES compliance,
c) Comprehensive Watershed Stormwater Management Study and Implementation,
d) Townwide Culvert Replacement,
e) Center Streetscape Improvements - Construction,
0 Automatic Meter Reading System,
g) Sidewalk Improvements,
h) Hill Street New Sidewalk Pro'ject,
i) Equipment Replacement,
J) Townwide Signalization Improvements,
k) Street Improvements,
1) Transportation Mitigation,
m) Municipal Technology Improvement Program-,
n) Application Implementation,
9
o) Network Core Equipment Replacement-, and
p) EV Charging Stations.
and authorize the Selectmen to take by eminent domain, purchase or otherwise acquire any fee, easement or other
interests in land necessary therefor-, determine whether the money shall be provided by the tax levy,by transfer from
available funds, including enterprise funds, by borrowing, or by any combination of these methods-, determine if the
Town will authorize the Selectmen to apply for,accept,expend and borrow in anticipation of state aid for such capital
improvements-, or act in any other manner in relation thereto.
(Inserted by the Board(�f'Seleclmen)
FUNDS REQUESTED: $12,521,005
DESCRIPTION: For a description of the proposed projects,
jects, see Section XI: Capital Investment
section of the FY2020 budget. The most recent version of the capital section can be found at hit
ARTICLE 17 APPROPRIATE FOR WATER SYSTEM IMPROVEMENTS
To see if the Town will vote to make water distribution system improvements, including the installation of new water
mains and replacement or cleaning and lining of existing water mains and standpipes, engineering studies and the
purchase and installation of equipment in connection therewith, in such accepted or unaccepted streets or other land
as the Selectmen may determine,sub'ject to the assessment of betterments or otherwise,and to take by eminent domain,
purchase or otherwise acquire any fee, easement or other interest in land necessary therefor-, appropriate money for
such improvements and land acquisition and determine whether the money shall be provided by the tax levy, water
enterprise fund, by transfer from available funds, including any special water funds, or by borrowing, or by any
combination of these methods-,to determine whether the Town will authorize the Selectmen to apply for,accept,expend
and borrow in anticipation of federal and state aid for such projects, or act in any other manner in relation thereto.
(Inserted by the Board(�f'Seleclmen)
FUNDS REQUESTED: $2,200,000
DESCRIPTION: For a description of the proposed projects,
jects, see Section XI: Capital Investment
section of the FY2020 budget. The most recent version of the capital section can be found at hit
ARTICLE 18 APPROPRIATE FOR WASTEWATER SYSTEM IMPROVEMENTS
To see if the Town will vote to install and line sanitary sewer mains and sewerage systems and replacements and
upgrades to pump stations thereof,including engineering studies and thepurchase of equipmentin connection therewith,
in such accepted or unaccepted streets or other land as the Selectmen may determine, sub'ject to the assessment of
betterments or otherwise, in accordance with Chapter 504 of the Acts of 1897, and acts in addition thereto and in
amendment thereof,or otherwise-, and to take by eminent domain,purchase or otherwise acquire any fee,easement or
other interest in land necessary therefor-, appropriate money for such installation and land acquisition and determine
whether the money shall be provided by the tax levy, wastewater enterprise fund, by transfer from available funds,
including any special wastewater funds,by borrowing,or by any combination of these methods-,to determine whether
the Town will authorize the Selectmen to apply for, accept, expend and borrow in anticipation of federal and state aid
for such wastewater projects, or act in any other manner in relation thereto.
(Inserted by the Board(�f'Seleclmen)
FUNDS REQUESTED: $t,700,000
DESCRIPTION: For a description of the proposed projects,
jects, see Section XI: Capital Investment
section of the FY2020 budget. The most recent version of the capital section can be found at hit
ARTICLE 19 APPROPRIATE FOR SCHOOL CAPITAL PROJECTS AND EQUIPMENT
To see if the Town will vote to appropriate a sum of money to maintain and upgrade the schools'technology systems
and equipment-, determine whether the money shall be provided by the tax levy,by transfer from available funds, by
borrowing, or by any combination of these methods-, or act in any other manner in relation thereto.
(Inserted by the Board(�f'Selectmen at the request(�fthe School('ommittee)
FUNDS REQUESTED: $t,743,900
DESCRIPTION: For a description of the proposed projects,
jects, see Section XI: Capital Investment
section of the FY2020 budget. The most recent version of the capital section can be found at hit
ARTICLE 20 APPROPRIATE FOR PUBLIC FACILITIES CAPITAL PROJECTS
To see if the Town will vote to appropriate a sum of money for capital improvements and renovations, including new
construction to public facilities for:
a) Public Facilities Bid Documents,
b) Facility and Site Improvements
Building Flooring Program,
School Paving & Sidewalks Program,
c) Municipal Building Envelopes and Systems,
d) School Building Envelopes and Systems,
e) LI-IS Field House Track Resurfacing,
0 Public Facilities Mechanical/Electrical System Replacements,
g) Westview Cemetery Facility Construction-, and
h) Cary Library Children's Room Renovation Design.
and determine whetherthe money shall beprovidedby the tax levy,by transfer from available funds,including enterprise
funds,by borrowing, or by any combination of these methods-, to determine if the Town will authorize the Selectmen
to apply for, accept, expend and borrow in anticipation of state aid for such capital improvements-, or act in any other
manner in relation thereto.
(Inserted by the Board(�f'Selectmen)
FUNDS REQUESTED: $4,744,053
DESCRIPTION: For a description of the proposed projects,
jects, see Section XI: Capital Investment
section of the FY2020 budget. The most recent version of the capital section can be found at hit
ARTICLE 21 RESCIND PRIOR BORROWING A UTHORIZATIONS
To see if the Town will vote to rescind the unused borrowing authority voted under previous Town Meeting articles,
or act in any other manner in relation thereto.
(Inserted by the Board(�f'Selectmen)
DESCRIPTION: State law requires that Town Meeting vote to rescind authorized and unissued debt
that is no longer required for its intended purpose.
ARTICLE 22 ESTABLISH,DISSOLVE AND APPROPRIATE TO AND FROM SPECIFIED
STABILIZATION FUNDS
To see if the Town will vote to create, amend, dissolve, rename and/or appropriate sums of money to and from
Stabilization Funds in accordance with Section 5B of Chapter 40 of the Massachusetts General Laws for the purposes
of, (a) Section 135 Zoning By-Law, (b) Traffic Mitigation, (c) Transportation Demand Management/Public
Transportation, (d) Special Education, (e) Center Improvement District-, (f) Debt Service, (g)Transportation
Management Overlay District, (h) Capital-, (i) Payment in Lieu of Parking-, (j) Visitor Center Capital Stabilization
Fund-, (k) Affordable Housing Capital Stabilization Fund-, (1) Water System Capital Stabilization Fund, and (m)
Ambulance Stabilization Fund-, determine whether such sums shall be provided by the tax levy, by transfer from
available funds, from fees, charges or gifts or by any combination of these methods, or act in any other manner in
relation thereto.
(Inserted by the Board(�f'Seleclmen)
FUNDS REQUESTED: Unknown at press time
DESCRIPTION: This Article proposes to establish, dissolve, and/or fund Stabilization Funds for
specific purposes and to appropriate funds therefrom. Money in those funds may be invested and the
interest may then become a part of the particular fund. These funds may later be appropriated for the
specific designated purpose, by a two-thirds vote of an Annual or Special Town Meeting, for any
lawful purpose.
ARTICLE 23 APPROPRIATE TO GENERAL STABILIZATION FUND
To see if the Town will vote to appropriate a sum of money to the previously created General Stabilization Fund in
accordance with Section 5B of Chapter 40 of the Massachusetts General Laws-, determine whether the money shall be
provided by the tax levy,by transfer from available funds,or by any combination of these methods, or act in any other
manner in relation thereto.
(Inserted by the Board(�f'Seleclmen)
FUNDS REQUESTED: Unknown at press time
DESCRIPTION: Money may be appropriated into the Stabilization Fund that may be invested and
the interest may then become part of the fund. These funds may later be appropriated,by a two-thirds
vote of an Annual or Special Town Meeting, for any lawful purpose.
ARTICLE 24 APPROPRIATE FROM DEBT SERVICE STABILIZATION FUND
To see if the Town will vote to appropriate a sum of money from the Debt Service Stabilization Fund to offset the
FY2020 debt service of the bond dated February t,2003, issued for additions and renovations to the Lexington High
School, Clarke Middle School, and Diamond Middle School, as refunded with bonds dated December 8, 2011, or act
in any other manner in relation thereto.
(Inserted by the Board(�f'Seleclmen)
FUNDS REQUESTED: $124,057
DESCRIPTION: This Article would allow the Town to pay a portion of the debt service on the 2003
School Bonds from the Debt Service Stabilization Fund set up for that specific purpose.
ARTICLE 25 APPROPRIATE FOR PRIOR YEARS' (JNPAID BILLS
To see if the Town will vote to raise and appropriate money to pay any unpaid bills rendered to the Town for prior
years, to determine whether the money shall be provided by the tax levy, by transfer from available funds, or by any
combination of these methods-, or act in any other manner in relation thereto.
(Inserted by the Board(�f'Seleclmen)
FUNDS REQUESTED: Unknown at press time
DESCRIPTION: This is an annual article to request funds to pay bills after the close of the fiscal year
in which the goods were received or the services performed and for which no money was encumbered.
ARTICLE 26 AMEND FY2019 OPERATING,ENTERPRISE AND CPA BUDGETS
To see if the Town will vote to make supplementary appropriations,to be used in con'junction with money appropriated
under Articles 4, 5, 9 and tO of the warrant for the 2018 Annual Town Meeting, to be used during the current fiscal
year, or make any other adjust' ments to the current fiscal year budgets and appropriations that may be necessary-, to
determine whether the money shall be provided by transfer from available funds including Community Preservation
Fund-, or act in any other manner in relation thereto.
(Inserted by the Board(�f'Seleclmen)
12
FUNDS REQUESTED: Unknown at press time
DESCRIPTION: This is an annual article to permit adjust eats to current fiscal year (FY20t9)
appropriations.
ARTICLE 27 AP PRO PRIATE FOR A UTHORIZED CAPITAL
IMPROVEMENTS
To see if the Town will vote to make supplementary appropriations to be used in con'junction
junction with money appropriated
in prioryears forthe installation orconstruction of watermains,sewers and sewerage systems,drains,streets,buildings,
recreational facilities or other capital improvements and equipment that have heretofore been authorized, determine
whether the money shall be provided by the tax levy,by transfer from the balances in other articles, by transfer from
available funds,including enterprise funds and the Community Preservation Fund,by borrowing,orby any combination
of these methods-, or act in any other manner in relation thereto.
(Inserted by the Board(�f'Seleclmen)
FUNDS REQUESTED: Unknown at press time
DESCRIPTION: This is an annual article to request funds to supplement existing appropriations for
certain capital projects in light of revised cost estimates that exceed such appropriations.
GENERAL ARTICLES
ARTICLE 28 CONFIRM STREET ACCEPTANCE AND TITLE (PORTION OF PELHAM
ROAD)
To see if the Town will vote to confirm the establishment and acceptance of the layout as a Town way the portion of
Pelham Road from Eliot Road a distance of 526 feet,more or less westerly,as laid out by the Selectmen,all as shown
upon a plan on file in the office of the Town Clerk, dated May t896 and to take by eminent domain, donation or
otherwise acquire any fee,easement,or other interest in land necessary therefore,or act in any other manner in relation
thereto.
(Inserted by the Board(�f'Seleclmen)
DESCRIPTION: This segment of Pelham Road was accepted by the Town many years ago,but the
record is unclear as to whether it was ever conveyed to the Town. This article will confirm that the
street is an accepted street, and will authorize the Town to take title to this segment of Pelham Road.
ARTICLE 29 CIVIL SERVICE WITHDRAWAL
To see if the Town will vote to revoke the acceptance of Civil Service laws for the Town of Lexington police force at
all ranks, including the Police Chief,thereby removing the police force from the provisions of the Civil Service Laws,
and the rules and regulations relating to the same,provided that this revocation will not affect the Civil Service status
of existing personnel in their current positions, or act in any other manner in relation thereto.
(Inserted by the Board(�f'Seleclmen)
DESCRIPTION: This Article requests approval to prospectively remove all uniformed members of
the Lexington Police Department,including the position of Police Chief, from the provisions of Civil
Service law. The Lexington Police Department has been in the state civil service system since Town
Meeting votes in t9 I I (police officers) and t926 (police chief). At that time there was little state
legislation or case law dealing with employee rights or responsibilities. Much has changed since then.
The Town's Police Chief and Town Manager believe that the hiring and promotion requirements under
the Civil Service program restrict the Town's ability to hire the best applicants for the positions. The
proposed change would provide the Town of Lexington with more control over personnel choices by
allowing the Town to set its own policies, requirements and procedures for hiring and, subject to
bargaining, promoting officers. In the past, the Police Department has found it difficult to fill open
positions because of alack of qualified candidates identified through the Civil Service process,resulting
in unfilled vacancies and higher overtime costs. The change would increase the pool of potential
candidates by opening the process to qualified individuals who have not taken the Civil Service exam.
�3
ARTICLE 30 AMEND TOWN BYLAWS-REDUCE/BAN POINSTYRENE MATERIALS
(Citizen Article)
To see whether the Town will vote to amend the Town Bylaws to reduce or eliminate polystyrene food serviceware
and packaging, or to act in any manner in relation thereto.
(Submitted by Lin Jensen and 9 or more other registered 1�otcrv)
DESCRIPTION: The purpose of this article is to reduce or eliminate polystyrene food serviceware
and packaging in Lexington.
ARTICLE 31 AMEND TOWN BYLAWS TO REDUCE/BAN SINGLE-USE PLASTIC
BEVERAGE STRAWS AND STIRRERS (Citizen Article)
To see whether the Town will vote to amend the Town Bylaws to reduce or eliminate single-use plastic beverage straws
and plastic stirrers, or to act in any manner in relation thereto.
(Inscried by Lin Jensen and 9 or more registered i�otcrs)
DESCRIPTION: The purpose of this article is to reduce or eliminate single-use plastic straws and
stirrers in Lexington.
ARTICLE32 ADDITION OFCAPITAL EXPENDITURES COMMITTEE-RELATED PROVISIONS TO
THE REPRESENTATIVE TOWN MEETING AND SELECTMEN-TOWN MANAGER ACTS
To see if the Town will vote to authorize the Board of Selectmen to petition the Massachusetts General Court to enact
legislation regarding the Town's Capital Expenditures Committee in substantially the form below, and further to
authorize the Board of Selectmen to approve amendments to said act before its enactment by the General Court that
are within the scope of the general objectives of the petition-, or act in any other manner in relation thereto.
Be it enacted by the Senate and House of'Reprcscntathcs in General Court aysembled, and by the authority ofthe
same, as fellows:
SECTION 1. Section 3 of Chapter 215 of the Acts of 1929, as previously amended, is hereby amended by striking
the phrase "chairman of the appropriation committee" and inserting in its place the phrase "chairpersons of the
appropriation and capital expenditures committees".
SECTION 2. Section 2(c)of Chapter 753 of the Acts of t968,as previously amended,is hereby amended by inserting
after the phrase "appropriation committee"the phrase ", the capital expenditures committee".
SECTION 3. This act shall take effect upon its passage.
(Inscried by the Board of'Selectmen)
DESCRIPTION: This Article proposes updates to the Representative Town Meeting and Selectmen-
Town Manager Act to more accurately reflect the Capital Expenditures Committee's activities and
responsibilities throughout the year, including at all Town Meetings.
ARTICLE 33 RENAME "BOARD OF SELECTMEN" TO
"SELECT BOARD"
To see if the Town will vote to authorize the Board of Selectmen to petition the Massachusetts General Court to enact
legislation to change the name of the Board of Selectmen to the Select Board and the title of"Selectman" to "Select
Board Member"in substantially the form below,and fartherto authorize the Board of Selectmento approve amendments
to said act before its enactment by the General Court that are within the scope of the general objectives of the petition,
or act in any other manner in relation thereto
Be it enacted by the Senate and House of'Reprcscntathcs in General Court aysembled, and by the authority ofthe
same, as fellows:
14
SECTION 1. Notwithstanding any General or Special Law to the contrary, the Board of Selectmen of the Town of
Lexington shall be referred to as the "Select Board of the Town of Lexington" and individual members of said Board
shall be referred to as "a member of the Select Board."
SECTION 2. This act shall take effect upon its passage.
(Inserled by the Board of'Selectmen)
DESCRIPTION: This Article seeks special legislation to use a gender neutral name for the Board of
Selectmen. Several other Massachusetts cities and towns have taken this step.
ARTICLE 34 RENAME "BOARD OF SELECTMEN" TO "SELECT BOARD" -
GENERAL BYLAW
To see if the Town will vote to amend its General Bylaws to change all references to the "Board of Selectmen" to
"Select Board," and all references to individual Selectmen to "a member of the Select Board"-, or act in any other
manner in relation thereto.
(Inserled by the Board of'Selectmen)
DESCRIPTION: This Article would change the name of the Board of Selectmen to make it gender
neutral throughout the Town's General Bylaws.
ARTICLE 35 AMEND ARTICLE III OF CHAPTER 118 (Citizen Article)
To see if the Town will vote to amend Article III of Chapter I18 of the Code of the Town of Lexington, to improve
debate and subsidiary motion procedures, or to act in any other manner in relation thereto.
(Inserled by Matthew Daggett and 9 or more registered i�oters)
DESCRIPTION:This article proposes revisions to Town meeting's rules of debate,subsidiary motion,
and/or amendment procedures to develop criteria for ensuring a minimum of debate has occurred
before subsidiary motions can be offered or debate closed.
ARTICLE 36 IMPLEMENT AN OUTCOMES-BASED APPROACH TO TOWN BUILDING
PROJECTS (Citizen Article)
To see if the Town will vote to request the Board of Selectmen and School Committee adopt an outcomes-based,high
performance building policy for operation of existing Town buildings and design and operation of all new Town
building and renovation projects.
(Inserted by Bridger Mc(;aw and 9 or more registered i�oters)
FUNDS REQUESTED: None
DESCRIPTION: This article seeks Town Meeting approval to adopt an outcomes-based building
management process that emphasizes a.) Setting clear targets or outcomes for the performance of
current and planned buildings in the areas of health, energy performance, energy management and
resilience-, b.) Assessing gaps against those outcomes-, and c.) Utilizing those outcomes for the
beginning stages of future building development and in prioritizing operating/capital budget pro.j ects.
ZONING ARTICLES
ARTICLE 37 RENAME "BOARD OF SELECTMEN" TO "SELECT BOARD" -
ZONING BYLAW
To see if the Town will vote to amend the Town's Zoning Bylaw to change all references to the "Board of Selectmen"
to "Select Board" and all references to individual Selectmen to "a member of the Select Board"-, or act in any other
manner in relation thereto.
(Inserled by the Board of'Selectmen)
15
DESCRIPTION: This Article would change the name of the Board of Selectmen to make it gender
neutral throughout the Town's Zoning Bylaw. Because changes to the Zoning Bylaw require a different
procedure than changes to a general bylaw, this Article is proposed separately from Article 34.
ARTICLE 38 AMEND ZONING BYLAW AND ZONING MAP, 186 BEDFORD STREET
(Owner]Petition)
To see if the Town will vote to amend the Zoning Map and Bylaw of the Town,based on the information provided in
the applicant's Preliminary Site Development and Use Plan ("PSDUP") for the property commonly known as Town
of Lexington Assessors' Map 64, Parcel 68 at 186 Bedford Street, or to act in any other manner relative thereto.
(Inserled by 186 Bed6brd St, LLC)
DESCRIPTION: The proposed Article would rezone the property from the present RS One Family
Dwelling District to aPD Planned Development District.This would allow forrenovation and addition
to the existing buildings on the above parcel which is identified on a Plan entitled: Proposed Mixed-
Use Development - 186 Bedford Street, Lexington, Massachusetts I Preliminary Site Development
and Use Plan dated December 20,2018,prepared by Highpoint Engineering,Inc. and on file with the
Lexington Town Clerk and Planning Board, with metes and bounds shown on the attached Legal
Description.
ARTICLE 39 AMEND ZONING BYLAW-IAMITED SITE PLAN REVIEW
(CITIZEN ARTICLE)
To see if the Town will vote to amend the Zoning Bylaw to reasonably regulate land uses protected by MGL c. 40A §
3 through site plan review, or act in any other manner in relation thereto.
(Inserled bVJeanne Krieger and 9 or more registered i�oters)
DESCRIPTION: The changes proposed under this article would provide for site plan review, to the
extent possible, of exempt uses protected under MGL c. 40A § 3 ('Dover amendment uses').
And you are directed to serve this warrant seven days at least before the time of said meeting as provided in the
Bylaws of the Town.
Hereof fail not, and make due return on this warrant, with your doings thereon, to the Town Clerk, on or before the
time of said meeting.
Given under our hands at Lexington this 4,h day of February 2019.
Suzanne E. Bany, Chairnian Selectmen
Joseph N. Pato of
Douglas M. Lucente
Jill I. Hai Lexington
A true copy,Attest:
Michael R. Barry
Constable of Lexington
6
2019 hull 'Tows Meefing
Poteinti all Consent Agenda Articles
Board of Sellectmen
Article 14c-Archives and Records Management/Records Conservation & Preservation
Article 141-- CPA Debt Services *waiting for more information
Article 14M-CPA Administrative Budget
Article 16a Hydrant Replacement Program
Article 16d-Townwide Culvert Replacement
Article 16g-Sidewalk lmprovements
Article 16j-Townwide Signalization lmprovements
Article 16k-Street lmprovements
Article 161--Transportation Mitigation
Article 18: Appropriate for Wastewater System lmprovements
Article 20a: Public Facilities Bid Documents
Article 20b: Facility and Site improvements-Building Flooring program and School Paving Program
Article 20c: Municipal Building Envelopes and Systems
Article 20d: School Building Envelopes and Systems
Article 20f: Public Facilities Mechanical/Electrical System Replacements
Article 21-Rescind Prior Borrowing Authorizations
Article 23-Appropriate to General Stabilization Fund (lP)
Article 24 Appropriate from Debt Service Stabilization Fund
Article 27: Appropriate for Authorized Capital lmprovements (lP)
**CEC and AC has agreed to the above articles
Removed
Article 17: Appropriate for Water System lmprovements
3/15/2019
ARTICLE 4 REDUCE COMMUNITY PRESERVA'T'IQN-ASC:Lf )-5URCI-IARC.il--,
RATE FROM 3% to ]% PURSUANTTO G.L. c.�44B �' 16Citi7enArticle�p
MOTION: That this article be indefinitely postponed
(Date)
ARTICLE 6 APPROPRIATE FOR CREMATION FACILITY ATWESTVIEW CEMETERY
tCitiZep Article
I
MOTION: That theTown appropriate $90,000 for design, engineering and architectural
services including Site Design, Schematic Design, Design Development, Construction Drawings
and Bid Documents, and that to meet this appropriation $90,000 be appropriated from the
General Fund unreserved fund balance provided that any funds appropriated hereunder may only
be spent subject to and contingent upon an affirmative recommendation of the Ad Hoc
Crematory Study Committee and acceptance of said recommendation by the Board of Selectmen.
(Date)
ARTIC L E 7 APPROPRIATE FUNDS FORTHE CREATION OF A LEXINGTON
ECONOMIC DEVELOPMENT" S'T'RA'TEGYICitizen Articl_e
MOTION: That this article be indefinitely postponed.
(Date)
ARTICLE 8 FUNDING FOR SUSTAINABILITY ACTIONSLCitizen
AAide
MOTION: That this article be indefinitely postponed.
(Date)
ARTIC L E 9 SUSTAINABILITY DIRECTOR
tCitiZep Article
I
MOTION: Resolved that theTown Manager shall work with the Human Resources Director
and Sustainable Lexington to develop a position description, pay range and organizational
reporting requirements for a Sustainability Director, and to report back with recommendations to
the Board of Selectmen by September 1, 2019 for consideration at the nextTown Meeting.
1 2019 DRAFT OTEEN Pe OTMS 3/15/2019
(Date)
ARTICL,E 30 AMENDTOWN BYLAWS.-REDUCE/BAN PQLYS'TYRl_-,NE
MATERIALS (Citizen Article
MOTION: 'That the'Town amend its Code of Bylaws by adding a new Bylaw, Chapter 82, as
follows:
Chapter 82. Expanded Polystyrene (EPS) Food Serviceware and Packaging Reduction
§ 82-1. Purpose and intent.
'The purpose of this bylaw is to reduce and eliminate the sale and distribution of single-use
Expanded Polystyrene (EPS) Food Serviceware and Packaging in all Food Establishments, retail
stores, and 'Town Buildings or Premises in the Town of 1,exington. Due to the use of petroleum,
benzene, styrene and other harmful chemicals in its production, the manufacturing and improper
disposal of EPS could have detrimental impacts on the environment and human health. After its
short-lived use, EPS is not recyclable in municipal programs, does not degrade in landfills, persists
for hundreds of years and can accumulate in the environment and wildlife.
By restricting the sale and distribution of single-use EPS Food Serviceware and Packaging in
Lexington and requiring it to be replaced with, preferably Reusable or Compostable products, or
non.-EPS products, the bylaw will help protect public health and the natural environment,
waterways and wildlife.
§ 82-2. Definitions.
EXPANDED POLYSTYRENE (EPS)
A type of petroleum-based plastic often referred to as "foam" or "Styrofoam." It is not
recyclable in local municipal programs. Common examples of EPS include clamshell food
containers, plates, coffee cups and meat or produce trays. EPS products are usually marked
with the abbreviation "PS" or a"6" inside the chasing arrows recycling symbol.
FOOD SERVICEWARE AND PACKAGING
Serviceware and packaging typically provided by Food Establishments, Retails Stores, and in
'Town Buildings or Premises, including but not limited to cups, plates, bowls, trays,
clamshells, and other food and beverage containers,meat, fish, and produce trays, egg cartons
and beverage coolers.
2 2019 DRAFT OTEEN MOTMS 3/15/2019
COMPOSTA BLE
Products that are made entirely of organic materials such as wood, paper, bagasse, cellulose
or plant-based plastic that meet the American Society for Testing and Materials (S'T'S )
International Standard D6400, or its replacement, or that are Certified Compostable by the
Biodegradable Products Institute (BPI).
RELJSABIaE
Products that are cleanable and durable and which can be used more than once in their same
form.
FOOD ESTABLISHMENT
Any operation that stores, prepares, packages, serves, vends or otherwise provides food for
human consumption, as further defined in the State Food Code, 105 CMR 590 001.
RETAIL STORE
An establishment that offers the sale and display of merchandise within a building.
TOWN BUILDING OR PREMISES
A building or land owned or used by the Town for municipal or school purposes.
§ 82-3. Use regulations.
A. Except as expressly set forth in this bylaw, EPS Food Serviceware and Packaging shall not be
distributed or sold at Food Establishments, Retail Stores, orTown Buildings or Premises in the
Town of Lexington on or after,lanuary 1, 2020
B. Businesses and organizations currently selling or distributing EPS food serviceware and
packaging materials are strongly encouraged to replace them with Reusable or Compostable food
serviceware and Compostable packaging materials.
§ 824. Exceptions.
A. In the event that compliance with this bylaw is not feasible by January 1, 2020, for a Food
Establishment, Retail Store, or aTown Building or Premises, because of either unavailability of
alternative Food Serviceware and Packaging or economic hardship, theTown Manager orTown
Manager's designee may grant a waiver of not more than six months upon application of the
3 2019 DRAFT OTEEN Pe OTMS 3/15/2019
owner or owner's representative. The 'Town Manager or'Town Manager's designee may provide
one additional six-month waiver upon showing of continued infeasibility or hardship, as set forth
above.
B. In the case of a Food Establishment or Retail Store or aTown Building or Premises with a
floor area less than 3,500 square feet, this bylaw shall not go into effect until July 1, 2020
§ 82-5. Enforcement process.
Enforcement of this bylaw shall be the responsibility of the 'Town Manager or 'Town Manager's
designee. The'Town Manager or'Town Manager's designee shall determine the inspection process
to be followed, incorporating the process into other 'Town duties as appropriate. Any Food
Establishment, Retail Store, or 'Town Building or Premises selling or distributing EPS Food
Serviceware or Packaging in violation of this bylaw shall be subject to a noncriminal disposition
fine as specified in Appendix A of the Regulations for Enforcement of Town Bylaws under MGL
c. 40, § 21D: Any such fines shall be paid to the Town of Lexington.
(Date)
ARTIC L E 31 AMENDTOWN BYLAWSTO REDUCE/BAN SINGLE.-USE PLASTIC
BEVERAGE STRAWS AND S'T1RRl_-RS,' (Citi7en Articl_e
I
MOTION: 'That theTown amend its Code of Bylaws by adding a new Bylaw, Chapter 83, as
follows:
Chapter 83. Single.-Use Plastic Beverage Straw and Stirrer Reduction
§ 83-1. Purpose and intent.
'The purpose of this bylaw is to reduce and eliminate the sale and distribution of Single.-Use Plastic
Beverage Straws and Stirrers in all Food Establishments, Retail Stores, and 'Town Buildings and
Premises in the Town of Lexington. 'The production and use of Single.-Use Plastic Beverage
Straws and Stirrers has detrimental impacts on the environment, is not recyclable in municipal
programs, and requires the use of fossil fuel for their manufacture.
By restricting the sale and distribution of Single.-Use Plastic Beverage Straws and Stirrers in
Lexington and requiring those products to be replaced with Reusable or Compostable products,
this bylaw will help protect public health and the natural environment, waterways and wildlife.
§ 83-2. Definitions.
SINGLE-LJSE PLASTIC BEVERAGE STRAWS AND STIRRERS
4 2019 DRAFT OTEEN Pe OTMS 3/15/2019
Beverage straws and stirrers made of any type of petroleum-based plastic that cannot be, or are
not Compostable and are not intended to be Reusable.
COMPOSTA BIaE
Products that are made entirely of organic materials such as wood, paper, bagasse, cellulose
or plant-based plastic that meet the American Society for Testing and Materials (ATSM)
International Standard D6400, or its replacement, or that are Certified Compostable by the
Biodegradable Products Institute (BPI).
RELJSABIaE
Products that are cleanable and durable and which can be used more than once in their same
form.
FOOD ESTABLISHMENT
Any operation that stores, prepares, packages, serves, vends or otherwise provides food for
human consumption, as further defined in the State Food Code, 105 CMR 590 01.
RETAIL STORE
An establishment that offers the sale and display of merchandise within a building.
TOWN BUILDING OR PREMISES
A building or land owned or used by theTown for municipal or school purposes.
§ 83-3. Use regulations.
A. Except as expressly set forth in this bylaw, Single.-Use Plastic Beverage Straws and Stirrers
shall not be distributed or sold at Food Establishments, Retail Stores, orTown Buildings and
Premises in theTown of Lexington on or after,lanuary 1, 2020
§ 834. Exceptions.
A. In the event that compliance with this bylaw is not feasible by January 1, 2020, for a Food
Establishment or Retail Store or aTown Building or Premises because of either unavailability of
alternative straws and stirrers or economic hardship, theTown Manager orTown Manager's
designee may grant a waiver of not more than six months upon application of the owner or
owner's representative. TheTown Manager orTown Manager's designee may provide one
5 2019 DRAFT OTEEN Pe OTMS 3/15/2019
additional six-month waiver upon showing of continued infeasibility or hardship, as set forth
above.
& in the case of a Food Establishment or Retail Store or aTown Building or Premises with a
floor area less than 3,500 square feet, this bylaw shall not go into effect until July 1, 2020
C. A Food Establishment or Retail Store or aTown Building or Premises may, when requested
and when Reusable or Compostable straws are either not feasible or not available, distribute
Single.-Use Plastic Straws for persons who request such straws for health-related reasons.
§ 83-5. Enforcement process.
Enforcement of this bylaw shall be the responsibility of the Town Manager or 'Town Manager's
designee. The'Town Manager or'Town Manager's designee shall determine the inspection process
to be followed, incorporating the process into other 'Town duties as appropriate. Any Food
Establishment, Retail Store, or 'Town Building or Premises selling or distributing Single.-Use
Plastic Beverage Straws or Stirrers in violation of this bylaw shall be subject to a noncriminal
disposition fine as specified in Appendix A of the Regulations for Enforcement of'Town Bylaws
under MGL, c. 40, § 21D: Any such fines shall be paid to the Town of Lexington.
(Date)
ARTICLE 35 AMEND ARTICLE III OF CHAPTERj 18JCitizen
_
AELi c�Ie
MOTION: 'That Section 1]8-13 of the Code of Lexington be amended by inserting at the end
of Section 118-13.G the following sentence: "During the first 10 minutes of debate on any
motion, subsidiary motions shall be entertained only at the discretion of the Moderator."
(Date)
ARTICLE 36 IMPLEMENTAN OUTCOMES.-BASED APPROACH 'TO 'TOWN
BUILDING PROJECTS (Citizen Article)
MOTION: Resolved, that the members of'Town Meeting request the Board of Selectmen and
the School Committee work with 'Town Staff and the appropriate committee(s) to develop and
adopt the following two policies:
A. The ongoing Integrated Building Design Policy for New Construction and Renovation
of'Town Buildings; and
E. A Building Performance Policy for ExistingTown Buildings
(3/15/19)
6 2019 DRAFT OTEEN Pe OTMS 3/15/2019
ARTICLE 39 AMEND ZONING BYLAW.-LIMITED SITE
PLAN REYILW LC rTIZ EN ARTIC L.Ej
MOTION:
To amend Chapter 135 of the Code of the Town of Lexington as follows:
AAmendTable 1, Permitted Uses and Development Standards, of the Zoning Bylaw by
replacing the symbol 'Y' with the symbol 'R' in all columns of rows 8.1.01, B.1.02 and
&L03.
& Amend § 9.5.5 by inserting the words "of activities and uses not covered by § 9.5.6" after
the words "site plan review".
C. Add a new § 9.5.6 as follows:
9.5.6 Limited Review Standards.
1. The Planning Board in its Zoning Regulations shall establish reasonable standards for
site plan review of educational, religious, and child care uses protected under MGL
c. 40A, § 3.
2. The standards shall not be more restrictive than those applied to activities and uses
under § 9.5.5.
3. The standards shall address only the following areas. No applicant shall be required to
file any documents not related to these areas.
a. bulk and height of structures"
b. yard sizes and setbacks-,
c. lot area-,
d. open space-,
e. parking; and
f. building coverage.
4. The Planning Board or its designee shall waive any standards which are not
reasonable as applied in a particular case or which effectively prohibit the protected use.
5. The Planning Board or its designee may impose reasonable conditions necessary to
satisfy the standards not waived.
(Date)
7 2019 DRAFT OTEEN MOTMS 3/15/2019
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Goal: Affordability for Residents
The Selectmen have adopted a goal to minimize the burden of property tax increases on residents. To
this end our aim is to:
1. Keep average residential property tax increase at or below 2.5% not including increases dueto
debt exclusions.
2. Keep total average residential property tax increase spikes at or below 5%.
3. Provide tax relief programs to reduce the burden on seniors and other vulnerable populations.
Status:
The Board created the Ad Hoc Residential Exemption Policy Study Committee in January 2018 with the
task of making policy recommendations related to adopting the Residential Exemption as allowed in
state law. The committee held public hearings in May and December of 2018, held several panel
sessions with subject matter experts and conducted a town-wide survey with 1475 responses.
Mid-way through its work the committee asked for and was granted by the Board an expanded charge
including investigating options for other exemption models that would require a home-rule petition to
the state legislature. Work on the committee's recornmendations is ongoing and is expected to be
presented to the Board later this Spring.
In addition, the Board has scheduled a financial summit for May to review tax and budget policies.
DRAFT for BBS considerations 2019-03-13
JN Pato
Draft BBS report input re SPRD
At ATM 2018, Town Meeting voted to refer Article 42, a citizen's article to revise the
Special Permit Residential Development (SPRD) By Law, back to the Board of
Selectmen for further evahiation and work. The Board allocated funds in its bLidget
to cover the costs of a facilitator for the SPRD committee and a legal consLiltant for
actLial drafting of any bylaw revision.
A committee charge was drafted and approved by the Board of Selectmen (SPR 1)
Chari-,,L). The appointed members of the committee are:
Jill Hai (Board of Selectmen)
Richard Canale (Planning Board)
Scott Cooper
Matt Daggett
Heather Hartshorn
Joyce MLirphy
Richard Perry
Tay!or Singh
Betsey Weiss
The committee has held three meetings, (four dq-)ending ot) Whet) thi's 1"s rc",Id),
dLiring which we have examined the existing by law, projects prodLiced since it's
inception and reviewed the intentions of the bylaw. We have also reviewed the
Town's HoLising Production Plan and its goals.We have heard from experts on
inchisionary zoning and affordable housing. The committee has looked at
alternative zoning from neighboring communities and options employed elsewhere.
The minutes of these meetings are on file and the meetings are taped by Lexmedia
and available for viewing on demand.
In April, the committee will be holding two public sessions seeking input from the
community- a morning session on April 23 and an evening session on April 25.
�,'stfll ffi),,1flZh)g1 delads,l
Draft BCS Report .- Buildings
Ii Lstings School
Construction Start Date: May of 2018
Estimated project completion date: October 2020
(Student relocation to new school-February 2020)
Project budget: $65,279,418
Currently the steel framework is complete.
The Geo-then-nal wells have been drilled.
Expecting $16,500,000 in reimbursement from the MSB A and $250,000 from MassCEC.
1, exington ('hildreWs Place
Construction Start Date: May 2018
Project budget: $15,079,342
The foundations and steel frame are complete. The project is scheduled for occupancy in mid.-
August 2019 for use at the start of the 2019-2020 school year.
;Lire HQ
Construction Start Date: Early November 2018
Estimated project completion date: March 2020
Project budget: $19,943,700
Police
Schematic Design is underway for the new Police station project
Estimated project completion date: Fall/Winter 2021
Project budget: Currently $1,862,622 has been appropriated thru Construction Documents
Visitor Ceiiter
Start date: Construction expected to start May 1, 2019
Estimated project completion date: March 25, 2020
Projectbudget: $4,575,000
Exiting Visitors sales area and offices including equipment and supplies will move into Cary
Hall after Patriots Day and before the end of April.
Construction Start on May I
Construction Completion: March 25th 2020
.Westview cpmetpry by
Design Development is complete and the Construction documents have started
Estimated project completion date: Fall 2020
Project budget: $281,000 for design and $2,800,000 for construction
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Initiative^ ^ a ^ we
To:Town Meeting
From: Board ufSelectmen
Date: 3/25/2019
1 BOARD ACTION
The Board ufSelectmen have continued tuexplore strategies with respect tueconomic development and
zoning initiatives inthe north section ufHartwell Ave.
The commercial property values in Lexington have been relatively flat over last ten years. ln response to
this an Economic Development Summit was held in June 2017. At this meeting continued interest was
expressed for the Town to work toward enhancing our commercial tax base.The Selectmen requested the
Town Manager to work with staff on developing recommendations for zoning changes for the Selectmen
and the Town atlarge tuconsider.
The Town hired anurban design team and areal estate analyst tuhelp develop aconceptual vision with
planning strategies for the Hartwell North area. The Hartwell North area has been determined asone uf
the largest opportunities for economic development.
UnMay ZQ18 ajoint meeting ufthe Selectmen and Planning Board was held tudiscuss the rezoning ufthe
Hartwell Avenue corridor that would allow for revised building heights, mixed-use, added density, parking
requirement changes, and plans for new streetscape to improve access and walkability for the area. At this
community-wide meeting the consultants'vision and planning proposals were presented. The feedback
and concerns bythe citizens were mostly related tmtraffic, fiscal impact, and Town character.
Meanwhile, the Selectmen have continued working with property owners on smaller initiatives to improve
the economic conditions inthe area. Vn December, the Selectmen approved a liquor license for a new
restaurant on Maguire Road, and recently members of the board met with area property owners to look at
opportunities for maximizing the growing needs for lab and office space.
7 CURRENT STATUS AND NEXT STEPS
The Selectmen are committed to continue working unthis initiative. Recently, the Town hired new staff
for our Planning Department and we look forward tuworking with them, the Town Manager, and the
Planning Board unthis long-range project. Area residents and commercial property play important
role in the development of any new bylaws. The Selectmen will work them to ensure changes have a
positive impact. With continued growth at Hanscom Air Force Base and Lincoln Labs, vvewill also
pursue options for financing any traffic improvements at both the State and Federal level.
1 25 March 2019
BOS Goals
Each spring following the Annual Town Meeting, the Board of Selectmen meet tudiscuss their goals for
the upcoming fiscal year and tuestablish and confirm what their guiding principles will befor the
upcoming fiscal year asameans ufinforming staff and tuhelp guide the annual budget process. During
the goal setting process, input issolicited from and received from: Staff, Board members, Boards and
Committees and the community. For the FYZQZQprocess,the Board evaluated over 6Qsubmissions and
narrowed the focus tullcategories which were then prioritized and assigned to Selectman urtwo
Selectmen to shepherd. Assignments were specifically made so that while each Selectman may be
assigned asthe single member tuagoal, all ufthe Selectmen are assigned tuwork with each other when
two selectmen are assigned tuagoal; vvefeel this approach helps uswork and grow together asa team.
Once approved by the Board, the Goal Setting spreadsheet with the goals and action items isposted to
the Selectmen's web page unthe Town website. The goals for FY 2019 are: Capital Planning, Town
Manager Recruitment, Public Safety Facilities, Affordability for the Residents, Public lnformation &
Communications, P|annino/HumsinQ, Zoning Changes, Sustainability; Standards and Process for Building
Projects, Transportation Services, Mental Health and Wellness, Public Service lmpacts of Changing
Demographics/Diversity, New Revenue Sources, Complete Streets; Road and Sidewalk Maintenance,
Disability Accessibility Support, Review Charges and Work ofAppointed Boards and Committees, Vacant
Buildings, Comprehensive Plan, Parking Requirements inthe Zoning Bylaw, Achieve League ufAmerican
Bicyclists Silver Bicycle Friendly Community Status, Onboarding Superintendent, Engage inNeeds
Assessment for Year 1 of Age Friendly Unitiative in Lexington (Livable Lexington), Recreation Committee
Support and Parks and Open Space Opportunities and Stakeholder Committee. ZZgoals isanambitious
amount ufwork for mstoadd to an already full plate, however, some of the goals dovetail into work we
are already doing. Will we complete them all, no will we make progress on some of them or most of
them,we are certainly moving inthat direction.
AGENDA ITEM SUMMARY
LEXINGTON BOARD OF SELECTMEN MEETING
AGENDA ITEM TITLE:
F uture Meeting Dates
PRESENTER: ITEM
NUMBER:
Board Discussion 1,5
SUMMARY-
The Board will review proposed BO meeting dates through December 2019,
SUGGESTED MOTION:
FOLLOW-UP:
DATE AND APPROXIMATE TIME ON AGENDA:
3/18/2019 8:45 p.m.
ATTACHMENTS:
I)escription Type
D 1k'ido1p\'Nlcfm)
BOS Meetings
Through June 2019
03/25/19 Monday 6:001'M BOS Meeting Selectmen's Meeting Room
0312.5119 Mondcilv 7:30 PM 2019Annijol Town Meeting Boffin,Holl, Giry Memoricil Building
03/27/19Wednesby 6:001'M BOS Meeting Selectmen's Meeting Room
03127119 WclnesQlcillv 7:30 PM 2019Annijol Tbwn Meeting Boffin,Holl, Giry Memoricil Building
04/01/19 Monday 6:001'M BOS Meeting Selectmen's Meeting Room
04101119 Mondcilv 7:00PM 2019Annijol Tbwn Alkefing Boffin,Holl, Giry Memoricil Building
04/03/19Wednesby 6:001'M BOS Meeting Selectmen's Meeting Room
04103119 WclnesQlcillv 7:30 PM 2019Annijol Tbwn Meeting Boffin,Holl, Giry Memoricil Building
04/08/19 Monday 6:001'M BOS Meeting Selectmen's Meeting Room
04108119 Mondcilv 7:30 PM 2019Annijol Tbwn Meeting Boffin,Holl, Giry Memoricil Building
04/10/19Wednesby 6:001'M BOS Meeting Selectmen's Meeting Room
04110119 Wclneslcillv 7:30 PM 2019Annijol Town Meeting Boffin,Holl, Ccngy Memoricil Building
04/22/19 Monday 6:001'M BOS Meeting Selectmen's Meeting Room
04122119 Mondcilv 7:30 PM 2019Annijol Tbwn Meeting Boffin,Holl, Giry Memoricil Building
04/24/19Wednesby 6:001'M BOS Meeting Selectmen's Meeting Room
0-412-4119 WclnesQlcillv 7:30 PM 2019Annijol Tbwn Meeting Boffin,Holl, Giry Memoricil Building
04/29/19 Monday 6:001'M BOS Meeting Selectmen's Meeting Room
04129119 Mondcilv 7:30 PM 2019Annijol Tbwn Meeting Boffin,Holl, Giry Memoricil Building
05/01/19Wednesby 6:001'M BOS Meeting Selectmen's Meeting Room
0.5101119 WclnesQlcillv 7:30 PM 2019Annijol Tbwn Meeting Boffin,Holl, Ccwy Memoricil Building
05/06/19 Monday 7:00 PM BOS Meeting Selectmen's Meeting Room
05/15/19 Wednesday 7:00 PM Summit 201 Bedford Street
05/20/19 Monday 7:00 PM BOS Meeting Selectmen's Meeting Room
06/03/19 Monday 7:00 PM BOS Meeting Selectmen's Meeting Room
06/17/19 Monday 7:00 PM BOS Meeting Selectmen's Meeting Room
Page I of
March 14,2019
Proposed BOS Meetings
July- December 2019
iii
..............
'7............
....................
'U.............
7�Iaxm
07/08/19 Monday 7:00 PM LICKS Meeting Selectmen's Meeting Room
07/22/19 Monday 7:00 PM BBS Meeting Selectmen's Meeting Room
08/05/19 Monday 7:00 PM LICKS Meeting Selectmen's Meeting Room
08/19/19 Monday 7:00 PM BBS Meeting Selectmen's Meeting Room
09/09/19 Monday 7:00 PM LICKS Meeting Selectmen's Meeting Room
09/23/19 Monday 7:00 PM BBS Meeting Selectmen's Meeting Room
10/07/19 Monday 7:00 PM LICKS Meeting Selectmen's Meeting Room
10/21/19 Monday 7:00 PM BBS Meeting Selectmen's Meeting Room
11/04/19 Monday 7:00 PM LICKS Meeting Selectmen's Meeting Room
11/18/19 Monday 7:00 PM BBS Meeting Selectmen's Meeting Room
12/02/19 Monday 7:00 PM LICKS Meeting Selectmen's Meeting Room
12/16/19 Monday 7:00 PM BBS Meeting Selectmen's Meeting Room
TBD TBD TBD BBS Goal Setting TBD
TBD TBD TBD Joint BBS/SC"—Mental Health TBD
TBD TBD TBD Budget Summit(s) TBD
TBD TBD TBD Dept, Budget Presentations Selectmen's Meeting Room
TBD TBD TBD 2019 Fall STM Battin Hall, Cary Memorial Building
Page 2 of'2
March 14,2019
AGENDA ITEM SUMMARY
LEXINGTON BOARD OF SELECTMEN MEETING
AGENDA ITEM TITLE:
Review Selectmen Liaison Assignments
PRESENTER: ITEM
NUMBER:
Board Discussion t.6
SUMMARY-
Discuss Board of Selectmen I-iaison assignments.
SUGGESTED MOTION:
FOLLOW-UP:
DATE AND APPROXIMATE TIME ON AGENDA:
3/18/2019 8:50 p.m.
ATTACHMENTS:
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AGENDA ITEM SUMMARY
LEXINGTON BOARD OF SELECTMEN MEETING
AGENDA ITEM TITLE:
'Fawn Manager Reappointments
PRESENTER: ITEM
NUMBER:
James M. Malloy, Town Manager t.7
SUMMARY-
A vote is requestedfi)r this agenda item.
Conservation Commission
Alexandra Donau has been a member since 2014. Ms. Dohan's new term will expire March 31, 2021
Ethics training is up-to-date.
Historical Commission
® Marilyn Fenollosa has been a member since 1994. Ms. Fenollosa's new term will expire March 31,
2022. Ethics training is up-to-date.
® Wendall Kalsow has been a member since 2007. Mr. Kalsow's new term will expire March 31, 2021
Ethics training is up-to-date.
SUGGESTED MOTION:
Move to approve the Town Manager's reappointment of Alexandra Donau to the Conservation Commission
and Marilyn Fenollosa and Wendall Kalsow to the Historical Commission.
FOLLOW-UP:
Town Manager's Office.
DATE AND APPROXIMATE TIME ON AGENDA:
3/18/2019 9:00 P,m
ATTACHMENTS:
Description Type
D A)c,mi(Im I JolmnApyfl)(m)on(ow,cr,m)on Hkit klip VNIcim)
lh,,wm( d HkidolpVNIcim)
D Wcndffl I ,d lkido1p\'Imcfm)
TOWN OF
LEXINGTON
APPLICATION FOR REAPPOINT-MENT FOR BOARD/COMMITTEE
N11EAlBERSHIP
Board/Committee of Interest: Conservation Commission
Full Name: —Alexandra M. Mohan
Home Address: —100000m—
Length of Residence in Lexington:
zn22Y ears
Current Occupation:_Program Coordinator/Educator
Work Address: A000000000001—
Phone Number(s): Horne: Work:
Email Address:
Comments:
Members of Town boards and committees, as defined by the Conflict of Interest Law, M.G.L. c.
268A, must abide by the standards of conduct as set forth by the Massachusetts State Ethics
Commission. Within 30 days of appointment, and annually thereafter, committee members must
acknowledge receipt of the Summary of the Conflicts of Interest Statute from the Town Clerk,
and thereafter must provide documentation of biennial completion of the on-line training
required by the Conflict of Interest Statute, The law places responsibility for acknowledging
rlecl,lipt of the summaries, and for completing the online training, on the ind:Pvidual. You will be
provided additional information by the Town Clerk pertaining to this law and recently enacted
I ID
education and training requirements.
y/llmQ±:
Date: 3/5/2019
RG1B&baApplication
WN OF LEXINGTON
APPLICATION FOR REAPPOINTMENT FGR BOARD/COMMITTEE MEMBE S IP
Board/Committee Historical o miss on
of Interest:
Full Name: -Marilyn M Fenollo a
Preferred Title
(please circle): 'Ir.IMs,/Mrs./Other
Home Address: 0000000-
Lemith
of'Residence 35 years
in Lexington:
Current Occupation: retired attorney
Work Address:
Phone Number(s): Home. Work:
Fax Number(s):
Email Address:
My work on the HC has been among the most important,satisfying,and personally
Comments:
rewarding things that I do for the town. It would be a privilege to continue to do so.
Members of Town boards and committees, as defined by the Conflict of Interest Law,M.G.L, c.
268A, must abide by the standards of conduct as set forth by the Massachusetts State Ethics
Commission, Within 30 days of appointment, and annually thereafter, committee members must
acknowledge receipt of the Summary of the Conflicts of Interest Statute from the Town Clerk,
and thereafter must provide documentation of biennial completion of the on-line training
re wired by the Conflict of Interest Statute. The law places responsibility for acknowledgino
receipt of the summaries, and for completing the online training on the individual. You will be
provided additional information by the Town Clerk pertaining to this la,v and recently enacted
education and training requirements.
Signature: ss/ Marilyn Fenollosa Date: 3-11 -19
G:tip3:B C's Application
TOWN OF LEXINGTON
APPLICATION FOR REAPPOINTMENT FOR BOARD/COMMITTEE
Board/-',- Historical Commission
of Interest:
Fill arne;,
Prefer-red Title
please circle): Ir,iMv rs./ tier
1lorne Address.-
Length
ddress;Length of Residence years27 1/2
in Lexington:
Current Occupation: reservation Architect - Principal
Work Address:
Phone Number(s): Yforne Work_
Fax Number(s):
Email Address.-
Comments:
ddress:Com€ eats:
Members of Towr; boards and committees,as defined by the Conflict of Interest Law, M.G.L. c.
A, must abide by the standards of conduct as set forth by the Massachusetts Mate Ethics
Commission. Within 30 days of appointment,and annually thereafter,committee members must
acknowledge receipt of the Summary of the Conflicts of Interest Statute from the Town Clerk,
and thereafter must provide documentation of biennial completion of the on-line training
required by the Con9ict of Interest Statute.The lav places responsibility for acknowledging
receipt of the summaries, and for completing the online training on the individual, You will be
provided additional information anon by the Town Clark Pertaining to this lav and recently enacted
education and training requirements,
Signature. _ Daw
6 A,%'3&C'>Application
AGENDA ITEM SUMMARY
LEXINGTON BOARD OF SELECTMEN MEETING
AGENDA ITEM TITLE:
Selectmen Reappointments
PRESENTER: ITEM
NUMBER:
Suzie Barry, Chairman 1,8
SUMMARY-
AmfldAPPWR . �° t
Town Counsel.
® Anderson & Krieger
SUGGESTED MOTION:
Move to reappoint Anderson & Krieger, represented by Mina S, Makarious, as Town Counsel for Lexington
for a term to expire March 31, 2020,
FOLLOW-UP:
Selectmen's Office
DATE AND APPROXIMATE TIME ON AGENDA:
3/18/2019 9:05 p.m.
AGENDA ITEM SUMMARY
LEXINGTON BOARD OF SELECTMEN MEETING
AGENDA ITEM TITLE:
Approve One-Day Liquor Licenses
PRESENTER: ITEM
NUMBER:
Suzie Barry, Chairman CJ
SUNIMARY-
Clarke Middle School Aoociation has requested a One-Day Liquor License to serve beer and wine at St.
Brigid Parish, 2001 Massachusetts Avenue on Friday, April 5, 2019 from 6:30 p.m. until 10:30 p.m. for the
purpose of a Trivia Night Fundraiser,
Education Francaise Greater Boston (EFGB) has requested a One-Day Liquor License to serve wine, beer,
and alcohol at I-exington Historical Society, 13 Depot Square on Saturday, April 6, 2019 from 7:00 p.m. until
11 p.m. for the purpose of a Fundraising Gala.
SUGGESTED MOTION:
Move to approve the consent.
FOLLOW-UP:
Selectmen's Office
DATE AND APPROXIMATE TIME ON AGENDA:
3/18/2019
ATTACHMENTS:
I)escription Type
D Onc I jw, L1, (Inkc V10d)c Sxhoo) Hkin klip Vlmcfm)
D Onc I jw, L1, I J,61, Hkiklip Vlmcfm)
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}� TOWN OF LEXINGTON
` SELECTMEN'S OFFICE MAR ;III. I 229
APPLICATION FOR
ONE-DAY LIQUOR LICENSE
The Board of Selectmen(Local Licensing Authority)may issue One-Day Liquor Licenses for the sale and/or service of wine
and malt beveraces to any enterprise;all alcoholic beverages maybe issued only to non-profit organizations. As required by
the ABCC,Liquor for use at a one-day liquor license event must be purchased from a licensed wholesaler.Please fill in this
form completely and return to the Selectmen's Office along with a check for/$25.00 made payable to the Town of Lexington.
BUSINESS/FUNDRAISING ORGANIZATION: Cl0�rkS o
CONTACT NAME AND NUMBER: Luam,2. `\l S
ADDRESS FOR MAILING:
EMAIL ADDRESS:
TITLE/PURPOSE OF EVENT: r
LOCATION AND ADDRESS: Xvf._)—�C � 1
a I
DATE OF FUNCTION:
TIMES OF FUNCTION: I D ' l)
r
TYPE OF LIQUOR TO BE SERVED:r�
DATE AND TIME WHEN LIQUOR DELIVERED:
DATE AND TIME WHEN LIQUOR REMOVED: Ch
ADDITIONAL INFORMATION:
Authorized Signature Federal Identification No. or
\` 11 5
..........................................
Date Social Security Number
s iAm:
TOWN OF LEXINGTON
�ExYHGKo�'.
SELECTMEN'S OFFICE l ' p 1 31 2(09
APPLICATION FOR
ONE-DAY LIQUOR LICENSE
The Board of Selectmen(Local Licensing Authority)may issue One-Day Liquor Licenses for the sale and/or service of wine
and malt bevgMes to any enterprise;all alcoholic beverages may be issued only to non-profit organizations. As required by
the ABGG„Liquor for use at a one-day liquor license event must be purchased from a licensed wholesaler.Please fill in this
form completely and return to the Selectmen's Office along with a check for$25.00 made payable to the Town of Lexington.
BUSINESS/FUNDRAISING ORGANIZATION: EF613
CONTACT NAME AND NUMBER: Qe I a n 1 e St. %r erre
ADDRESS FOR MAILING: Or, I/�/li,I frl0" � $41? 02q V2,
EMAIL ADDRESS:
TITLE/PURPOSE OF EVENT. h U lvn Ga
LOCATION AND ADDRESS: Lexihahpu flisrl'ta l S a tr`e h-l. ,, ff Sy .
L"41 9 tM, M--
DATE OF FUNCTION: S A f L014d rd 610 20/ 1
TIMES OF FUNCTION:
TYPE OF LIQUOR TO BE SERVED: GV1X1 , jou r 1r�gl K o�
DATE AND TIME WHEN LIQUOR DELIVERED: _t 6 IM
DATE AND TIME WHEN LIQUOR REMOVED. II )PM
ADDITIONAL INFORMATION:
Authorized Signature Federal Identification No. or
Date Social Security Number
AGENDA ITEM SUMMARY
LEXINGTON BOARD OF SELECTMEN MEETING
AGENDA ITEM TITLE:
Water and Sewer Commitments
PRESENTER: ITEM
NUMBER:
David Pinsonneault C2
SUMMARY-
Water& Sewer Commitment February 2019 Cycle 9 billing $ 217,554,43
Water& Sewer Commitment February Finals 2019 $ 5,44K20
SUGGESTED MOTION:
Motion to approve the Water& Sewer Commitments as noted above.
FOLLOW-UP:
Treasurer/Collector
DATE AND APPROXIMATE TIME ON AGENDA:
3/18/2019
ATTACHMENTS:
I)escription Type
Department of Public Works
1;7$ Town of Lexington
Water and Sewer Enterprise Funds
FISCAL YEAR 2019
February 2019 Cycle 9 Billing
FEBRUARY 2019
--—-----------
WATER 212,243.15 212,243.15
................. .................................
FEE FOR BEDFORD $ 5,311.28 $ 5,311.28
...........
TOTAL $ 217,554.43 217,554.43
............
To the Collector of Revenue for the Town of Lexington:
You are hereby authorized and required to levy and collect of the persons named
in the list of water/sewer charged herewith committed to you and each one of his/her
respective portion herein set down to the sum total of such list. Said sum being:
thousandj )e
And pay the same into the treasury of the Town of Lexington
and to exercise the powers conferred by law in regard thereto.
....... ...........
---------- ----------
........................
BOARD OF SELECTMEN 3/18/'19
DIRECTOR OF PUBLIC WORKS
Treasurer/Collector, Director of Public Works, Water/Sewer Billing
Department of Public Works
M1 Town of Lexington
.
775
Water and Sewer Enterprise Funds
FISCAL YEAR 2019
February 2019
WATER $2,066.65 $2,066.65
SEWER $3,381.55 $3,381.55
TOTAL: $5,448.20 $,5,448.20
To the Collector of Revenue for the Town of Lexington:
You are hereby authorized and required to levy and collect of the persons named
in the list of water/sewer charges herewith committed to you and each one of his/her
respective portion herein set down of the sum total of such list. Said sum being:
Five thovsandfvur ftundredj6rty eight doZars and201100
And pay the same into the treasury of the Town of Lexington
,and to exercise the powers conferred by law in regard thereto.
7 ...........
...... ... . .....................
DIRECTOR OF PUBLIC WORKS BOARD OF SELECTMEN 3/18/201
Treasurer/Collector, Director of Public Works, Water/Sewer Ming