Farmington Board of Education Meeting - 11/17/25

001[music] Good evening. I'd like to call to order the November 17, 2025 Board of Education regular meeting at 7 o'clock. Um before we begin, I'd like to um have a moment of silence for our beloved student, Noah Sen, and his loving parents and family. Uh Noah will be remembered for his kindness, compassion, and care for all members of our school district community. I'd also we'd like to extend our deepest and most sincere appreciation to those individuals in our in our school district and within our families and community who served so bravely. s, excuse me, who so bravely served our country in the military. Together, we acknowledge and honor their courage and sacrifice on behalf of the entire community. So, I'd like to take a moment of silence. Thank you. Um, next item on the agenda

002is the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. Next on the agenda is approval of minutes. Um, first is the approval of the minutes for the October 21st, 2025 board of education special meeting. Um, can I have a motion? Okay. Any discussion, edits? All those in favor? >> I opposed. Okay. Motion carries. Uh, next up, uh, item B, approval of minutes for the October 21st, 2025 board of education regular meeting. Can I have a motion? >> Motion. >> Second. >> Any discussion? Edits. All those in favor? >> I >> opposed. Okay. Motion carries. Uh item uh 5C, approval of minutes for the October 27th, 2025

003board of education special meeting. Can I have a motion? >> Motion. >> Second. >> Any discussion? >> Okay. All those in favor? >> I >> opposed. Motion carries. All right. Uh next item on the agenda is item six, consideration of superintendence report. Item A, board of education 2024 2025 goal results for town council's strategic plan. So you saw a narrative document uh last meeting that we sent to the town council and this includes the data that you saw from the results and outcomes document from the last meeting. So we send this along to the town as well for their strategic planning um and outcomes. So, we'll be sending that uh to them, but you've already seen this in the results and outcomes booklet. >> Any questions, comments? >> Next item is uh item 6B, college

004board report. So, um, Kate Martelli is here, our extraordinary counseling department chair, uh, leader, and she is here to provide an overview of our annual college board report. We do have a new feature in the report. So, um, I will hand this over to Kate for the reveal. [laughter] >> I know, right? >> Okay. Um, good evening everybody. My name is Kate Martelli. I am the school counseling department leader. Uh thank you to the board of education and superintendent greeter for the opportunity to speak with you all tonight. It is my pleasure to share with you information about our 2025 college testing results as well as dual enrollment opportunities for our Farmington High School students. That's the new part. Um, college admission, college testing assessments provide valuable information about our students potential for success at

005the post-secary level as well as their actual level of achievement in a specific area of study. This report includes information for the class of 2025 for AP exams, SATs, and ACT exams, as well as Yukon Early College experience in Connecticut CT State, Connecticut State Tungstus dual enrollment. Uh, I'd like to highlight the following statistics this evening. Farmington High School offers 27 AP courses in the areas of arts, English, history, and social sciences, as well as STEM and world languages and cultures. 567 students took,470 AP exams in 2025 in 29 subject areas and as I had mentioned, 27 of which are offered at Farmington High School. 89% of Farmington High School AP students scored a three or higher. I shifted that statistic this year. Traditionally, and it's still in the report, we share the percentage of

006students who earned a a three or higher exams that were a three or higher. That's 85%. Um I thought for the purpose of demonstrating sort of uh students and their um score reports that the 89% of FHS students so the student element of that report scoring a three or higher uh is equally as uh meaningful as far as reporting not only the number of exams 85% uh that had a three or higher but also the percentage of AP students who were scoring an a three or higher. And again, uh just to to summarize, that's an 89% of those students, which is amazingly, uh impressive. Um 105 students are, uh designated as AP scholars, 49 43 are designated as AP Scholar with honor, and then 161 students received AP Scholar with distinction uh recognition. 83% of

007our Farmington High School juniors and seniors took one or more AP courses and 56% of our juniors took either AP US History or AP African-American studies uh which as a reminder either course qualifies students uh for meeting the uh US history graduation requirement. The next uh information that I'll share tonight is about the SATs and ACTs. So this is summary cohort data for the class of 2025 who took the exam during high school. Uh and their most recent SAT is what is articulated in these SAT score reports here. students in the class of 2025 during their junior year also participated in a digitally adaptive Connecticut essay school day assessment. So that essentially means that students engage in an assessment that pending uh how they're doing on the first portion of the assessment takes them down

008one of two different pathways increasing like access to the SAT um and provides individual students college admissions uh with an accurate assessment of of a students students college readiness. 18 students from the class of 2025 took the ACT sometime during high school. We continue to see that number decrease um for various reasons. Uh test optional policies remain in place. Um many students have the opportunity all students have the opportunity to take the SAT school day. Um so our students are first and foremost um engaging in the SAT. uh the ACTs are shifting some of their uh tests and and the way what it looks like. So we may see I'm eager to see whether or not there's a shift in sort of a reinvigoration of participation with ACTs based on some upcoming revisions with the

009ACT. So stand by. We'll we'll find out. Um a reminder that PSATs are administered to all 10th and 11th graders. Uh and the SAT, as I said, is administered to all 11th graders March of every junior year. uh 100% of our students participate in the SATs. Uh and like I said, the stat statistic is lower for the ACTs. Our SAT mean uh is 563. Our uh evidence-based reading and writing mean is 579 and our mean composite score for the ACTs is 27.9. uh new information that I'd like to share tonight um that uh works concurrently with um our testing opportunities uh APS is information about Yukon early college experience and CT State Tungstus dual enrollment. So Farmington High School provides numerous opportunities for students to take rigorous college level courses with the option to earn

010potential college credit while in high school. instructors are Farmington High School teachers certified by Yukon and CT State. Farmington High School currently offers 11 unique ECE courses in several disciplines and two depart uh two DU two dual enrollment courses in personal finance and business. Uh the statistic that I uh find very impressive also is this next one. So during the school year 24-25, students participated in one or more AP, ECE or dual enrollment course at Farmington High School. Uh and this is 65% of our student population. Our Yukon ECE program saw a not notable growth in participation, increasing to 200 students attempting 814 college credits during the 2425 school year. So I stand here every year and I sort of reflect in preparation for this meeting on sort of all of this information. I always

011share that um this information is thoughtfully and individually uh uh used in conversation with students during our uh individual meetings with families every year during our lessons that we um push into classrooms. Um so the data is important to us especially on an individual level level and it's meaningful in our uh post-secary planning support of all students. This year I wanted to share just additional information. You can see here our national merit semi- finalists and finalists are always impressive. Our letters of recommendation related to national merit are equally as impressive. Um and then year two right now of implementation of school links. So, I can't help myself, but I have to talk about school links. Everywhere I go, I look at Kathy because I'm just uh sort of in our efforts to support all students

012and uh uh you know, provide them with programming and uh access to assessments that engage them in learning about who they are and possible career and future plans. uh we're leveraging platforms like school links um which not only does just some of the curriculum work and support there like that career planning um but it's also um so this is something we're going to implement or or roll out to our nth graders um in the coming weeks and this is like I think just amazingly the the opportunities are endless when it comes to students actually like digitally and electronically engag engaging in an opportunity to plan out their courses at Farmington High School for all four years. So, I did a screenshot of just a hypothe hypothetical freshman right now. It's called course planner. So, you'll

013see I didn't have to enter into any of this stuff. It syncs with Power School and the students coursework is um listed right there. The system's been customized to um mirror our graduation requirements and also all of our course offerings. Um and the bigger picture here is four years all on one page that a student can engage in um at various levels and at various times um through our curriculum or more independently or through other coursework um an opportunity to kind of see how their coursework how that's really sort of my biggest thing. So what you're doing at Farmington High School as it relates to your future planning um and your graduation progress. Um so traditionally school counselors would keep track of um progress towards graduation through credit checkers um various iterations of a credit

014checker. Um with systems like this it's just so collaborative. Um it's it's just a gamecher for us when it comes to more complicated graduation requirements um and an opportunity for a student to engage in that process. um and uh reflect on uh the courses they're taking at Farmington High School. Um the opportunities they have through uh course work, dual enrollment, APs, um potential college credit. Um it all just sort of comes together to uh inform thoughtful and meaningful choices for students during high school and after high school. So, just had to sneak that in there a little bit. So, um I'm happy to take any questions. Um the report includes a lot of information and data. Um and I hope I just always show sort of there's just so much more to our kids than

015just some of these statistics and sort of how we're using that information. Uh especially on a more personalized individual basis. So, any questions? >> Hey, just a one quick question um for the tool that you're just showing. So, does it also go career pathing like over the four years and it'll kind of give them a path? [clears throat] >> Yeah. So, I um to the right side of that screen on the right side is one link that you can click on it. It brings right up their career clusters and their goals uh that are you know the results of the assessments they took just entering into school links are linked right into the top of this like summary page. Um so at any point they could go in they could uh reflect on the connections

016there or even update you know kids grow and learn through high school and so we sort of we tell kids like this is just always available and a work in progress and yeah so all that right lights there. >> Yeah. And then just my second question looking at the comparative SAT test results from like 23 I mean the results are still outstanding but from 23 to 25 there is a dip where Farmington stands still blowing out national and Connecticut. What are some of the reasons or thoughts around why it might be slightly down a few points? So what's I want to sort of preface that potentially with I it's hard for me to answer that specifically unless I'm looking exactly at your statistics. So we look at statistics for SATs based on school day SAT

017only and then we look separately at cohort data and cohort data for a whole bunch of our students right now is not necessarily SAT school day data because the cohort data that I'm reporting which sometimes look looks a little less um is as a result of the second or third times that any student from the class of 2025 took their SAT. So if they took it in June, they took it in March, did really well 2024, then took it again in June and didn't do as well, it's the June score that the that the College Board pulls for my technically speaking for my 2025 cohort report. Okay. >> So, generally speaking, the data is consistent. Um, and any variation could be interesting like class of 2025 was a very strong college admissions acceptance class. So,

018what's fascinating or what we don't always know is which students submitted SAT scores and which students didn't and then the degree to which like a more holistic approach was taken in that college admissions process. Um, so I always like to know a little bit more about that SAT score. Are we looking at only SAT school day? Are we looking at the whole cohort? Um then I like to look at sort of the results and outcomes for each of those students. Um which we collect all of that data and and competitive you we're always sort of in that you know competitive range of of post-secary planning. So that's where I like like if we can plan well for every student and they feel good about their, you know, where they're attending after Farmington High School or

019what their plan is. For a whole bunch of them, their SAT wasn't sort of what they used to sort of define their process. >> Um, so it's a really good balance. We report it because it's important um to keep track of it to implement sort of things in the classroom um that build capacity when it comes to accessing these newly like adaptive tests, >> but there's so much more to it. >> Oh, absolutely. >> Sorry, that's a long answer that's not that specific, too. >> Thank you. >> I do I would say that just like the smarter balance, you know, we look at again, it's one assessment. It's not the whole child, but we do look at these assessments as like a checkup. You know, your annual checkup. You go to the doctor and you

020kind of get an overview of where you are that day. And so, it does give us information. It gives us information for our department leaders to say, "Wow, what happened in math or what happened in science or what happened in reading, English language arts?" and for Veronica and Eric and uh Russ and his team to kind of work with those department leaders, make some adjustments. It is one data set and and again just like Kate said, a child is much more than that. And when they go to apply for our college, the college is looking at many different things, not just that one assessment. But it is something that we do pay attention to and we want to make sure that our students are in the best standing possible when they do uh graduate and

021apply or in their senior year apply uh for college. I will just I did want to say I want to commend Kate her team. Um we were asked to present statewide uh about our graduation plans, our pathways uh last year at a statewide virtual conference. And it was so popular that we've been asked back to present again statewide because we are very much uh the an exemplar for the state when it comes to our program of studies, our pathways document and the way in which we took the new graduation requirements and looked at them as opportunities and flexibility where some saw it as less flexibility, less opportunity. So we're trying to help other districts to see it the way we saw it. And then um and I can tell you we just from the one

022presentation we have influenced many districts to make some changes to their program of studies and their pathways. Um and you know maybe there's a point where you'd like that same presentation here at the board because it is something that I think is really um a point of pride for Farmington is to have these documents that very much look like a university's documents and there you know and it's it's having students because we work on student voice and students leading their own learning from a young age. This example is having students really go in and use their voice and pick what am I really passionate about in a pathway. How do I get to that by the time I'm a senior and they're going to have a lot more ownership of it when they can manipulate

023it and work through this uh the new school links. So I just want to commend all the work. I mean I feel like Kate has and her team have transformed so much here in Farmington over the time. all the team. We just feel passionately. Thank you, Kathy, about >> Yeah. >> But just finding each student what they're really interested in. >> You know, we we understand you may go to college and have one thought about your major and it could change, but we want students to maybe have more opportunities to figure that out before. Um, and I think there's you're also I'm just gonna keep like promoting this document [laughter] because you're gonna see when Veronica presents like we're we were given feedback uh from Jal Ma who is a Harvard professor working with us

024through the deeper learning districts uh came to our winter retreat a couple years ago and we were presenting our deeper learning uh integrated units and he said I really you know what I wonder about is are you being explicit with students about when they go through these different units of study, what careers they are exploring while they're learning in this integrated unit. And so you'll see that we're, you know, really trying from preK on to like talk to students about careers through our deeper learning uh opportunities for students. So you'll see a little bit about that later. I'm probably like giving away Veronica's whole presentation >> because we talked about it earlier. >> All of that just correlates to like really high graduation rates. >> Yes. >> So like research sort of substantiates access to

025like thoughtful curriculum. Yes. program, course programming, access to experiences like the SATs that like, uh, gauge college and career readiness, um, combined with, you know, pathways and so forth really, uh, just help kids sort of feel, I call it the hook, you know, like for all kids and that just correlates to progress towards graduation and meaningful choices for after high school. So I just I drank the Kool-Aid when it comes to that stuff and I've seen it in action, you know, with our own students. So it's all really really good work that is like a very huge collective team effort. So it's like a kudos to all of you for supporting that work too. >> Um you know from your level it trickles down to like our office level and our our the student you

026know working with students and families. So thank you for supporting us. >> I have one question. Yeah. said, "Oh, go ahead." >> Oh, you sure? So, are are colleges going back to requiring the SAT? >> Yeah. So, I thought I'd be asked that question today. Uh, I can be a little cynical about it. Those of you that know me, I'm sort of transparent in how I answer things. um the most selective like the IVs are going back to it >> because they were getting the score anyways >> because the most competitive students uh were are also the students with the highest scores and the highest GPA. So for the sake of transparency, we've seen the population of colleges that have gone back to requiring tests are those Ivy League schools or those most selective schools.

027Not all of them um you know because they were getting them anyways. We will I think we'll continue to see a whole bunch of schools that were test optional before COVID that will obviously stay that way. Um and then even public institutions like possibly a Yukon staying that way. Um just because they built, you know, internally systems to really like look at >> kids holistically in new and more meaningful ways. Um, and like fingers crossed for that because like we were saying there's just so much all like I was not a great test taker but I was a good student who cared a lot but not always a great test taker. So like thank goodness for the opportunity that still exists the adaptive test that it is increases access. Um, and then the choice and

028flexibility regarding whether or not we, you know, you share. And we'll work with families and students individually as it relates to their list of schools um to determine whether or not it makes sense to send scores. >> Yeah, I asked that because I have a senior, so I've been paying attention to, >> you know, SAT scores and and whatnot. and and our students do well, but if if it's a test optional school school and you look at their average scores, they're all like over 1400, you know, so it's kind of discouraging for a kid sometimes who's who's done well, you know, but doesn't have th those kind of those kids, >> but they're like inflated almost, you know. >> Yeah. You shouldn't like that really stressed us out back in the day. I really try

029to like ground students now and saying like uh you can send them you know at or above but otherwise if you don't send them they're going to look at other parts of the application and you're and they will say you're not it's not held against you or you're not disadvantaged. >> I'm not naive to the fact that none of us are in those admissions offices. Uh that's like a like no one gets an opportunity to do that. I've had in 20 years one time able to sit behind closed doors and like watch the process and it was fascinating. >> So I'm not naive to like they keep that private >> purposefully. >> Um but like I try to tell families not to get caught up in that because we don't have control over that. And

030>> the process now is so much more about demonstrating and reflecting on who you are as a person and then attempting to convey that through your application. Um, and I've had more than one college admissions rep say to me regularly, "Well, that's not the impression I got about that student out of their application," which like verifies to me the responsibility we have to really have kids like >> at the dinner table at night, driving in the car, to and from school every day, like reflect on life and talk about who you are and your goals and all of that just doesn't happen enough these days. So we all can sort of encourage that in our own ways and do our part to >> like fascinatingly that correlates to sort of an application to college and

031making that as genuine as possible because that will come through >> more meaningfully than if whether test scores were shared or not. >> I know it sounds like cliche or like cheesy but it's true. >> I just had a more of a comment than anything else. the um the AP test results was something that obviously drew drew my eye just because of the the growth in the last two years. >> Um not only the number of students but number of exams also FHS scoring three or better um I mean huge jumps in the last two years. Um do you attribute that I know that there was some commentary about switching over to a digital format. Do you think that that has something to do with it or is it more of like you this has

032been an amazing amount of progress in two years? >> That's like our faculty and staff just do a tremendous job. Uh delivering a curriculum that is college board's curriculum in a really like thoughtful and meaningful way. um where kids are engaged in their learning and magically it like correlates to success on the AP exam. Um so we've sort of figured out the secret sauce there a little bit between sort of delivering like a curriculum that someone else wrote to like uh uh you know we we like to sort of make it our own but but in and in thoughtful and meaningful ways and it's working. You know, it's cool. I sat in like an AP African-American studies class last year and I was like, this is so like, how could you not be engaged? And

033like by default preparing yourself for success on the AP exam, it just goes to show like I'm not going to compliment College Board, but like you know, in certain areas they it is sort of figured out sort of the the the conversation, the the reflection, the engagement in the content. um in a nice way correlates to success on those AP exams. >> Some of them are digital, some of them are hybrid. Um the resources are more robust. Like that's where College Board would like want me to say like, well, we have to put in a we have to do all of the AP exam registrations now for like May exams. And their argument to support that is because once we require we we order exams, they have access to all the resources. >> So like

034and then we're like well why don't we want our students to have the resources. So of course everyone's going to do the exam orders now. Um so yeah I mean we're on track again to have just a tremendous like AP exam uh season or school year this year too. >> Awesome. Yeah. And I just uh one comment on the school links too. Thanks for the preview because my daughter will be here in like 9 months. So um I just got a preview. So thank you. >> Yes, she's got she's in it now. She could play around with most of the stuff already. She has I actually I actually was when your daughter was in sixth grade. I [laughter] I was in that lesson and she was one of the most engaged students in the classroom.

035She's like, "Yes, >> yes, [laughter] there. >> We've got some energy." I mean we I can only like you take a horse to water but you can't make them drink it. Like they have like developed a platform that is like uh engages kids and gets them to go back in whether I ask them to or not. >> So >> and just oh >> I just wanted to add one more thing if you don't mind. >> Yeah. uh counselors too. >> And that is part of the schooling like talking to students like we have so many different options as you saw. So which one is most aligned to your interests and just trying so there's a lot of that kind of talk happening also counselors who are encouraging students to try it when they try it

036because of how engaging it is and the different methods that often they find success in it. Even students ever said, "I don't know. I don't know. College courses are right for me." You can see that many students are are thriving. >> Yeah. You know, you're giving all, you know, that's great. I I think that teachers deserve a lot of credit, but counselors do too. >> Yeah. And really the Yeah. I mean, the other side of it, too, is the programming. So, uh, one of I didn't share share it here. It might be in the report, but our junior class, 100% of the class has access to college level work either through their choice of taking AP US history, AP African-American studies, or American studies ECE. >> Um, so that's just unmatched in like, you know,

037in my experience talking and working with other districts. >> So, and it's done. American studies is just a such a cool opportunity for kids with a blend of um college level work in both social studies and English for a great population of students. And then those uh otherwise have the access to the AP course work, two different AP classes because you know of the AP African-American studies um and then an honors level English class um is also a choice in there too. So >> it's just like >> that's huge. We could we could do a bit of a history lesson because American studies came out of a pilot. >> Yeah. >> We wanted to integrate curriculum. I mean, if you could really think back many many years ago, we wanted to integrate. We wanted students

038because of our VOG at the time, our vision of the graduate, >> we were finding that we didn't have enough integrated uh subject area courses. And so we we felt like, oh, we could take a wall down, if you remember, [laughter] at FHS in a CLA between two classrooms, double the class size, have two teachers, one social studies, one uh English teacher have double the students and do this integrated coursework, and the board supported the pilot. And now today, it's a college credit bearing class. So you could just see how things evolve over time because of our focus on equal or actually equitable access. We have increased the number the percentage that is part of the equity framework that we said we should have no barriers to opportunity here. And so you see the impact

039of the board's decisionmaking at the school level. And sometimes yes it takes time to get there. This didn't happen overnight. This is many years of hard work on the part of many people including the board. But with that focus of these core documents that drive our work, we're constantly moving towards them. And we had seen that we had an opportunity gap. I mean, Erica, you and I talked about this at the last board meeting. It's often not about an achievement gap. It's an opportunity gap. Now we have students that had never take college credit bearing classes. They're taking them. That gives them an advantage when they apply for college which they didn't have before. So you know I do want to kind of >> bring it back to you know the infrastructure and the work

040of this board in getting us there. Uh which Kate recognized as she was uh doing her presentation. But, you know, Veronica and I could do a history lesson on this because it for me it like I just sit here and say, "Oh my gosh, I you know, you start something, you never know where it's going to go." But that American study was really that course was pivotal in ensuring 100% of our students now have access >> to a a credit college credit >> of success. no matter what a student does after, >> no matter what, if they choose to go or not, but they should have the choice to go to college. >> Um, but those are things that you need to have exposure to to get to that place, that confidence to say, well,

041I did it. I already have college credit. I could do this if I, you know, if I chose to >> do that. And one last thing I just want to say because I do have a senior in college and another parent we were just talking the other day is that while difficult and hard it was to take an AP class to know that they're actually could graduate now in December. >> Yes. >> Because of the credit they received taking the course is amazing and they're like oh my god I could just graduate now but we're going to stay for the senior fun [laughter] semester I didn't have to pay >> opportunity for potential college credit is for me the icing on the cake. It's what's much more impactful and important is what you're saying, Kathy,

042as far as >> simply the access to college level work >> is the predictor. The potential college credit is like an extra bonus. Um, so we support students in in obtaining that credit. A high percentage obtain the credit based on our success rates. Um but simply put the access uh the experience the expectations like developing that kind of student is for us like the greatest game changer for you know success after high school in all shapes and forms whatever a student wants to do. >> Thank you. I'm always a little nervous presenting so appreciate you all and >> thank you Kate. Have a great evening. >> You too. >> Thank you. >> All right. Next on the agenda, item C, strategic planning and accountability for continuous improvement, SDP 2526. So, in so many ways, what

043we just talked about this document every year is how we engage in this iterative improvement work. You'll probably see some of this in FHS's uh school development plan. this then next year in October you'll see the results and outcomes of the school development plan uh and the program development plan. So uh Veronica will uh do an overview of kind of the themes for this year and then what will be really nice is the book end at the very end of this section it will be the uh you know deeper learning updates and then the annual global citizen showcase. It's all just working together. I love it. [laughter] >> Um, thanks Kathy. Um, so as you can see, that's a very lengthy document in uh this week's agenda. Um, and you all received that full document,

044but um, this is really my opportunity to give you the Cliff's notes version of it. And Kathy's right. Just a couple of weeks ago, I was sharing the results and outcomes from the prior one. Um, I also want to again just echo what she was saying about how what you just heard from Kate is is that's the results and outcomes of this kind of planning. I mean the kind of planning was, you know, we want students to experience a rigorous uh course before they leave and that was several years ago. You go back and look at a previous um, you know, um, school development plan from the high school and you would see it there and you now you can see the results of that. So that is the sort of way that these um

045plans um you know impact what we do in schools. So um before I really get started into the what's you see up there, I just wanted to say four sort of big ideas about this um planning and and developing this document itself. So the first thing is we talk a lot about coherence and emergence. Um and so one of the things you'll find is that we're very coherent on some of these very big ideas, but in terms of emergence schools and how the schools um set out a plan to meet these big goals is very much up to them. So there's a lot. So you'll even though they'll be like the same themes, you could read through the school development plans and say, "Oh, the this school is sort of using this text or this

046anchor text to to get at it and they have these ideas for strategic actions. This school is trying to get at that same sort of idea, but they're doing it a different way." So you would see that in our school development plans that they're coherent, but there's also room for this emergence idea at each school. Um, the other thing I would say is all collaboratively developed. So, we started this like a long time ago back in the spring with the DLC. We started thinking about what makes sense as our next level of work. What are some of the ideas that are emerging that we really want to dig into next year? Um, and so we sort of develop that collaboratively. Then we sort of generate a very long list in each category. Um, and over

047the summer as we meet and we work on it, we say, "Okay, we can't take on everything." So we start weeding it out so we get to a more sort of simple version and and as we go it's like the simpler it gets the [laughter] more that we cross out and kind of say these are the bigger themes for the year. Um and then at the school so this is in that bucket of collaboratively developed. It's not only collaborative collaboratively developed by um administrators but then at the schools there's all kinds of processes to make sure that teachers um and students often are involved in uh collaboratively developing what the plan is for that year. Um the third theme is this idea and Kathy stole the word but um it's iterative. So we know that

048every year as part of our continuous improvement model we kind of get better. we find new experts that we can look at for the work that they're doing um and continue to improve. And we do that through looking at our results and outcomes through looking at um uh uh results and outcomes on surveys or focus groups that we hold all kinds of indicators that tell us um how close we're getting to the goals that we set out for ourselves. Um and then fourth and you see in every single bucket up there, but this idea of um the school development plan um we need to keep thinking about is for our students. Um and and it's not something that we like we do to students, but what we do with students. And so the more we

049um keep this idea of where's the student voice in each one of those three categories, um we feel that the better our plan is. So those are the four things that I would say just to know about the plan in general. Um the way it's laid out, it's always like the goal. Then it'll say how will we know? So those are the performance indicators which then we report on in results and outcomes and then very specific strategic actions for each one. So, and every school has the same categories, these culture and climate which is aligned to high trust, academic achievement which is high expectations for all. Um, and then teaching and learning which is high engagement. Um, and so really without a I mean I I think in each one I'll just point out one

050or two things I suppose. Um, you do see that two you do see two books there that we've read and we do a lot of reading as a DLC together. Um, we all read unreasonable hospitality and that really relates to our idea of exceptional care and service for all. And so, you know, we got some feedback from welcoming walkthroughs, which we've talked about in past meetings. Um, and so really addressing what did that what did that tell us about how, you know, what's the customer care and and the way that we want to make sure that everyone gets exceptional service in the Farmington public schools. Um I do also want to point out and this you will remember because um last time we were together it was at the high school and the students were

051really talking about um what they're doing at the high school for um this idea of the power of mattering. Um I don't know if you remember that presentation but um I just want to point out that this this subtle difference we talked a lot about um belonging and belonging is good but mattering is even like one step further than that. So belonging is like I um you know do I fit in? Am I accepted and fit into like this? There's like a group. Do I fit into it? Um and mattering which is what we're really after is that one step further like do I feel significant and valued by the group. So not just do I like fit in with like whatever like a social norm might be but do I matter because I might

052be different and do I matter to this community because all of us make one. So just even those subtle shifts and that's what I mean by it being iterative that at one time we would have thought belonging is what we're after after but as you read more and you think more you go no it's really this idea of mattering that we really care that all of these voices are you know uh in the mix you know so that that's kind of like some of the subtle differences there. So um in this one too the amplifying student voice shared ownership of the culture and climate with students. So continuing to partner with students in all different kinds of ways um to see to uh to see what you know how we partner with them for for

053improving culture and climate that it's not just something again that adults can do to students but what is it that we all do together. Um, in goal two, academic achievement. You might have heard some of these themes already through different um presentations that you we've had, but uh certainly universal design um uh which is UDL universal design for learning um is something that we're working on this year. Um maybe the one that's closest to that really is the presentation we saw at West District School about how all students can access curriculum and do hard work. Um and so that's the that's that power of high expectations. Um that all students have an entryway into rigorous thinking and rigorous work. Um and this idea of developing students learning power. So this learning to learn um is

054something we're really digging into. and um Zoretta Hammond took a sbatical for the past several years so that we could have this book called Rebuilding Students Learning Power, which we've purchased for all uh DLC members, and we'll soon be digging into that as a resource to help us with this goal number two. Um and goal number three, this is the yet again, this is the fun part, right? This is the deeper learning. Um, we've been talking a lot about powerful task design. And you've probably heard Eric at meetings talking about the work in the summer that he did on powerful task design and how that's really shaping our um, educator evaluation and professional development plans this year, which is our EPD plan, which you know all about, but many of the projects have been um,

055really um, influenced by that work. Um, and so um, that's what you'll see in you know in a lot of the plans and teaching and learning. So in in all these buckets, this is what you'll see in a lot of the school development plans. I do want to point out, of course, we are being so shaped by AI. Um so that's going to continue to be something that we continue to get smarter about, explore, what impact does that have on students. You'll see some curriculum um kinds of uh programming in the near future about what we're going to recommend for students on the studentf facing side. Right now, we're really doing a lot on, you know, just empowering teachers to know how to use it and what it's for a little bit with students, but

056more to come, much more to come on that um you know, as we as we get much better at what that means for education. Um so anyway, so that's a really quick overview of several hundred pages [laughter] um in your board packets, but again, as you're looking at those, just kind of knowing what the overall themes are and you know, how we develop those and think about our work. Um but you know is part of what makes being in Farmington a very exciting place to be a learner because we're always digging into you know new um resources. How does it apply to us trying things out? We have this idea of coherence and emergence um which means that we're you know always trying to take on these these uh you know interesting ideas and try

057them out in our classrooms. So that's the that's the overview. Any questions, comments? >> Thank you, Veronica. All right. Uh, next item, item D, professional appointments, resignations, and retirements. >> We have one appointment and one resignation in this report. Okay. Um, item E, deeper learning updates, expanded annual global showcase. Yeah, Veronica's like Kathy do intro. [laughter] >> We all have our >> She's already done the intro during >> I just want to give kudos to Veronica. We This is a document we've had for a few years now. And um although you poor Veronica must have heard countless times from me because I was anxious to get a copy, but she wanted to redesign it and so she has she did the hard work of redesigning it. this all comes from the schools, but then she

058made this document much more engaging and exciting by the redesign. So, I'll let her go over that with you. >> Um, yeah. So, actually, I just thought I just thought it would be really um nice if everyone could just take a pause, flip to one project that you think looks interesting, pause on that one, and kind of read over it. Um, and so I'll give you about a whole minute. I'm going to give you a whole minute to pick one and take a look at it. You can do it just by flipping open because anyone is a good one. So, as you're reading, just be prepared to share one thing with the person next to you about something you noticed. That's the only thing. And I'm not going to make you share it publicly, just

059with a person next to you. Okay. So, just with the person next to you, just call out one thing that you noticed about the the project or the page or anything that you want to call up. >> There's a lot of great things. >> It's hard to pick one. >> It's really pushing the students to do their best. >> It's just these This is >> like thinking who your audience is. What is a PhD, >> you know? >> Yes. >> So, it's even beyond >> it's beyond right. >> That's that's what >> and that's like the most powerful learning is that it's beyond what we even think. Like it just keeps growing. >> Yes. >> It's beyond just this. also like you're making a difference in the world. >> You know what I mean? Like

060this whole idea >> be someone who is a change makes a difference world better. You know what I mean? Like that >> to me a lot of the connections to the global citizens which I think really >> you like it. Yeah. >> I want it all in like a consistent voice, you know, in a consistent like format with the same kind of stuff so you know what you're looking at. >> It's almost >> Yeah. Okay. So, I'll just I'll stop you there. You probably had enough time to just like say one little thing about it. So, I don't know who is controlling who's controlling this. You are. You're doing a great job. I It was so seamless that I didn't know it was you. I was kind of controlling this. Um but could you just

061Could you just uh click because I do have like little boxes that come up. So, let's just start here. Here I'm just going to say so the first thing is you know coming up with a title saying what grade level that they're doing it. I did not know that there is an actual word for a the study of the relationship between flowers and their pollinators um is called anthicology. Who knew? That's an actual word. It's an [laughter] actual thing you can study. So an anthicologist is that person who uh studies that. Um click again. Um so then again I wanted a sort of coherent voice of like this learning experience what it is and sort of a similar number of sentences in each one of these um categories with the essential questions. So really bringing

062it back to what is the essential question that students are trying to um answer that are much bigger than usually you know that that one like this one like how can how can we be stewards of the pollinators? That's a big big essential question. Um, that's what we want students to really get out of these projects. Of course, there's pictures. Those don't get highlighted, but if you click again, um, wanted to really emphasize like the the learning you're doing is relevant today. It's not. And that's why we really named it instead of the vision of the global citizen. If you remember, here's another history lesson. It was changed to vision of the global citizen because you're a global citizen. Whether you're a kindergartener, whether you're a third grader, whether you're an 11th grader, you're a

063global citizen at any point. it's not like a tomorrow kind of thing. So really wanted to emphasize like the learning you're doing is relevant today. And then we really wanted to add again so that it's sort of fits in with you know what um J had told us um in our professional development with him and then what um you know uh uh Kate Martelli was talking about today like tomorrow like what are you thinking about for careers and I can't wait to see how like these careers over time change because of AI and all the technology and all the things that are happening. So these may still kind of look a little more traditional on the more traditional end, but I can imagine over time um that will that will change, you know. Um so

064you can see learning targets, so very specific smaller learning targets, but then of course this is all tied into our VOGC. So really just even though I it's you know Kathy and I had a conversation about because they're all all five of them. They're all they're always all five of the VOGC, but in order to make it sort of fit in the format and not overwhelm, it was always like what is it mostly? What is it mostly about? Um and then um tying in our VOGC also has the up there I'm learning to exhibit. It also has like um uh uh competencies um that are other than just the the the vision of the citizen, but has these words. So trying to p pull out what were the top words from what we're doing and

065then of course student quotes. Um so just taking what the student quotes are. So every page has a sort of that cohesive look to it and it would have all those same parts to it. So that's the idea there. Um I do think that um you know we could do uh I think that ultimately this will also be on a web I mean we have it on a web as sort of a flip book. Um, but I can foresee that as we have these, they'll become tiles on our website, so people can kind of sort through by grade or by subject to see them because every year, even though a couple of these might be like copies from other years, but over the years, these continue to evolve and change and we put new ones

066in. So, these are mostly new, there's only overlap by a couple of them. Um, so I can see over time having lots and lots of examples. And this again goes with that last category on our um school development plan of deeper learning and one of the ways we accomplish it. Um you know and just having the book itself is a great um celebration of the great work that teachers are doing. It it gives them you know like people want to submit to this and and put uh a sample project in here that they've been working on. So it's a point of pride to to get you know the the the work that um teachers and students are doing into this sort of publication. So, um hopefully that's a little taste. We also make we also

067make these >> preschool playscape on the front. >> Yeah. And then >> and then um we also make um more of these like professionally printed and put them around town. We put them in like doctor's offices so when people are at doctor's offices they can pick it up and read it and um put them at the library and put them in lots of different places. So, we should give them some real estate agents. [laughter] Move to Farmington. [clears throat] >> Any uh questions, comments? >> Yeah, I have a question. Um about how many years now have you guys been working on this vision of a global citizen? Would you say like how did it revolve? I I get a lot of questions with that like how did it all start? And I'm like it's been

068a while. I know that you when Kim was here and like where kind of did it begin and how did it you don't mind asking I know it's been a while favorite history lessons a bit of a history of when I arrived so when I arrived that the goals for the board had not been renewed so they were already finished the five-year goals you know you always approve five-year goals and so I came in in 2009 and They probably should have been done potentially in in 2005. Uh they weren't yet updated. So that was my first charge from the board was to create new five-year goals. And in the past they were content level goals. They were reading, writing, math, science, social studies. And that was a time where we were really like beginning to

069understand that our students were going to be entering a world where content knowledge is very important. But those those 21st century uh you know thinking and learning skills were going to were were an area that we had not yet explored in Farmington and they were potentially an area that could be holding our students back if we didn't push on those thinking and learning skills. So, we went out to the community and we asked the community, what do you want your stu your children to know and be able to do uh by the time they graduate Farmington High School? And that's how the first vision of the graduate was created by a community kind of going out talking to community members, talking to students, talking to the board and figuring out what like in Farmington, what's

070most important to us. And then we knew that you couldn't do a vision of the graduate without changing the instructional uh design. You if you kept doing teacher centered type of teaching and learning, how could students know like how could they actually attain critical thinking and reasoning and communication and collaboration those you know those self-direction and resourcefulness were that was the vision of the graduate. So at the same parallel time we had a group of teachers creating a new instructional design from brain research. We looked at how the brain learns and that's how we created the framework for teaching and learning. So then we had both and I remember Kim bringing it to me and I said well that's this is all about what teachers should be doing. What should students be doing in this

071framework for teaching and learning? So we have two sides. If you're really going to amplify a student voice, you have to have a student side of a framework. What do they do in instruction? So, uniquely in Farmington, we have an instructional model that is equally student and teacher uh to amplify uh student voice. And then, you know, we just worked really hard on this iterative work. It's the same design, school development plans, program development plans. And then along the way, you know, periodically we change our theory of action because we learn new things and we change that. But these core documents, our vision of the graduate, our core beliefs, our uh framework for teaching and learning, they all stayed the same for a decade. So from 2010 to 2020 was our vision of the graduate,

072our framework for teaching and learning, our core beliefs, and this theory of action that periodically changed as we learned something new. because your core documents stay the same. You kind of have to change your theory of action every so often. And then 10 years, the board was great. They gave us 10 years. And I wanted to say earlier, a lot of this is go slow to go fast. >> You go slow at the beginning and you learn and you are patient and then it starts to go pretty fast. Like we're in a fast moment right now. things are like coming together and really it's like oh we have this and we have this and look at the scores and look you know things are going fast because we took the time. So then in 2020

073what a lovely time [laughter] to start a new set of goals. It was really interesting to do that. But Veronica she very similar process. She curated all of these documents about the future. What's 2030 going to look like? what are the jobs going to be? What are the problems going to be globally? And so she curated all of this and went on the road went to every te you know all the schools had parent nights and then we created our new vision of the global citizen that is 2010 to 20 I'm sorry 2020 to 2030 so another decade when I tell people this history because we present a lot they all go your board of education [laughter] 10 years you know and I was like yes because the first five you're really learning with these

074new and especially for us 2020 was so hard and 2021 and 20 we so but then when you really start moving you're we're reading these books we're engaged in professional development we're asking outside experts we this iterative work starts to really shape get shaped and you start to you know see it all come together which we saw in the first 10 years with v the VOG and now we're seeing with the VG but that's Thank you. That is [laughter] so impressive and I have to say this is like a testament to legacy. Thank you for that. Um and then awesome work with everybody. >> I get asked that all the time and I'm like it's been a while but let me get the real history. >> But you know our influence is pretty significant. NAS

075now requires a VOG. >> They came to our NAS visit and we I think we really convinced them like >> that's great. Wow, this really comes together when you have a vision that is student centered and about those thinking and learning skills and not just about subject area content but you know both of those things coming together. So you know Farmington always has a lot of influence throughout the state and then you know beyond too and >> always a step ahead. >> Yeah, >> you should be very proud. >> Yeah and this it's a great I mean it's what Kate said it's a team effort. We are based this whole our whole structure is based in teams and that's what makes the work keep moving and so you know I never worry about the work

076continuing >> so hard for you to leave [laughter] work. Yeah, but it's it's definitely got all the you know the structures, the routines are in place. So, you just >> you kind of keep going with it and you give people permission to try things, you know, just try it. >> Maybe it'll work, you know, and Yeah. So, it's pretty pretty exciting. But thank you for asking the question. That was fun to go back and >> this book is great. [laughter] >> This book is great. Love it. >> Yeah. Uh, next item. Item 7A, budget impact, budget update. >> Jan loves following. >> I [laughter] know. I mean, TEACHING AND LEARNING. I'LL TALK ABOUT BUDGET IMPACT. [laughter] >> SO, UM, >> YEAH. BOY, that just [laughter] take a deep breath. >> Yeah. learning target. >> Yes.

077Yes. >> Yeah. Absolutely. >> Uh you know, right now, you know, budget event, we'll talk about the, you know, the budget planning um as one of the next agenda items, but right now we're still, you know, obviously um uh you know, moving through. We're still, you know, pretty early on. Everything is on track. Everything is looking, you know, really good. Uh you know, this is the kind of the time of year where we start moving from um projections to actuals. you know, you kind of like, okay, this is where we're on pace to, but now we start seeing, you know, what those utility bills are, the transportation, all those costs and saying, okay, yeah, we're on track or, oh, we're we're a little bit we need to make some adjustments and going from there. But,

078but overall, everything as we as we go from projections to actuals, things are looking really uh good. Uh, we are close to finishing our annual audit. Um, we have that, you know, each year and doing that. And usually at the end of the year, they'll make a few recommendations, but uh I know Beth Haber's worked really hard on on kind of cleaning up that process. Let's make to sure that uh everything is is in a good place there. Um, once again, not as as exciting as VOGC, but you know, we did um, you know, as we as we look for our our facilities operations, we had three vehicles that we just weren't utilizing as much anymore, especially from a couple years back when we moved to having the two spare drivers to those being like

079floating custodians and and moving most of our transportation needs right to specialty. So, uh, we put those on it's a site called Gov Deals where it's like an auction site, um, for for things. And so, uh, between the the three vehicles, uh, we netted about $30,000, um, in that, which will then go into the capital budget for vehicles. And so, some of that money we've already used to, uh, get the high school. It's on order, a new, uh, transit van. Um, most of the like the suburbans that they drive hold maybe about six kids. This one will hold like nine students. So it gives some opportunities for like school counseling when they go on those school career um pieces that like when Steve Nesco came and did the presentation they can go uh special services

080transportation services sorry transition services uh we'll use that for job site job coaching type things and then the alt school also uses that for for transportation so they use um yeah so hopefully having a little bit larger van gives them a little bit more flexibility sometimes instead of having to take two of vehicles now they can just do one so hopefully it'll save a little bit there as well. Um, so we that project is is uh kind of working on completion and then uh in a little bit we'll talk about the 2627 budget planning because it's Groundhog's Day and we do it all over again and and get ourselves ready for for the following year. >> Uh, I don't have any questions or >> uh next item on the agenda, item eight, new business. Uh

081A is review of the 2026 2027 board of education meeting schedule and uh this is a first reading. So you uh will vote for a second reading at the next board meeting and this is something you need before January to have approved. So we always bring it to you at this time of year. >> Any comments? Okay. Can I have a motion to approve the 2026 2027 board of education meeting schedule as presented? >> Motion. >> Second. >> All those in favor? >> I opposed. Okay. Motion carries. >> Have one request. One of those days falls on my birthday. So, if we could have some sort of celebration, that would be great. >> Pizza. Cookies. >> Cookies. Maybe Nian could come back for a >> back work. A visit. >> Duly noted. [laughter] Are you

082going to tell us which one it is? >> Nope. [laughter] >> We'll just bring them to every meeting. >> Now, your birthday. >> Okay. Um, so next item is item B, 2026 2027 school district budget development guidelines priorities timeline. Uh so what you'll see is um in the packet the 2026 27 budget manual um that was given out to all the building uh building district leaders for our um budget development. Um you'll see you know the beginning obviously has uh you know kind of our guiding principles core documents and you know once again and the goal every year is we want to build a budget that's going to meet the needs of all of our students um and maintain you know our status as one of the leading school districts really not just in the

083state but in the entire country and at the same time continue to be fiscally responsible to the taxpayers right and finding that balance is is always the inherent challenge that we begin with and and kind of work through. Um and so you'll uh in like I said the packet you'll see some of the dates that are in there. Uh and just kind of a quick overview, you'll see that you know we start that with really looking at our past budgets and seeing you know how did we do last year and see where are some places that we think we can create some efficiencies and um you know last year for example there's you know we were able we were fortunate to see the uh working with one digital to see the retirey drug benefit that

084netted us about a million dollars in savings and on and in the health insurance which was obviously substantial but then there's even some smaller ones where we looked at um the facilities was using a software called school dude for um ticket items and then technology was using another one there and we said well can't one of them do both of them and we looked and I we could and so we were able to consolidate and put everything on and now no longer have to renew uh uh school dude and so once again that netted a few thousand dollars and things so always constantly looking for where are those opportunities whether it's big or small to to to be able to to uh you know create those efficiencies and be able to be able to have

085more money uh for the other things that that we need as higher priorities. Uh we're meeting with building leaders about staffing, instructional supplies and and so on. Uh we're you know reviewing with you know Sam, Matt and and even the building principles about major projects and capital projects and taking a look at that. Uh and then looking around you know we also kind of for forecasting we have our consumer price index which currently is floating around 3%. So we kind of you know to do that to kind of build our forecast and so then you know slowly start putting that where we'll start presenting to you uh and you know kind of those final final numbers in there. So um you know that's a macro level um you know overview. I don't know if there's

086any questions uh be happy to answer questions comments. Oh, right. Can I have a motion um to approve the 2026 2027 school district budget development guidelines as presented? >> Motion. >> Second. >> All those in favor? >> I >> opposed. Okay. Motion carries. >> All right. Next item on the agenda, item C, policy updates. So want to begin by thanking the policy committee. These are there many policy updates. I if you go to the next slide, I'm going to try to give you an overview of each one and why they've been updated. So if you see the first group, you could see that there many different series implicated here. And usually we do them in order, but after having the policy committee, I thought maybe I should put them together because they're for the all

087the same reason. Um, and you can see some of those reasons up here. We had public act 25139. They added a protected class, sexual assault victims and human trafficking victims. So the policies, many of these policies are implicated because of this additional protected class here in Connecticut. Uh, a change of location. So there's a mix of federal and state in all of these policies. Uh we had a change of location of the US Department of Education's Office of Civil Rights, which implicates several of these policies. Uh change uh changes the appeal timeline involving superintendent or a member of the board as the same timeline for other respondents. And that this is f that's a federal um one for title N. uh 2025 federal district court in Kentucky revert reverted back to the 2020 title nine.

088We remember that from last year and the policy that we approved but now Shipman and Goodwin have completed all the policies that have implications with title 9. use of a third-party uh contractor for investigations or decision maker, removal of uh some wording and and the policies, adding distinctions between state and federal law and some technical changes. So, that's we spent a lot of time in policy going through them and me repeating each I figured it out. I said, "Let's just put them all together." Um, student discipline Connecticut statute section 10-222AA changes the school climate requirements. You remember we approved that policy before the end of last year. And so now this implicates school discipline. There's a new definition of bullying and challenging behaviors. So that uh those are changes there. Then public act 25139 again

089this protected class changes new requirements for suspensions and expulsions regarding homelessness and students with IEPs and some legal citations have changed. We go to the next slide. Uh 3170 board budget procedures line item transfers. As you remember we now have a non-lapsing account. Public Act 2593 requires an annual report of the non-lapsing account. And to submit the report to both the CSDE and the exclusive bargaining rep in the district within 30 days of adopting the board's budget, each local board of ed must notify the exclusive bargaining rep for certified employees establishment of the account and the intended uses for the funds for the next fiscal year. You'll see all of this obviously before it goes to anyone. Um, but that's uh another feature of the non-lapsing account that wasn't there before. Uh 4150 FMLA effective

09010125 public act 25174 made some significant changes to two state laws. Connecticut Family and Medical Leave Act and the Connecticut Paid Family and Medical Leave Extending coverage to public school employees who do not require a license under Chapter 166 of the Connecticut General Statutes, which would be the non-certified uh staffing uh not certified staffing. uh 4118.51 4118.51A clarifies legal guidelines to regulate certain forms of employee speech in the context of social media. 4120 reports of success um suspected abuse and neglect of children or reports of sexual assault of students by school employees. Public Act 24-41 authorizes a board employee to conduct a preliminary inquiry to determine if reasonable cause exists to make a report of suspected child abuse or neglect. Uh and there's some updated mandated reporter training and there's a change to the terminology

091and the new uh school climate uh legislation to school climate specialist. So they've made that technical change. Uh in the past when we had the when that was a report that had to be made, we could not investigate at all which at times was frustrating. You know, you you hear something or and you have to immediately call DCF without any preliminary investigation when it came to that type of reporting. So uh this allows for preliminary investigation. Okay. 5125 FURPA. At the year at the age of 18 years old, a student becomes an eligible student under FURPA. And this policy now clarifies that FURPA permits but does not require schools to disclose educational records to parents of eligible students without the students consent if parent claims the student uh a dependent under section 152 of Internal

092Revenue Code. So your child turns 18. If you wanted records, we would have to ask your child for that, but this just clarifies that for us that um not that it's were required, but we could. Uh 5145.4 child sex abuse and assault response and reporting. There's some technical edits and then a change of the safe school climate specialist to the school climate specialist. 6155 curricular exemptions. uh state law has is unchanged. There are certain reasons that uh families can opt out of and they're very specific. But then there was a US Supreme Court ruling in Maryland. Uh school official must now consider parent requests for uh ex excusal from instruction when they claim that instruction in certain topic burdens their religious upbringing of their children. uh 6210 parental access to instructional material beginning in 2627

093not this year next year Kim sorry Veronica and Eric have some time the board of ed shall post the objectives and scope and sequence of all approved curriculum on the website uh 5141.21 21 administration of student medications in schools. There is now addition of nasal spray to medical equipment used in schools. That includes all the revisions to model policies. >> Questions? >> Just are you able to send that portion of the deck out? >> Yes. for folks that aren't here today just so we can reference it when we read through it again because it was a lot of redlinining and I think that table helps >> summarize and kind of put it together. >> I appreciate that. >> I will do that. >> Yeah, my question was if this is just the first read so

094that means we're allowing them to move forward to have further discussion, review and so forth just because yeah I'll save my comments for the second Um, do do you have like questions about it or like needing more information? >> Not information, more statements. >> Okay. Yeah. >> Um, all right. So, [laughter] >> we'll wait. >> I need it in front of me. Um, I need a motion to approve the policy updates listed below for first reading. uh 1220 and 122A non-discrimination com community 4118 and 4118A non-discrimination personnel 4118.1 and 4118.1A prohibition of sex discrimination including sex-based harassment personnel 5146 and 5146A non-discrimination students 5145.5 5 and 5145.5A prohibition of sex discrimination including sexbased harassment students 5131 and 5131A student discipline board budget procedure and line item transfers 4150 FMLA family and medical leave 4120 reports

095of suspected abuse or neglect of children or reports of sexual assault of students by school employees. 4118.51 and 4118.51A social networking. 5125 FURPA confidentiality and access to records. 5145.4 child sex abuse or assault response and reporting. 6155 Curricular Exemption. 6210 Parental Access to Instructional Material 5141.21 Administration of Student Medications in School. >> Motion. >> Second. >> All those in favor? >> I I >> opposed abstensions. Okay. Motion carries. So, could I bring this up right now? >> What's that? >> What I this at this point Um, >> or does it have to be later? >> Either. >> Okay, >> you could talk about Yeah. Well, just because we have um we're on policy updates right now and before we move on to policy repeals, I just given the public comment that we've had over the

096past few meetings um about Eid and the calendar, I just wanted to ask the board um if we have consensus about asking the superintendent to work with the uh policy committee to determine the impact of Eid um to the calendar policy. So, I just wanted to know if we have consensus and I could ask the superintendent to work with policy and as you know the policy or the uh calendar is approved in the first and second meeting in January. So any kind of study of it or look at it would probably be best looked at now through the policy committee and the I think it's 611 I some right calendar policy and 6111A um it probably would be a good thing for the policy committee to meet and just discuss it and then at least

097have some information to come back to the board with. >> Okay. >> Absolutely. because it's gonna be fast in January. So, just being prepared, you know. >> Is is everybody okay with that? >> Yes. >> I don't think it's okay to add that. >> Would all sometimes they don't understand that we've already approved a calendar out. So, that's why there's no changes, but now there could be. >> Yeah. >> Or a discussion. So, thank you for that because I think a lot of people asked that but not realizing we've already approved. Was it was it three years the last time? >> Yeah. because the next board is going to be getting the first reading in January and there's been no discussion about this. So that's why I wanted to bring it up in >> we're

098in policy updates right now. So >> I will say that over the last couple meetings we've gotten quite an education >> and I think that's been incredibly helpful. >> Yeah. So just a question for clarification then. So the policy committee would meet prior to January >> review come back and so then that way >> Yes. and then come back to the board. So that you're you're not asking after the first reading for them to do that, but prior to the first reading that would give uh I believe with the policy committee's help the superintendent maybe giving two versions >> of the pol of the calendars to show and then just what discussion did we have? But it would give I think the superintendent the ability to do that in the first reading rather than waiting

099for the second reading um you know to bring that forward. I think it just would be a smoother process in that way. >> So sorry another point of clarification though that that so the what you just described would be information that would be given to the new board members. >> Yes. >> Yeah. >> Because Okay. >> Right. So a lot of level setting >> a lot for the >> a lot of level setting a lot of learning >> which would be hard to do that within a two meetings that are two weeks apart. You we want to be thoughtful. We want to >> you know kind of take in all of it and it >> it's it would be I think difficult because our regulations are very clear how to create the calendar. It does

100not give us as administrators flexibility to just do anything. But if the policy committee directed us uh to or at the next board meeting, you know, we discuss it and we say, "Listen, it's really important to bring two versions forward and the regulations can change if the board chooses to have them change pretty quickly, but at least you'd have both versions. There'd be a report out, you know, on the discussion. It just seems to me that it it would be important to do that now rather than waiting and then it be too the timeline would be too too tight. >> Help with the transition for sure. >> Yeah. Just my I guess my concern is around um how much level setting there would need to be for a new board in the sense of because

101we've been hearing so much of this. So I think that the tools that you that are developed to uh contextualize the amount of feedback or amount of public you know comments that have been made and the pros uh towards this is is going to be very critical how that's um >> conveyed to the new board members because it's >> yeah that's a good point. We might want to bring it forward with some sort of summary summary history. >> Yes. >> Yeah. for context, >> you know, laying out those dates in the future. >> So, the two two versions. >> Yeah, I think of that as the data, but then >> Yeah. Well, but I'm also Oh, sorry to interrupt, but I'm also talking about in the communication tool or the level eight. I like to

102use the word level setting, but in the level setting tool to even uh put um in there uh some information around the number, you know, like I know for me today, I think I heard 16 people just in this meeting alone. You know, there's impact to that for however way you're going to lean, but there is impact to be able to represent the voices just like we talk so much about representing the voices of our students. And, you know, we have a saying in my work, you know, nothing without, you know, without us with, you know, nothing for us without us when we talk about our young people. And so I would say that that similar philosophy applies to the number of community members that have come forward to this board of ed meeting board

103of ed meetings in the past several months. So I think it's very we owe it to them also to be able to not just like level set about sort of how many districts in Connecticut and the the two options of calendars and so forth or whatever that may be and the impact of that but also the voices that we've heard throughout the several months of uh the community residents students and be able to convey that um as clear as possible. Yeah. And bring that forward and whatever communication tools used. >> Yes. And I I I think it's important to know what we've used in the past. Uh the regulation guideline I think was a nice outlook of what's >> federal law, what we have to do versus it's enough that we're trying to do just

104one thing that's not true. So I think bringing that back up is a great tool for us and it was great in the past. And then also just really looking at the whole picture because remember the more we add calendar days the impact of air conditioning all that which we've discussed before like going to school longer um means hotter days means no air conditioning in some schools. So it's just a huge impact on everything looking at the whole picture. >> Great. All right. So the next item D, policy repeals, first reading. So I want to be really clear that this does not at all reflect that we would not be doing these things. Of course we would. There are laws associated with each of these policies. They're just not mandated policies. And >> laws shift

105and uh because they're not mandated policies, uh Shipman and Goodwin does not update them. So they're very outdated. These three policies as are some of our other policies are very outdated which requires a lot of updates from shipment which can be very costly and then especially with special education requirements things shift uh if you saw the last legislative session things shift dramatically and we are going to follow state and federal law. So, Shipman and Goodwin has uh you know recommended that these three be repealed by the board because uh they are not going to keep up with them. They are not going to make uh modifications as things change and so they'd be outdated and we really don't want outdated policies. Uh but that, you know, that's why we did our policy project. We had

106several outdated policies and we've been in the process of repealing and kind of cleaning up our policy book over time. Part of that is that emphasis of policy becomes in conflict with federal law that little bit of that challenge in there. So instead, >> you know, in shaw Any questions, comments? Okay. So, can I have a motion to approve the policy repeals listed below for first reading? 6171 special education 6173 Homebound Instruction 62000 continuing education. >> Motion. >> Second. >> All those in favor? I >> opposed abstensions. Okay, motion passes. Um, next item E, adoption of new policy. First reading. So, um, if Yep. 6215, library collection development and maintenance, library displays, and programs and library material review and reconsideration. This is a new policy under Connecticut state law. Section 321 of public act 25168

107requires boards of ed to adopt three policies related to school libraries. Shipman and Goodwin has created one policy that covers all three. So the first is a library collection development and maintenance policy. Uh the second is a library display and program policy and the third is a library material review and reconsideration policy governing school library materials, displays and programming. So that this is again one policy with all three requirements within it. Questions. Okay. Can I have a motion to approve the adoption of the a of the policy listed below for first reading 6215 Library collection development and maintenance library displays and programs and library material review and reconsideration. >> Motion >> second. >> All those in favor? >> I >> opposed extension. Motion carries. All right. So, next item. Where are we? Okay. Item F,

108approval of an early release day for Tuesday, December 23rd, 2025. >> So, we have a unique calendar. [laughter] >> Yeah. >> That a full day on the 23rd might be challenging. Um so you know when we look at as you know the policy regulations do not allow for an early release the day before the winter break but in certain circumstances as we look at this year this would be advisable. So there are times where I can make those decisions because they're urgent uh decisions that have to be made. In this case we're having a board meeting tonight. So, I figured this really is an opportunity for the board to take action on this item. You'll have a lot of cheers [laughter] in the school district community tomorrow. Um, but it it is problematic to have

109a full day, you know, the day before uh the winter break. So, uh in this case, sometimes the winter, you know, we're leaving on the 21st, >> we can have a full day. This is just very unique for us to have this situation. >> Actually, I was looking at the calendar. I think we were the only district that had a full day. So, I was like, "Oh, wow." And then when I saw that, I was like, "Oh, yeah. It makes sense." [laughter] >> We teachers are talking, >> you know, we we do have full days before many vac, you know, has been our tradition of our focus on instructional hours. In this case, I think we can um modify it. I know you're going to be a bad guy if you vote no in this

110house. [laughter] >> So, can I have a motion to approve Tuesday, December 23rd, 2025 as an early release day prior to the winter break? >> Motion. >> Second. >> All those in favor? >> I opposed. Motion carries. Um, all right. Next item. Item nine, consideration of assistant superintendent of finance and operations report a approval of the September 2025 financial statement report. >> As I mentioned at the budget impact update, uh you know, things are trending really well and moving along with the budget. Um, and so, you know, there's nothing, you know, you know, I always try to find something maybe to highlight uh along certain lines, but really it's it's, you know, early on in there based on projections and different pieces, but uh, you know, we're moving along spending the the grant funding, all

111the grant funding at this point, um, has, you know, continued to come. We haven't been impacted anywhere by federal shutdowns or any of the other pieces. um you know some of the allocations may have been changed slightly here and there but you know nothing uh material in in that regards um and then like I said overall just um doing well on track you'll see right now you know obviously everything is a projected a projected final balance uh that's still pretty high and that's going to be buoyed like I said throughout the year from those three kindergarten teachers that we didn't deploy you know that didn't utilize because of the enrollment numbers being there and so that's uh we're hoping that maintains to stay kind of as healthy and that there aren't or other things, uh,

112unexpected capital expenses, uh, special services, special education, transportation type things that would maybe impact on that a little bit. But, um, right now by the end of at the end of September, uh, things are moving along, uh, very well. If anybody has any questions or >> just question, you mentioned transportation. Um, we haven't really talked about that in a while. Um, I would assume there's a reason for that. >> I can you confirm? >> I I'd like to confirm that's a reason. Sometimes I, you know, it's like we don't talk about Bruno and you know I kind of [laughter] you know um but it was uh I wouldn't lie if I didn't say how many board meetings can we go where we didn't talk about transportation. I'm going take that really good sign and I

113hope that tomorrow something doesn't go off the rail [laughter] and uh but no like I said it's uh you know much as you'll you know hear kind of my really uh a good team effort you know a lot of effort uh on specialty um you know kind of working some doing some changes that we talked about as as that that we asked there um you know I I'd be remiss if I didn't give Matt Ross a tremendous amount of credit um for a lot of the kind of day-to-day logistical things that are there and so really just kind of a group effort on everybody's part. You know, you've been with, you know, Beth Habber Dondriggs working with them on the um you know, the billing and you know, the and that's other part of that.

114You know, you don't um I I don't think we can appreciate the the change and have not been here, but at least hearing stories. I think just the the transparency kind of with billing and and the the finances has has really been uh uh you know, I think tremendous um and and super helpful and we appreciate that partnership that specialty has has kind of provided. So, So, we're feeling good. Um, we hope it stays that way. Like I said, since, you know, we haven't heard any public comments. [laughter] We haven't had you guys have. So, I'm I'm going to take those as positive signs and and we're going to But at the same time, we're going to keep working and and seeing what we can do to kind of make sure it stays that way

115and stays to the level that Farmington deserves. >> Thanks to everybody involved. Seriously, huge turnaround. >> Huge. Good. I will I I will say I mean knock on wood like you're saying you know it's been so consistent that I'm like to my boys hurry up you gota you know I feel like it's it's they've been arriving like literally minute here minute there yeah it's just been >> and like I know >> and that's a part you know not you know wanting everybody to be held accountable there you know but I remember last year you always talking about uh it's true to form when you talk about change management and talk about the implementation dip, right? And and you know, obviously we didn't want that drop to be as steep as it was coming down and

116you never want it to take that long to get back up, right? Um but uh you know, like you said, you know, we were able to kind of, you know, kind of work through that um and and you know, put it in a positive direction and let's hope it just keeps, you know, keeps going up and moving up in a positive direction. >> I ran into Mike Turner at Flag Football [laughter] one one Sunday. Oh, >> a couple of weeks ago. So, I was able to to thank him personally for >> Yeah. And and just to add part of the next level of work when we talk about that, I mean, obviously buses running time and that consistency, but now it's really, you know, um, you know, we know specialty works with Avon and and

117is really for us working with uh, you know, Wendy as well to see are there opportunities in and specialized transportation where hey, you're sending this student to this school and so we're sending that student to that school. Can we find some efficiencies where we take one bus and do it and then now split the costs, >> right? And so where are some things that that are there? Uh, you know, and obviously there's some certain challenges with that that piece of it, but that's kind of that next level of work where we can see how do we become even uh uh you know, more efficient with with with the things without losing any quality of service. >> Great. >> Thanks, Steph. >> All right. So, can I have a motion to approve the September 2025 financial

118statement reports as presented? >> Motion. >> Second. >> All those in favor? >> I opposed extensions. Motion carries. All right. So, we are on to 10 report of committee chairs. Uh, personnel negotiations. That's me. Um the only update I have is that the security monitors um are going to be uh negotiating um because they're planning on joining F FPSU. >> Yeah. So security miners uh petitioned and will be uh transitioning to become members of the FPSCU along with you know pair of administrative assistants and custodians. All right. Uh the policy Beth, >> um nothing new to report. >> Did a lot of work last week. >> All right. >> Uh curriculum is made. We had a meeting on uh October 27th. Um and really most of it has already been presented to the board. Um

119>> Eric gave us uh a recap of this summer learning institute. Um, and then we had a pre preview of the school uh program development plans and then also a preview of the legislative and policy updates as it applies to curriculum which we had in our board packet. >> Um, communications pup nothing to report meeting >> for the winter newsletter. I think I think we did a doodle bolt didn't remember >> it came at the same time as communic as policy so I'm sorry so yes you have right I figured it was about that time of year but >> it is about that time so we already started just putting some things that have happened that we feel like these are front page items and then we integrate our deeper learning updates uh in there

120this will be featured I'm sure no um but we'll be meeting to talk about that. >> All right. Um item 11, report of committee leaison. Correct. Leaison bill is not here. Uh B, extended learning opportunities. Sylvia, >> nothing to report. >> Okay. Um C, superintendent's intercolastic athletic advisory committee. There is a meeting on December 9th. Um D. the uh Farmington Public School Foundation. James, >> nothing to report. >> Uh Angela's not here for the health and wellness. Uh F Cafeteria Advisory, Nate Dean, >> going to have some snacks on December 8th. >> Um G Green Efforts. Marty. >> All right. Erica H. Community Council for Equity and Inclusion. >> Nothing to report. Uh I FHS building committee Beth >> um nothing new to report. We haven't met since our last board meeting. Um but we

121meet again this Wednesday >> via Zoom. >> Okay. Just ask a quick question. What are they doing out here in the building? >> I was just so I I can I can give you a quick a couple updates there. Um, one what you're seeing the construction there was uh recognizing in the design that while they do have handicap accessible parking both in the front and the back since this is our main entrance to the community for the community for you know continuing ed for athletic events for you know anything in the auditorium you know the fall play there that we received some you know feedback early on in the opening that um you know any members who had access the handicap parking. It was it was very challenging for them to park kind of over

122there because those parts of the building weren't open. >> Um and so looking at that design, they reconfigured that area so it going to put some handicap parking spots there >> to allow for more accessibility for community school events which impact the sidewalks in there. So So there was kind of a redesign. So the the building committee uh reviewed that and then approved a change in that. Um the other one that you guys might be hearing about that we're continuing to work on is um the the smell that you sometimes hear about in the auto shop area and a couple other places they're continuing to do. Uh it is you know we talk about vision of the global citizen and like you know the scientific process and like hypothesis test hypothesis and try it. I've

123never seen so many hypothesises tried on a problem, tested, failed, and then back. And and you're talking about lots of experts across, you know, uh HVAC systems and environmental systems and and everything. Um and so >> I definitely think it's a deeper learning unit that does start working on >> integrated unit and steady. >> Yeah, this is going to be this is going to be the thing. So, um, you know, the latest was this weekend they did what's called a smoke test, uh, which is basically what you would think it is. It's kind of taking smoke and putting it through, uh, various kind of the the piping things to make sure that it's going all the way through so there's not either blockage or there's not a leak somewhere. So, if all of a sudden

124smoke comes out of some other place and there's, you know, leak where now potentially either some, you know, smells or fumes might be be coming out. So, uh, my my initial, uh, initial, uh, information on that was it did not really provide anything like, um, I don't want to say informative, but there there wasn't an aha moment from that smoke test kind of there. Uh, but once again, all information is is used to kind of continue to say, okay, let's >> check that box off and and continue work. So, so they are continuing to work on on on that. Um and and you know like I said uh I think uh everyone uh you know probably to the level of I would say you know last year with transportation there's a level you know like

125we're going to keep working and keep focusing but there's at the equal time this level of frustration because we want to get it right for the students. We want them to be able to access there. We want everybody to have a good environment for learning. Um but it's not through any lack of of uh due diligence on on really the you know all the members of this where we meet regularly and say okay what did we learn? what do we want, you know, how are we, you know, extending stacks up on the roof. You know, I've been up on the roof taking a look you, you know, all all sorts of things. But so, um, you know, if you do hear anybody, we are continuing to work on that and and and we will until

126we we get the the right answer and get a solution held. I would assume >> so classes have been kind of I would say held like, you know, uh, intermittently. You know, there's some times where, you know, when it when it's there, they're just they're just not in there. It's just it's too difficult, you know. I think >> Yeah. I mean, yeah. And I've been in there a couple times. You know, every time it gets recorded, we'll try to go there. Um, you know, and the trick is it would almost be better if it was consistent in the, you know, I'm saying it's so intermittent and that's what makes it tricky because, you know, we've thought, okay, is it when it rains? Is it when the wind is a certain direction? Is it when, you

127know, we, you know, we've tried tracking it. Okay, is the wind going from a south direct? Is that, you know, like, and there really just hasn't been a discernable pattern to really allow us to kind of isolate there. So, uh, you know, unfortunately for that that some of the curriculum has probably been impacted, uh, from from kind of loss of time in there, but the teachers really done a wonderful job of getting creative and finding other ways to still make sure that the lessons are meaningful and and they're they're they're, you know, trying to maximize the experience to the best they can with with uh, the challenges that they're facing. Um Jay, superintendent search committee. I don't I don't have an update, but I just wanted to say >> if you haven't um responded, Mary

128sent out um >> a sur it's like a three question survey just um to reflect on our superintendent >> search committee. She had asked me to remind everybody. So >> I totally Um, and if you need the link or anything, let me know. >> All right. Um, item 12, report of board chair. Uh, so first, uh, Bill, uh, sends his apologies for not being here tonight. He had a dental procedure, so not feeling well. Um I um I just want to say I had the opportunity on Saturday to attend um the FHS uh theater department's performance of You Can't Take It With You. And I just wanted to give a huge shout out to all the actors, um the stage crew, everyone behind the scenes. They really did a spectacular job. And if you um

129haven't seen one of their performances, I mean, it's it definitely it's worth worth it. Um, I wanted to congratulate Bill and Naen on being elected to the town council. I wish you both the very best as you begin the next chapter of service to our community. >> Thank you. >> Um, I also want to congratulate uh our newly elected board of education members. I know there's one here in the uh audience. Uh we look forward to welcoming you in January and partnering together as we continue the important work of supporting our students, our schools, and our community. Um the next and last board meeting of this term is December 8th at Union School. Um and then lastly, I just want to wish everyone a safe and restful and happy Thanksgiving. Enjoy the extended weekend. Um,

130you know, I hope everybody gets a chance to rest and recharge and spend some time with their family and friends. >> Yeah. All right. And with that, um, motion to adjurnn. >> Motion. >> Second. >> All those in favor? >> I. >> Okay. We are adjourned at 9:46. >> [music]