Amity Board of Education Regular Meeting - May 11, 2026

001members, staff and guests to respect the business and nature of our meeting. Comments may be made only when recognized and applaud applause is appropriate only in recognition of an individual or group honor or special presentation. Thank you. Please stand for the pledge. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Was it worth it? >> Move on to uh number three, approval of minutes. Uh beginning with uh 3A, Board of Education special meeting, April 24th, 2026 is 1. Have a motion to approve the minutes from April 27th. >> Kathy, thank you. Second, >> Patrick, any corrections, additions? If not, call the role, please. >> Miss Bradley, >> yes. >> Miss Cloud Ingram,

002>> no. >> Mrs. Jet, >> yes. >> Dr. Mr. Prunicron. >> Yes. >> Miss Lombardi. >> Yes. >> Mr. Reed. >> Yes. >> Mr. Davis. >> Yes. >> Dr. Ollay. >> Yes. >> Mr. Abuse. >> Yes. >> Mr. Young. >> Yes. >> Motion carries. We go to 3B, the annual district meeting on the budget. This is not technically a board meeting. It is the district meeting. And uh this is on page six of your packet. Uh, can we have a motion to approve the minutes of the annual meeting? >> Make a motion. >> Dana second. Megan, >> any corrections or additions? If not, call the roll, please. >> Miss Bradley, >> yes. >> Miss Chuck, >> yes. >> Dr. Tone, >> abstain. >> Miss Lombardi? >> Yes. >> Mr. Mcdana? >> Yes. >> Mr. Reed?

003>> Yes. >> Mr. Davis? Yes. >> Dr. Ollet? >> Abstain. >> Mr. Reuse? >> Yes. >> Mr. Young? >> Yes. Motion carries. And 3C, Board of Education, special meeting, May 5th, 2026. This is on page 8. We have a motion to approve those minutes. >> Question. Okay. >> And Michael second. Uh, any corrections or additions with that? Please call the role. >> Miss Bradley, >> obtain. >> Miss, >> yes. >> Dr. Kronicron, >> yes. Miss Lombardi >> abain. >> Mr. Mcdana, >> yes. >> Mr. Reed, >> yes. >> Mr. Davis, >> yes. >> Dr. Ola Delay, >> yes. >> Mr. Reuse, >> abstain. >> And Mr. Young, >> yes. >> Motion carries. We move on to number four, recognition of our National Merit Scholars 202526 is on board members page nine, your packet. and and

004if Mr. Hower would like to join me at the podium. >> All right. Good evening everyone. Now, if you remember last fall, we um introduced you to eight National Merit semi finalists, and at the time they were in the top 1% nationwide of students who had taken the PSAT last year. Um, since then they've each undergone an application process and they've been further reviewed and I am proud to announce to you that all eight of them are back with us again this evening as National Merit Scholarship finalists. So congratulations to all of YOU to announce them one by one starting with Kevin Goop. Congratulations, Kevin. >> Next up, we have Adrien Kula. >> Congratulations, Adrian. Congratulations. Next up and and also a recent CIA scholar athlete, Nicholas Loop. >> Congratulations, Nicholas. >> Next we have

005Minyan. you were arts award for cast. Okay, >> I should also note Min was our Cass arts award uh recipient a couple of weeks ago. Next, Atoria Turner. >> Congratulations, Tori. Thank you. Congratulations. >> And Joseph Congratulations, Joe >> and Fred Xiao. >> Congratulations, Fred. Congratulations. >> And finally, Marian Yukno. who does not appear to be with us this evening. Congratulations all of YOU and I'm sure on uh speaking for all the board members, we extend our congratulations. It's it's great to have you here twice in one year and uh we wish you continued uh outstanding work and uh success. And we move on to number five, recognition of CAB award recipients. >> Yes. So the Connecticut Association of Boards of Education um offer a student leadership recognition annually each year. The criteria for this

006recognition is a willingness to take on challenges, a capability to make difficult decisions, concern for others, the ability to work with others, the willingness to commit to a project, diplomacy, the ability to understand issues clearly, and the ability to honor a commitment. Uh, this year we have two recipients from each of our schools, and we will start with the high school, and I will turn it back over to Mr. Hower. >> Thank you, Dr. Buyers. So, I'm going to be introducing you to two members of our junior class who are distinctly different individuals, but there are a few things they have in common. So, rather than repeat them in each of their um introductions, I will mention that each of them has been on the honor role every single marking period since seventh grade. I

007assume probably before that as well, but our records are only for their entire time in region five. They're both enrolled in multiple advanced placement or dual enrollment college level courses and have been since they were sophomores. They're both link crew leaders. Um Dr. Buyers did mention the importance of service to others. Um and link crew for anyone who doesn't know is our ninth grade orientation program and they're both members of the National English Honor Society and both deeply involved in community service in and beyond the Boa Towns. So that's what they have in common. Now let's find out what distinguishes each of them. So first we're going to call up Abigail Samir. Congratulations, Abby. So why is Abby here? Abby has been a member of our student government throughout high school, serving um since freshman

008year on the community outreach committee. And this year she took on a really important role. She is the junior co-chair of the principal committee. Now in that um role, she along with the senior co-chair for the uh principal committee develops the agenda for a weekly meeting between me and roughly 20 to 25 student representatives. She facilitates the meetings. I don't get to put the agenda together and I don't get to run the meeting. That's that's Abby and and a senior doing that. and they co-author the weekly student happenings newsletter that goes out to all of our students every weekend. Um, that keeps her busy, but at the same time, she's on our indoor and outdoor track and field teams where and and this was written before the outdoor track season, so it may not be

009complete, but in indoor, she was already a state qualifier in the 55 meter hurdles. So, congratulations, Abby. Our next honore is Arian Shvasto. So Arian, come on up. Congratulations. Now, one of the real academic hallmarks of our school is the science research program. And nothing says science research this year like Arian Shvast's contributions to it. He's been involved in that program since he got here where he has conducted independent research into fields including robotics, wearable technology, machine learning, electrical engineering, chemistry, and sustainable energy. And he's still got senior year to go. His work has been recognized at least a dozen times at competitions throughout Connecticut and the Northeast, including multiple first place awards at science and engineering fairs. It may not come as a surprise that he's also the president of the AMD robotics club,

010a participant in the highly selective Yale Pathways to Science program, and a member of our academic decathlon team. So, congratulations. And at this time, I would like Dr. Tracy from Amity Middle School Bethany to come on down to the podium. All right. Um, AMA Middle School Bethany has two wonderful students to present to you tonight. So, first, if I could ask Mia Roie to come up. AWKWARDLY while I talk about you. The gold team nominated Mia for the Cab leadership award. Uh they tell me she consistently demonstrates the qualities of a strong and thoughtful student leader. Um through her willingness to take on challenges, her dedication to responsibilities, and her genuine concern for others. Um, Mia approaches new opportunities with confidence and commitment and is always willing to step forward when leadership is needed. Or

011she quietly leads by example as a role model to her peers. For example, often in class, she's willing um to be offer herself for discussions um and recognize her students her classmates opinions before her own. Um which is very thoughtful and very respectful. Um, she often works exceptionally well with others and is known for her respectful and cor collaborative approach working with her classmates. Her reliability, diplomacy, and clear understanding of issues make her trusted and respected member of our school community. For these reasons, the gold team and I am proud to nominate Mia uh for the Cape Student Leadership Award. Next, I'll ask Mason Arian to come on down. I'm not sure we should be nominating kids taller than me, but I um team black um nominated Mason for this award. Um they tell me

012Mason readily accepts challenges in his academic work and uses the feedback from his teachers to further his understanding of the concepts that are presented in class. Um, he's a student who consistently demonstrates leadership and is a positive role model for his peers. He approaches every challenge with determination, responsibility, and a strong work ethic. When faced with difficult tasks, he shows perseverance, maturity beyond his years, making thoughtful decisions, and honoring his commitments. Through kindness, cooperation, and a positive attitude, Mason contributes to a supportive and inclusive learning environment in his classroom. His teachers say he is a light in the classroom and he's always walks into class with a smile on his face. Mason's softspoken and calm demeanor brings out the best in other students and creates a classroom environment that is welcoming to all. Because of

013these qualities, Mason is truly deserving recipient of this Cave Student Leadership Award. Congratulations. This time, Miss Burke, principal of Orange Middle School to come up. Hi, good evening. Um, again, we have two wonderful AMSO students that we'd like to recognize this evening. And I'm going to ask Katarina Ballas to step forward, PLEASE. And again, as I read through the bios, reviewed the bios this evening of the two students we're recognizing, one of the things that stands out with both students is the level in which they engage with the school and the greater community with a purpose to make things better. Katarina is described as driven, reliable, and kind leader whose actions and character make her an outstanding K award winner. She's known for a strong work work ethic and willingness to take on challenges um

014that take her beyond the classroom. She's deeply involved in many school activities uh including being a peer tutor, peer network, uh welcoming committee, jazz band, choir, and the school musical. She demonstrates exceptional concern for others as she serves as a tour guide and tutor and actively volunteers both in school and in her community where she gives countless hours to events including the Greek festival and Lentin clothing drive. Uh Katarina is not only um driven academically, she is creative and committed and shines in all her elective opportunities. Whether collaborating with peers, honoring commitments or stepping up to help where others when others are need her, Katarina exemplifies diplomacy, motivation, and dedication and is inspired to bring others together. Congratulations And now I'd like to call up Ariana Roco, please. Again, Ariana was recognized by her teachers

015for uh exemplifying leadership qualities um that are celebrated by the Cave Award. She consistently demonstrates p compassion and incl and and inclusion, often seeking out classmates who may feel disconnected to make sure that they feel they have a place to belong. Whether that's inviting them to group work or literally putting pulling up a seat next to them so they feel welcomed. She's known for her willingness to help peers and teachers alike. She brings diplomacy, collaboration, and a clear understanding of others needs to every classroom. In addition, she is a strong student who enjoys learning about history and the world around her and has earned high honors throughout seventh and eighth grade. Outside of the classroom, she plays soccer, sews, uh is learning Italian, and serves as a peer t tutor. In addition, um, Ariana is

016one of only two eighth grade students to recently become teen mental health certified through the Orange Youth Services. She is now trained to recognize challenges and crises among her peers and help connect them with trusted adults. So, she's having a huge impact on AMSO and we thank you and congratulations. never ceases to amaze me that uh our students uh for whatever reason have a whole lot more time uh jammed into uh so many important things to do and uh it's great to see the time that they uh put in and doing great things for uh not only themselves, their school, but our entire community. they represent a lot of other kids who are also trying to reach those levels. So once again, congratulations on behalf of the BOARD and and uh now I'm going to

017call a short recess so that uh any of our uh students, parents, or anyone who has some homework or something else that they need to do can get that done. Yes. >> Hi Congratulations. >> Finish the second year. >> Congratulations. >> Is there one throwing stuff out there? Okay, we move on to number six, public comment. Uh, looking around the room, I think think uh I recognize some faces that may be here for public comment and know what our guidelines are. So rather than read the whole paragraph, I'm going to ask you uh to remember the threeminut uh public comment and those things associated. Uh if anyone has public comment, can please step up to the microphone. >> Hi, my name is Rich Novak. I live in 860 Birchwood Drive in Orange. I don't know

018if you need that or not. Um I want to comment on the eighth grade social studies curriculum that's on the agenda. Correct. >> You can open comment tonight. You can >> Okay. You're welcome to comment on any. >> Um, so I was just reviewing the eighth grade curriculum that is in the works. And as an educator myself, I appreciate, first of all, all of the efforts that educators put into this kind of work. I've been on many curriculum committees and I know um, it takes a lot of work. It takes a lot of discussion. So, I appreciate it. Um, I just wanted to highlight a couple of things I saw that I really appreciate, especially the common misconceptions for this unit section. I think this is really a wonderful way of building critical thinking skills.

019Um, some of the things that just caught my eye that are really important to point out. The United States was all powerful at its inception as a misconception to think about, right? Um, Native Americans did not resist, right? These are misconceptions I'm so glad to see that are in uh my children's um eighth. I have two students that will be in um AMD system next year. Um, but I wanted to also point out uh I'm sure many of you are aware that the state of Connecticut changed the law for the state standards um of social studies to include climate change um being taught in those standards. This is um one of a few states in the country that are bringing climate change education outside of science curricula and in an era where climate change is

020impacting so many of us. It's impacting our neighbors right over in Oxford just a few years ago with a you know lethal floods. This is something that needs to be taught outside of science. Um this is something that I advocate for quite a bit and um I've been working a lot with one of the former educators of fair of uh AMD Jim Clifford to bring that uh to social studies and the standard is um that's been passed is to evaluate the influences of humaninduced environmental change had on spatial patterns of industrial and western expansion. you know that humaninduced environmental change that's where we can include that and I didn't see that standard in the document I didn't see that it's uh 8 GO 9.8 8. Um, so I'm just wondering, you know, where that is

021and I invite you to think about how you might bring placebased strategies to it. Um, for example, the John'stown flood, the the study of that could be something to consider. Place ve educations can be very local. For example, a more hopeful discussion of how in the 18th century, oyster farming along the Long Island Sound was regulated. The history of regulation of environmental issues. Um, I'm going to email you all with a whole list of things you might to uh teach. I'm not a science social studies teacher. I'm sure that social studies teachers have a bunch of better ideas, but I just want to make sure that those standards about climate change get into the social studies standards. >> Thank you. >> Okay. Anybody else for public comment? If not, we will move on to the

022superintendent report page 11. Uh once again, thank you very much for the extensive report and uh we all have that in our packets and we're able to read. Do you have any special highlights or comments? >> Just a couple um things. Uh last week was teacher appreciation week. Um and uh we just um really have an incredible group of uh administrators but also PTSOs who um pro provide a real sense of community during that week. Um they literally shower our teachers um with food um gifts, recognition. Um our students are a huge part of this and um really I just want to thank them for all the work that they do to show how much the work of our educators is appreciated um every day. Um, our seniors have wrapped up their time in our

023building at least and are off on their UALs. Um, AP testing started last week and will be finishing up this week. And, um, the, uh, graduation um, for class of 2026 is June 11th at 4:00 p.m. Um, board members are all invited to attend. You should have received a letter in the mail. That is your parking pass. Um, and so if you somehow forgot about that letter, let me know so we can make sure that you have it. Um, but that is uh how you get um some uh good parking during graduation. Um, a couple of other things that I'll mention. Um, our um uh our own Shrea uh was the statewide finalist um for the Rotary's four-way speech competition. So you remember in my last update, she had made it to sort of the

024regionals, but she has now since won the states. So congratulations sir. Um I'd like to thank our registars of voters who came out and visited our senior English classes and registered 100 new uh voters for our town. Bless you. Um as part of the work that they do each spring as our seniors turn 18. We had 14 teachers who successfully completed our um first um year of the aspiring leadership academy. Um that was primarily uh led by Dr. Carlson and Mr. Brandt. Um, and their feedback was so positive, they're actually asking to continue into the second year and we're looking at how we can kind of build two cohorts um to support the first and second years of that um process. And then um what didn't make it in time for the report um was

025that on Saturday night we held um the Sonheime Awards were held for our musical um productions and uh AMD had a big night. Um Vivian Smith won for best supporting actress. Uh Mr. Kennedy won for best director and overall we won for the best musical. Uh so um as we have done in with um state championship teams, we will um have um our members of My Fair Lady come to receive plaques and recognition from the board. Probably not in this room because I don't know how we're going to fit them all in here, but we'll figure that out. And uh we're going to try to do that. Mr. Kennedy and I were already emailing uh this morning trying to figure out when um but that was some exciting news that we got over the weekend.

026>> Any anyone have a question for the superintendent? >> One quick question. In the report, it talks about the AP testing and the large number of students taking exams based on or self-studied areas. Is there a threshold at which like if you have a certain number of students self-studying something that you would add the course in the school? >> Um honestly I don't know that we've ever talked about that. So um I think some of the languages are unique and >> yeah I mean like >> I know there's a good number of like freshmen who take world like world history because there's no AP world history. I know that's one example that's been brought to my attention by a bunch of kids. Um, so I was just curious if that's something you guys look at

027and monitor. >> Yeah, that's certainly something we can do. >> Thank you. That's question. >> Anybody else? >> Well, in that spirit, I wanted to ask about economics as well. Like, you know, is there a lot of interest in economics? I I know that down in Fairfield County, D most lots of schools have interest in economics. I don't know whether that shifts up to New Haven, Woodbridge County, New Haven County. Um, again, we can look into it. I'm not sure. And and I don't know. I can have actually I'll send it in my board update like sort of the number of kids we have taking self-study AP tests just for your information. I'll try to get that this week. And I I say that partly because I think there is a lot of excitement about

028science, >> but somehow I think Amit doesn't do as well on the economics front uh relative to some of the other schools that I I notice kids just talking about it and it's useful to have them in high school. >> Okay, thank you very much. Uh we move on to correspondence. We only had two. One was AMD trader about AMD travel basketball having access to the gym, >> right? >> And then the other one was parental concern with a child's schedule, >> right? >> Uh both of them been responded to just so you know, >> right? Uh yeah, just just a comment about sometimes we do get a letter uh from a parent asking the board to act. Um which very often it has private information that number one we shouldn't even be getting but

029we shouldn't divulge uh about that and I think you handled that very nicely Dana appreciate that. Uh so in the future if you do see a letter like that coming from a parent uh uh please just make sure that you put in the back of your head that uh we shouldn't be looking at that until there may be a time when we actually have to deal with that problem as a board and uh we need to wait until we hear that uh from the administration. Okay. Uh chairman's report. I'm going to uh not say anything at this particular time. We have a still have a long agenda and uh I'm going to try and hold the board to our twohour time limits and see if we can actually do that. Uh because I have to

030leave at 8:30 anyhow. Uh all right, ACES. >> Nothing to report. >> That's a good report. Uh ad hoc school start time. Uh currently we have a scheduled meeting uh at the end of May and we are we gave quite a laundry list to Dr. Buyers and she is working on that and so we will have that's when our next scheduled meeting is. >> Okay. Thank thank you. I I know there's a lot of work to do so very much appreciate it. Thank you. >> Our pleasure. >> Uh Cab um I I have a quick CAB update. So each summer there is a summer leadership co uh conference that Cab sponsors. Um it is scheduled for August 6 at Wat's Edge in Westbrook. Um they typically do two tracks. So they have a track for

031new board members and then they have a track for veteran board members. If you are interested in attending that just let me know. Um they haven't set up the registration yet but um once it comes out I can get you registered. But again that is August 6th. Um, and W's Edge in the summer is a very nice place to be. >> Is it similar timeline as the one it was this past spring? Like an 8 to 5 kind of thing. >> I think it's a little shorter. It's a little more reasonable. I could be wrong, but um I don't remember it being Kathy, you went one way. I did. >> Um, and it wasn't like 8:00 a.m. to like 5:00 p.m. >> No, it was No, we had lunch and I think maybe went an

032hour after lunch. >> Yeah, very good. Thank you. uh communications. >> Can I just >> Yeah. No, Kathy. >> And it was a good time to talk to other new board members and other board members to see what they're doing in their schools. So, it's a good networking opportunity as well. >> Okay. >> Communications. We did not meet last month and I believe we I have to schedule a new meeting first. >> We will let you do that. curriculum uh discussion and possible action on adoption of curricula. Uh we have the eighth grade social studies and Spanish. >> Good evening everyone. >> Yukon East. >> So I'd like to invite up um Miss Shang, our world language chair and also Mrs. Andrea Drury, our lead on the curriculum council. Um and if you recall last

033month we presented to you seventh grade social studies. Tonight we're going to be presenting to you a quick snapshot on eighth grade social studies and then also um the Yukon Spanish early college experience. >> Hi, good evening everyone. Um I'm here um on behalf of our curriculum council which you I know have heard from us many times over the past few years. Um but just to give you um an overview tonight of eighth grade social studies. Um our writers were our four eighth grade social studies teachers at the two middle schools. Jennifer Margansky, uh Mara Whisync, Matt Williams, and Rob Murphy. Um as you know, the social studies standards were updated um about a year and a half ago. Um we began the process of looking at our curriculum grades seven through 12. Um if

034you ever get a chance to look at the social studies standards, they are um quite massive. Um and uh they it takes a lot of time to really go through and prioritize standards. There's a lot of overlapping of the standards across different grade levels and across bands. Um the curriculum that you're going to be looking at tonight um is our US history um curriculum and it overlaps with actually fifth grade which is really interesting. sixth and seventh overlap. That's you saw the uh world history last month. Um fifth grade and eighth grade overlap. And so we take this kind of these standards and kind of extend them out into eighth grade and then again um we cycle into 10th grade when we do um US history again in 10th grade. So that is what the

035cycle looks like. Um there are four units that we have developed. um foundations of the United States, the early republic, expansion, and then civil war and reconstruction. So, we start with the foundation um of our country um and all the way up through reconstruction and then when students get to the high school, we pick up again uh right after the Civil War with reconstruction and continue to modern day. So, it's modern American history once they get to the high school. Um, and as the next few months go by, you'll be getting um, additional social studies curriculum. We're kind of cycling through kind of by grade level for you. It just happens to work out that way, but it is very chronological for us. Um, each of the units, you can see the length varies anywhere

036from 8 to 12 weeks depending on um, the topic that the students are studying. Um each unit also has performance tasks and um as you know about our social studies curriculum in general that um we do a lot of inquiry based work um where students do research, gather together, talk, present projects um everything that gives them the opportunity to look at primary and secondary sources um and really dig into information and be able students debate, discuss um and work with their teachers to understand that. >> Oh, there's one more slide. >> Okay, this is just one of our units. Um just to give you an idea. Um uh the concept being how individuals, political, religious, social groups as well as state and national governmental institutions both promoted and hindered the struggle for freedom, equality and

037social social justice during this era. Um a lot of um enduring understandings that we have um and big ideas that we are asking students to look at through um through this course. any questions that you might have on eighth grade social studies. >> How um thank you um for presenting this. How does this align? I know there's work uh being done to make sure things are aligned with our elementary districts. And you said I think fifth grade this this is an expansion of sort of the fifth grade curriculum. So um is there are you alignment? And >> so we just had our BOA meeting in April um where this was the I think one of the first times that we had our fifth grade teachers join um the discussion as well. So we had fifth

038and um eighth fifth and eighth grade teachers sitting um and working together and the sixth and seventh grade because those were that's where everything kind of overlaps for those groups. Um fifth grade and eighth grade teachers got to spend a lot of time discussing um where we pick up in eighth grade. Um and there was a there was just a great alignment of what needs to happen, what needs what they need to be exposed to in fifth grade so that we can pick up that curriculum um when students get to eighth grade. So there were there was a lot of good discussion and an opportunity for fifth grade teachers to visit our eighth grade teachers as well as our eighth grade teachers to have contact with um the fifth grade teachers. So that was that

039was a first. Um but I think it was a really good um some really good discussion for that alignment. >> Right. That's fantastic to hear. >> Just a more general question. So you mentioned that these standard changes by the state were adopted roughly a year and a half ago. What is kind of the expectation as to I mean obviously you don't snap your fingers and create new curriculum overnight. So what is the expectation as to when schools are expected to adopt and implement these? And are we behind? Are we like on track? Like how should we think about that? >> So for for we're on track for social studies. Um and actually this while this while the standard shifted the alignment to the C3 framework which is college career and civic life is actually a

040lot of the writing that we already were starting. Um and it's very focused on inquiry based which is what the writers were already kind of moving in that direction anyway. So just kind of going back with seventh and eighth grade. It was really just going back and doing a crosswalk to the writing that we've started and kind of the scope and sequence and then aligning it to the new standards. >> Okay. >> But they're in they're in very good shape. And I um just to add on what Mrs. Drury said, I think the conversations that we're having with our theater schools is so meaningful to our students. I mean, ultimately it's going to show up in our curriculum. Um, but even more so, we can take a lot of what they're learning in fifth grade

041and elevate that, you know, and really grow the level of thinking that our kids are doing in the classroom around social studies. Um, and I think it was just really great conversation. And even just the connections the teachers are making to be able to contact one another and go visit each other's classrooms is a really big win. It's a really big one. >> A quick question. Uh so when we talk about alignment is it more deepening the conversations around sim essentially similar topics that are covered in fifth grade now you're able to deal with it at a deeper level and without repetition of the things that they >> absolutely yes absolutely >> is this are these conversations happening across all our our feeding elementary districts? >> Yes, we're working on that. Yes, right now in

042all content areas. Um this year we actually added in library media um ML conversations and missing but yes they are happening but yes multilingual we've brought together our multilingual teachers because they're kind of on an island of their own as well. Um so we're kind of trying to build you know a PLC for them so they have a learning that they really appreciate and share resources and all those things. So, >> hi. Um, so thank you. Can you point me where under expansion where the environmental is touched on? That was part of the update. >> Yes. I'm actually just going to give you if you want me to get into that. Yeah. >> Okay. Um, our I'm I'm sorry our writers couldn't be here tonight, but I did reach out to them just to um

043just get a little bit of an update for you. Um and basically um Miss Wizink who is our content leader for um social studies and she was also one of the writers. Um part of part of the um environmental pieces looked at in fifth grade but as far as eth grade goes um the standard is um it's not a priority standard in our curriculum. Um but that doesn't mean that they're ignoring it. they are addressing it um and definitely looking at it in the changes in transportation um roads and canals um that it's actually mentioned as a specific a lot of the standards will give like an overview and then they'll give some specific areas that they would like teachers to focus in on and make sure that they address and so that's one of

044the areas um what page is that because I actually I'm not being rude I'm actually looking it up so I'm on curriculum so I was looking it up um the state standards and I'm also so I'm 52 too. So, under expansion on page 27, I see it, but I don't see I and I did look up the state standards, too. >> Um, just I'll go if you don't mind. >> So, just so the question is the state updated the social studies curriculum. We get to you get to choose because you just said priority, not a priority standard. >> I wouldn't say that we choose. Go ahead. No, we don't choose. But if you look at the number of standards, there are so many standards. We have to prioritize those standards. So ultimately, that's where our

045work with fifth grade really comes in nicely because if they haven't touched upon a specific standard or gone in depth on a standard, that's where we do our work here in 8th grade. But there is no way that we can get in-depth learning and thinking for our students for every single standard. It's nearly impossible. And when we when you read through the curriculum documents or you have conversations with them, they will point you in the direction of what the priority standards are. And when you start to look at curriculum over the course of 5 through 12 and you start to look at the vertical articulation and do a crosswalk of each one, that's kind of how we identify our priority standards. >> So are you saying that it's being touched on in fifth grade? Just

046so I understand it. >> It one of the areas that they talk about will be the geography and its impact. So they will talk about it in fifth grade, they will talk about it in eighth grade, and then they will talk about it again in 10th grade as far as like the Jamestown flood um and those other topics that are being that were addressed tonight earlier. So it is um part of the geography because one of the portions of the um the huge standards of social studies has to also do with geography. So it's taking we look at economics, we look at geography, we're looking at political, all of those pieces across 7 through 12. >> Okay. So um just you were going to say where it is in geography just so I could find

047I was looking under expansion because that's how the state has it all set up. >> It may not be listed in our documents as a priority standard >> in our units, but that doesn't necessarily mean we're not addressing it in the curriculum. So when we write when when our writers write curriculum, we look at all of those standards, but then we ask them, which ones are you actually focusing on? Which ones are you actually um looking for KUDs and looking at how you're going to assess students? So across all of the social studies standards um in 8th grade, you might not see every single standard listed across our units. >> So are not. So just just so I understand, so school districts aren't required to um abide by the standards the state set up. >>

048They they aren't all considered priority standards. And so it almost goes back to Megan's question. So the state adopts a new curriculum, then they spend a year or two trying to figure out which standards should be emphasized within each grade. and they kind of give advice from their level and then by the time we get it so this is why you know you're a little behind then we can start to take that in and apply it to our social studies but it's not locked in for example the last place that I worked the US history was taught in fifth 8th and 11th grade you it's not locked where you teach it in fifth 8th and 10th it's not locked in like that for school districts across the state of Connecticut and nor necessarily are the

049priority standards that each grade level takes on are they addressed in that exact same order. Again, I worked over where the in the Mashtucket tribe was a I mean, they were part of my school. So, we took a very different approach to how we address some of those standards that was specific to our local context. But it doesn't mean that just because we don't list the standards as our priority standard that we're not just not teaching the standard. It's just not one of the priorities. And often those priority standards are guided from the state department of education who has a person there who specializes just in social studies and just in the social studies standards. >> Okay. Thank you. >> Thank you. >> Yeah. Yukon EC. Yeah. So, uh, the writer of this curriculum is

050Marissa Artari. She's a Spanish teacher and she's not here today. So, I'm but she wrote a description of the the curriculum, you know, like summary. So, I'm going to just read it. Okay. And the Yukon EC Spanish course is a rigorous college level program that provides students with opportunity to earn six transferable transferable university credits while developing advanced proficiency in both spoken and written Spanish. The course is designed to mirror the expectations, pace and intellectual demands of an upper level undergraduate language and cultural course. The curriculum is structured around six in-depth uh geographic and cultural units which is on the board Spain, Argentina, Peru, Cuba, Chile and Colombia. Each unit integrates the study of authentic discipline based materials including literal texts, poetry, visual art, photography and film. These works are examined through multiple and and

051radical lenses with particular attention to their historical, political and social cultural contexts. The interdisciplinary approach allows students to engage critically with the Spanish speaking world while developing a nuanced understanding of rig regional diversity. Instruction is conducted primarily in Spanish and emphasizes the development of advanced communication skills. The course is both writing and speaking intensive. All assessments are designed as formal speaking tasks, analytical or reflective written compositions, or create creative projects that require students to demonstrate interpretive and presentational proficiency. Students are expected to produce sustained coherent discourse and to support their ideas with evidence drawn from uh course materials. In addition to texture and analysis, students view films corresponding to each unit which serve to reinforce and expand upon the historical and cultural theme studied. These visual narratives provide further opportunities for critical analysis and discussion,

052enabling students to connect course content to broader cultural expressions across all units. The course explores recurring thematic frameworks such as identity, social injustice, the role of women, social class, and inequity. Students are required to make cross-cultural and interdisciplinary connections, synthesizing ideas across texts, time periods, and regions. Through this process, they de develop higher order thinking skills, including analysis, interpretation, and evaluation while cultivating cultural competence and global awareness. Overall, the course fosters academic rigor, intellectual independence, and a sophisticated command of Spanish language preparing students for a for continued study at the college level. >> Uh this is another course uh that uh Yukon will accept uh not not only the course but also the grade. >> Yeah, it's six college credit and it can be transferred to more than 87% of the colleges in the country.

053>> Right. Okay. Any other questions? >> Yes. >> Um, I'm on the curriculum committee and I found this really fascinating. Um, so I just wanted to say that I just, you know, languages had nothing to do with countries or history or anything when I was in school and I think that I would have done much better in a class like this personally. Um, so I found it really fascinating to learn about it and um, just to share with everybody because I asked the question, I didn't understand like why ECE ver versus AP um, and explaining about test taking versus taking a full class and having your grade be part of it, which I thought was really interesting. There are AP options as well, but I think it's um really a great direction to go to

054offer this as an option as well for some students who maybe aren't great test takers or um just you know are are interested in going more in depth like this which I think is really interesting. That's not just the language. >> We are adding another college course for Spanish next the following year. So even more to Yes. Yes. So, this course is Oh, first like this sounds like an amazing class and I agree with everything said. >> Um, it's six credit. It's six credits. >> Yeah. >> How does that Because I'm thinking about like >> Yeah, that's a lot. >> Yeah, it's a lot. >> So, how do you how uh it it has to be like this is probably like a year-long course. >> So, it's not it's a semester course. So uh technically

055it's two courses. >> It's two courses in one. So think of it just like the way you take you have first semester course in college and then you have your second semester. Those are the two semesters built into one >> full year of an amity course. >> At the end you get two two classes of college credit. >> Oh each so together it's six. >> Ah okay. But it's across the full year. >> Yes. >> Got it. Okay. >> And it's really high level you know. Let's say >> this is not an import that important a question but I I was wondering given that it is six to eight weeks in many sessions what are some important countries and it just appeared occurred to me that Venezuela like know is there a reason why that

056is not and like why the curriculum so basically it's yeah >> given that several eight weeks like you know maybe >> true committee approved 12 coursees Mr. >> Okay. I'm not sure everybody heard that, but uh the curriculum committee recommended the passage of both of these courses. Okay. So, uh with that, uh I have a motion to uh adopt uh both of these courses curriculum. Patrick one second. >> Okay. Thank you. Any further discussion? Can we call the role, please? >> Miss Bradley. >> Miss Jay? >> Yes. >> Dr. Cron? >> Yes. >> Miss Lombardi? >> Yes. >> Mr. Mcdana? >> Yes. >> Mr. Reed? >> Yes. >> Mr. Davis? >> Yes. >> Dr. Alleg? >> Yes. >> Mr. Reuse? >> Yes. >> Miss Shuster? >> Yes. >> Mr. Young? >> Yes. >> Motion carries.

057Thank you so much for your hard work. >> Can I just have one one suggest? So, I also noticed so Sudir said >> Venezuela. But then Mexico. So I just want to say if there's an opportunity to give Yukon feedback like >> how do you not have Mexico like being from Texas like you learn a lot you learn Spanish primarily >> assuming that you like the fourth class they will have taken >> uh we move on to district health and safety >> we had a meeting I believe the next one is in earlier June 3rd. Yes. >> Okay. Meeting on June 3rd. Uh district technology. The monthly report is on page 15. Any special comments? I'll see that. Okay. Uh facilities. Now, we we have quite a bit of action going on here. And uh

058if you'll looked at your agenda, you notice there's some repeat things here. So, we're going to try and um go for uh doing this so that we only have to talk about it once. >> Yeah, Miss Lumis and I were just so pumped up about facilities, we just sprinkled it all over the agenda. >> So, if that's okay with the membership, we'll start with uh I think one that's only on the facilities and that's the uh well, we have the monthly report which is on page 16. uh but discussion and possible action on water filtration system uh at the individual school orange >> and that's actually going to be on page uh 50 of your packets. So if you are able to scroll to page 50 and it's item three. So, this is uh addressing

059the problem with the glycol loop at uh Amity Middle School, Orange uh which has been uh noted in Mr. Marton's report uh pretty much all year. Um we've addressed this problem twice before and are trying to find um a solution uh for the immediate future because uh the problem is getting uh more severe. So, um Mr. Martoni upon the recommendation of our um HVAC vendor investigated a water treatment system and found um a company that um is proprietary in the area to put in a water treatment system. And even though we have uh talked about a lot of facilities and HVAC problem projects at the facilities committee and doing a major overhaul, this will still work into whatever changes we make with that equipment. Um but it would also provide um an immediate uh remediation

060of the problem that uh we are having at orange with the glycol uh clogging the uh pipes. So we do need to drain uh the system and then have this pro uh equipment installed and then we will be refilling the the system with water instead of glycol. So, we're asking uh the board to approve the contract to the New England Sales Group LLC for the water treatment system at 60,414. We do expect that the work will be done by um a different company, possibly our current mechanical service provider, and we estimate that to be about $20,000. This money is going to come from uh a new grant that the state has designated for school districts called drip funding and it is specifically for capital um repairs and improvements. So this falls in line with the

061intent of the grant. So um everyone in the state had to sign off on that grant by April 15th and we're supposed to have the money by June 30th. Still haven't seen it yet, but we have their promise. So um we would like the board to approve this project >> right and we we have recommendations from uh finance finance and facilities >> facilities >> finance and facilities both discussed and uh know the details and are recommending it and uh so that's our action there any additional comments on uh this particular motion >> so just clarity so this money is going to be funded by a grant is that what you said which is a good thing. >> So, also for clarity, do we already know the amount of the grant that we're getting? >> Yes.

062Uh I believe it's 102 and change. >> Okay. And is it contingent? Like do you get the 102 no matter what we >> get the 102? >> Okay. >> Well, two because you've already spent so much money. >> Expect the 102. compensation here money first and you tell them afterwards what you spent it on. >> Any other questions? >> Carol, >> do we have this? Do we have a similar problem at any of our other It's the wellwater versus city water >> wellwater versus city. And then my other understanding is that when the system is open to air and exposed to oxygen, it increases the corrosion that the glycol does on the pipes. So, for whatever reason, whether it's because it's been worked on more frequently or the seals just aren't quite as good, the

063orange system has this is I mean has been a thorn in our sides for years now and we've tried several different ways of trying to fix it and they have not been successful. So, this is another attempt. Um, but it come Mr. Martonia, I believe, visited some other places who've installed a similar system and they have seen the improvements that we are expecting to get. Um, so we're hoping that this solves the problem. >> We have a well at Orange in Orange and Bethany. >> A well in >> So we have a a well in Bethany, city water in Orange, and we don't have a glycol here. >> So that's >> we think there's some difference in in the water that's adding to this. Kathy. >> So, John, clarity. You just said this is an

064attempt to fix it. >> Do we do we know it's a solution or is this a patch and hope or what is this? >> I mean, it was recommended by our HVAC um uh technicians who work on this. Um it is it is a different system. So, in the past, what we've done is just flush the glycol and put new filters in. This is actually a system to um to support in that fil filtration. Um the other thing is that we're filling it back up with water. Um so hopefully the corrosion that the glycol is causing will stop because now we take the glycol out of the system. >> So one more clarification. I asked a bunch of questions during the FC, but I was curious given that you said about the well the city

065water. Do do none of the other orange schools use the city water? Uh >> I is it only because it's only but they may not have a glycol cooling system. >> None of the >> they don't have H. >> None of the Orange elementary schools have HVAC. They don't they don't have >> I mean they have heat but they don't have AC. >> Okay. So I was wondering whether this was off Route 34 that that was they had city water and the others don't. >> So >> Oh, I'm sorry. Um, have we tested the water to see what the difference is um for the HVAC systems >> between the city and and the well? >> Um, we do test the water. Um, well, we don't test the city water necessarily. The the water company does

066that, right? >> But we do have to test our wellwater and we do that annually. Yeah. Right. >> Well, I know that that's a that's a state requirement. I understand that. But just to understand the difference between the water and why you were having issues. So what is in I mean >> city again as I explained it's more likely opening the system and the oxygen exposure that's occurred within the system >> and the water adds to you know it just adds another variable but the it's it's the it's opening up a system that wasn't intended necessarily to be opened frequently. So, how how frequently has it been opened? How many times do you know? >> Um, well, every time we we've had to clean or repair it, we have to open it back up. And

067again, obvious So, in some ways, we're kind of in a vicious circle because we keep having to clean the glycol, we open the system, and then now we've opened the system some more and then it gets dirty and then we have to clean the glycol again. So, I think we're sort of stuck in a loop, which is why we're trying to install a new filtration system and then eliminate the glycol. So, hopefully we stop the loop. >> Can I ask a facil's question is something that's just in the report >> on this? >> Um, it's in the report. Yes. >> Um, it says that we that a surface repair was done at at the track. Uh, what was done? >> Uh, we you know, we did not talk about that in facilities this month. So

068that's uh general maintenance on the track. So when there's tears or seam seams come up in the track um holes in there, worn spots, the company comes out and patches them. >> Oh, okay. So that has and it's been a while. Um has the the track drains. There's not water on it or anything anymore. that that was >> yeah it's it's did I mean it's hardened over time which was what they honestly kept telling us is we kept complaining to them but um the rubber has hardened so it does not have that >> squishiness >> that was once there after even a couple years after it was installed >> only took a few years >> was still wet it was still you know you know track it was like wow that's interesting okay >> okay

069>> thank you uh all right then uh Yes, Jen. >> Do we have any updates on the solar canopy? I see it listed here. >> Yeah, >> we we have a motion for discussion. Excellent. >> Okay. Sorry, I thought we were >> No, we'll get to that. >> All right. Um, we did have the motion made. >> No, no motion was made yet. >> No, >> motion. >> Oh, re No, not yet. >> Not for this. >> No, not for this. >> Okay. Uh so uh um motion uh uh to approve uh district uh think contract is this New England sales group uh LLC for water treatment system for Amity Middle School 60,414. >> Carol made the motion. Sudair uh second >> question. Do we have to also approve the additional funds to install it

070or we'll do that once it >> um if it's under 20,000 you won't have to. So um that was Mr. Marton's estimate. So once we >> and if it's over we'll they'll have to come back to us. >> Okay. >> All right. Good question. >> Thank you. >> Uh Miss Bradley. >> Yes. >> Miss Shak. >> Yes. >> Dr. Yes. >> Miss Lombardi. Yes. >> Mr. Mcdana. Yes. >> Mr. Reed. Yes. >> Mr. Davis. >> Yes. >> Dr. Ola Delay. >> Yes. >> Mr. Rebuse. >> Yes. >> Miss Schustster. >> Yes. >> Mr. Young. >> Yes. >> All right. Uh before we go on, uh Jen, you you had a Jen had a question about the uh You want to ask that question again? >> Sorry. It's on the facilities report. I thought that's where

071we were. Um that it's the solar canopy is listed, but there isn't really an update. I'm wondering if because I know it's >> so there's a so at the very the last paragraph on that page it says that it's uh we're still in the process of uh going through the the permitting process with UI. We've we we had made some requests to go back to um green skies and so we're just waiting for UI to >> but it has to be in the summer. So the assumption is it's not this summer. >> It is not this summer. >> That was my question. Sorry. >> Okay. Next subject, facilities. >> Uh, yes. >> Okay. Can I get the cliffnote version of what's happening with the fuel cells? >> Um, you want the cliffnotee version? >> How

072about the cliffnotee version? >> Never worked. >> And that's the end of the story. >> But what's what are we doing about it? Um, >> this is like we're negotiating with the town and we're >> it's so again it's it's a joint effort between the town of Woodbridge and us to try to get UI and fuel cell to >> fix it. Um, >> if I could just clarify because we use the terms interchangeably, the fuel cell and micro grid, but correct >> the fuel cell generally works. We had a part break on our side to connect to our heating system which is why we had to use natural gas separate from the problem that the fuel cell is having fun making the micro grid function. So the micro grid has never it's just not there.

073like >> so the fuel cell part and and UI is saying that it's fuel cells >> fault that the micro grid is not working. >> What is the impact on us right now? We are not able to provide uh to host the town residents as an emergency shelter because we would not have power if power went out and the town buildings I mean they wouldn't either but our direct impact is that we would not be able to support the town and we don't have a powerful enough backup generator to back up everything that we would need backed up. We have a smaller G backup generator because it was there with the expectation that in a power outage the micro grid would come on and we wouldn't need a big generator. So that's that's the impact

074on us. >> If we have a power outage, >> can you run the school? >> No. Remember that was the day we dismissed early a year and a half ago because >> that was my Yeah. >> Thank you. and and and honestly that was the day that spurred all of these discussions and issues because we couldn't run the school. >> But at least the computers will run and the internet will be on for the students. >> No, they they wouldn't even >> So the backup generator does what? >> Um it emergency lighting lights. >> Um the refrigeration there's very few things that it you know handles and >> No, that's scary. Basically, you could just get out and you can have the food for the next day. So, the lights are on, you can get

075out, >> food in the fridge. >> The reality is if we have a power failure uh for the school, more than likely it's going to be a general power failure, even though we may have had the micro grid. None of the houses would have uh power. Uh chances are they wouldn't be able to have school anyhow, but then the building could be used as a backup for the town, but now it can't. So, that that's more the issue. What what is now the disaster plan for the town? >> Right. >> I I my understanding was um that um there was going to be communication coming out from the town to the residents of Woodbridge. I don't know where that status is that's in the office of the first selectman. Um but >> is the JCC

076everyone everyone we're getting off >> right my question is is that I I was going somewhere with it. I promise. Was it just asking a random question? >> That's a problem. >> Um, so the school district worked with the town to say that we would be an emergency shelter, that AMD would be an emergency shelter and with the relying on the micro grid. We're going back and forth as to why it's not working. No one really knows is what I'm hearing. But Woodbridge still needs a backup. that. And so the question is, does Woodbridge have And I I know you may not know this, but does AMD, if AMD were to still do this, or I don't know what they would use because if they don't have anything, then what are they going to do?

077>> Or do we still have the responsibility? >> That's Well, a that's a question. And B, would it be would the answer be a a larger generator? And would it would the answer also be that you share that expense with the town? >> Um, so I'll so to Megan's question, no, I don't believe we still I don't believe that we have that responsibility in the sense that if we can't run a kitchen and water and everything like that, they we don't have a formal agreement like that. Um we have had conversations uh around divorcing ourselves from the micro grid and the fuel cell and the headaches that it causes. Um the answer for us if we truly did that yes would be a huge generator that would allow us to run I mean like all

078of our computer stacks go down. They have a battery life of about 5 to 12 minutes. Um, the phones go down. Obviously, if we were truly going to be an emergency shelter, the whole gym area and the kitchen has to run. Think about the I mean, the walk-in cooler. Like, it's it would be a massive generator, which is why I think conceptually when they did this, the idea of the micro grid was such a good idea, >> right? >> And they do work in other fuel cells work in other places and I believe micro grids work in other places. It just seems that this one isn't. >> Mr. McDunnis, >> I I know one in New Haven that hasn't worked in five years, and every time they try it, it cost them about $200,000 in

079damage. >> And for you, um, too, the other thing that goes with the generator, bigger generator means you also need to make bigger diesel fuel tanks. So, it becomes a big environmental thing that will have to drop probably 5 to 15,000. >> You know how I feel about diesel tanks out there. I'm just, you know, >> well, no, that's that's why I'm No, that's why I'm asking the question. >> And don't worry, orange, you can come down to orange. We'll take care of you in a disaster >> or or rely on our own generators that we have. Um, okay. No, I was just wondering like what are we required to do anything this more in now in the lap of >> Yeah, I mean, we have had conversations. I mean, we may never never be

080the emergency shelter, but someday we may have to come to the board and at least ask for a generator that will keep our computer servers up and our phone systems up um because we just can't rely on this actually happening. But um we have a lot of meetings. They reassure us they get further along with each test and so >> Oh, that's a good transition. Speaking of our uh uh systems uh C discussion of possible action on a PA system at AMD Regional High School which is also on the uh finance uh B uh one >> and it's on page in page 49 of your packet. >> Okay. Uh page 49. >> Okay. So, this is a motion uh to award Eastern Dataccom, the contract for upgrading the high school public address system and safety

081notification system. Someone want to make that motion? >> I'll make the motion. >> Megan made the motion. >> Second. Any discussion? This was recommended by both facilities and uh the finance uh finance committee. >> One quick question. The reimbursement rate, is it the same? for all grants, it's always like the 40 or 42%. >> Um, I know it is for this security grant. I know it's the same as the school construction. I wouldn't say all because I don't know what >> the quote the quote for this we talking about $190,186. >> Yes. >> I'm assuming I'm assuming we had three bids. >> Uh, no. Is there off a consortium bid? So, the state bid in the same contractor that we use for the that we're using currently for the two middle schools. >> Okay. >>

082All right. Any further questions? >> Miss Bradley? >> Yes. >> Mr. Shay? >> Yes. >> Dr. Frera? >> Yes. >> Miss Lombardi? >> Yes. >> Mr. McDonald? >> Yes. >> Mr. Reed? >> Yes. >> Mr. Davis? Yes. >> Dr. Delay? >> Yes. >> Mr. Reuse? >> Yes. >> Miss Schustster? >> Yes. >> Mr. Young? >> Yes. >> You're no longer going. >> Carries. Uh we move on to D here discussion and possible action on the >> energy energy >> energy >> contract and uh this is also on uh >> page 50 >> number two and what page >> page 50 page >> 50 >> right after the PA system >> number two >> okay right after the PA system and uh This is a motion uh the district enter into contract with Eneria to pursue

083an energy performance contract. Uh we have that motion. Thank you. And Michael second. Uh little explanation. >> I'm gonna defer to Terry on this one because it's it's complex. So there is no dollar amount attached to this part of the contract, but because this will lead to a bigger opportunity, we wanted the board to take action on it. So Eneria um is a company that was uh from the Connecticut Conference of Municipalities. They won their consortium bid to offer this service to school districts and municipalities to have energy service companies come in and do an audit of your systems and design, make changes, recommendations. And you enter into a lease purchase agreement with that energy service company to the tune of if they say they can save you 200,000 in energy savings, you would pay

084them 200,000 in the lease cost. you may save more than 200, but you you should not have to pay more than what um you save. So, it's just a matter of it will eventually in the budget be a reduction in a utility line and an increase in a purchase service. Um it's designed that way. in this company monitors not only the process of developing the RP, vetting the companies, making sure they're doing the audit correctly, they also after we select one monitor that if they say we got X amount in savings, they do a double check to make sure that there was really those savings happening. So there you act on our behalf >> at our per unit level because that was the question like we're doing all these other things. How do we know

085that this is the thing that generated the savings? >> Does it true up? I mean, they say we're going to save $200,000 and we don't save $200,000. Does it true up? Do they do they reim? >> They would have to write us. >> Yes. >> So, we we I saw a presentation on this. We uh from schools who is now entering their second contract. They're eight years into their first contract and it has worked exactly as this is laid out to work. >> So if we give them we have to pay them 200 now. >> No, you would enter once the RFP then you would enter into the lease purchase and we would look at the terms then. Um but they would do the work and you're you're paying the lease over you know 10

086years 16 years whatever the >> it's like in lie of a bond. So instead of, you know, paying millions of dollars on a bond to do a new refriger refrigeration unit or a new HVAC project, you would potentially partner with them. Part of what you'd have to bond for instead would be through a lease agreement with that was facilitated by these consultants. Terry, is it fair to understand that this stage of the uh or consideration is not requiring an obligation for payment? It's really just just to get the audit done. They're just going to come and take a look and say, "This is what we think we can do for you." So there it's really not a commitment beyond allowing them to come in and see what kind of improvements they think they can. >>

087They It's a commitment to Eneria that they would develop the RFP and put that out to bid and solicit all the companies. If we back out and don't pick any companies, the most we would be uh obligated to energy would be 20,000 for costs that they incurred developing the RFP in putting >> okay >> money out on our behalf. >> So this is a at a minimum uh $20,000. >> But if if we go forward those costs get folded into the holdies. >> All right. Thanks for those questions. Uh, any other comments? >> We do have a motion. It's been seconded. Uh, call the role, please. >> Miss Bradley, >> yes. >> M. Shake. >> Yes. >> Dr. Kunron? Yes. >> Miss Lombardi? >> Yes. >> Mr. McDonald? >> Yes. >> Mr. Reed? >> Yes.

088>> Mr. Davis? >> Yes. >> Dr. Olle? >> Yes. >> Muse? >> Yes. >> Miss Schustster? >> Yes. >> Mr. Young? >> Yes. >> Okay. We move on specifically to finance and uh we have presentation discussion in first quarter 2026 executive summary review amity pension fund sick and severance account uh oped trust and policy review. It's on page 18. >> So uh we had Mr. Kotch here at uh AFC to present uh and you have the report in your packet. uh the first quarter um the uh investments were down slightly but you know over the year we're still on track to um to meet our our goals. Um they will doing a little balancing to make sure we're staying within our target allocations and this is the quarter where they just pre present the policies

089the investment policies there are no recommended changes but they just always include them so that if you had questions but uh there are no recommended changes to the investment policies this year. >> Okay. Any questions? We're good on that. And we'll go back uh to be now discussion of possible action on contracts over 35,000. And we've done the first two. So technology, education, devices. Yes. So the first one is for this fiscal year. Uh we are requesting to be able to purchase 22 uh devices for the middle school technology program, 11 for each middle school. These will be used um uh as I said in their technology education program. They are a more robust device than the students onetoone device um for the to meet the needs of the curriculum and they're on the capital

090plan but we're finding that we really would better serve the students if we could improve those devices uh uh immediately and the 11 um makes it a 1:2 ratio. The the cap size for a classroom in the middle school is 22. So we would if we could get the 11 now and then um in the future get the remaining 11 but we feel this would be an enhancement to the curriculum. >> All right. So this is uh uh move uh to purchase 22 student uh devices from the for technology education price of 58,32420. I have that motion >> second. >> I'll second Carol second. Okay. Any further discussion, comments, questions? >> What are the devices being used for exactly? >> They are for the middle school um teched courses. Um so ju just like we've

091been doing specialty labs kind of sort of all mostly at the high school, but we also have specialty labs at the middle schools. Um, and then this would be to add to and create a specialty lab for teched. It was originally scheduled, I think, for 2728. Um, but if we can at least get half of them moved up now, they can immediately start using the type of software that they want to use. Um, and we're comfortable, we've talked about it, of only purchasing half. um because of the way that um our teachers teach in sort of station models, there are things that kids can be doing on either their one-to-one devices or just in the classroom itself. We don't need all 22 right away. We're also looking at space trying to fit all 22 into

092the room. Um, so we need to do a little space reconfiguration, but it would definitely let them move ahead with running some of the programs that they want to run um for their for their tech classes >> like 3D printing and the CAD or >> Yes. very similar to what we have up here um but um that we just don't have down at the middle schools yet. >> No, they they do stuff like that. I just don't know what they're using to do. So >> it's probably just inefficient and slow. >> It is. It's just Yeah, it >> And I mean, and again, if you think with the student laptops right at the middle school, we keep them for four years. So they're not even like like even by like year three and four, they're

093not running as fast as we would want them to run. These would be dedicated for those teched classrooms. >> How frequently would they cycle? Like >> I mean we Sean can probably answer this better but I think we've kept our labs usually for like seven or eight years. They do a lot he does and the tech department do a lot of creative things to keep them running for a longer period of time and you can change out oh god I'm going to get way over my head but like cards and stuff like that and it can work better. Um so it's it's a good investment. Okay. >> Is there a guarantee on the um equipment like how long that they're guaranteed to not age out? >> Um I don't think there's a guarantee on it

094but like I said we usually can keep them for seven to eight years. Um what there is a guarantee on is the price which we would purchase immediately tomorrow because tech price for technology equipment is skyrocketing at the mo moment because something to do with memory cards. Um and so um that's the other piece about this that is um kind of timely >> at this point. >> All right. And and these uh of course were uh approved and recommended by the uh >> finance of finance. Yeah. Okay. All right. We did. Yep. >> Miss Bradley. >> Yes. >> Miss Chuck. >> Yes. >> Dr. Kronicron. >> Yes. >> Miss Lombardi. >> Yes. >> Mr. McDonald. >> Yes. >> Mr. Reed. >> Yes. >> Mr. Davis. >> Yes. >> Dr. Ola Dele. >> Yes. >> Miss

095Rabuse. >> Yes. >> Miss Schustster. >> Yes. >> Mr. Young. Yes. >> Okay. Uh we now move on to number four there, the student onetoone devices. Uh and uh this is a uh motion to uh lease agreement with Insight is uh okay lease purchase agreement with Insight Financial Services 420 student devices. This is a 4-year lease with options for an FMV buyout, continued lease, or return of devices at the end of the term. A total of 83,42796 annually. And uh do we have a motion to approve that? Uh Patrick made the motion. Second, Sudier. Uh okay. Uh so what's the story on this? So this is a budgeted item for in next year's budget. Um but given the conditions Dr. Buyers just talked about in the technology world between price and um the availability in

096order to have these devices ready for um school when it opens in September. Um we uh would like to place the order as soon as possible. Since the referendum has passed, we know that our we have our budget number. we can um actually issue a purchase order for next year's budget. Um and we would do so tomorrow because the price will not hold. I can't remember if tomorrow's the day it expires or shortly after. So um we have um a window here to open and this was within uh the budget amount and and you'll recall we started last year without student devices and it was a challenge. Um so that is the other driving force is that we can place the order tomorrow. They don't expect payment until July 1, but they will keep processing

097our order on that good faith that we will pay them and hopefully it gives us an additional six weeks of lead time that we didn't have last year to place the order. >> I think current seventh graders didn't have laptops until like the end of October. >> Okay. So, >> I can't promise it won't happen again, but at least we're making a really good effort not to. >> All right. Any other uh questions? And uh once again this is recommended uh by the finance committee. >> Yes, Jen. >> Um just as I remember from the technology meeting the plan was to return some of the laptops because the price of used is pretty good right now. >> So so yes so we will collect the laptops or the one to ones of the seniors who

098are exiting. Um, but we will also make sure that we don't get rid of them until we know we have these in so that way we have enough one to one devices for everybody to start the school year. But yes, that's the fair market value buyout and that's what we will do with the the devices that we're getting rid of. >> Even even the school district learns a lesson. >> Okay. Uh, anybody else? Can we call the role please? >> Yes. Miss Bradley? >> Yes. >> Miss? >> Yes. >> Dr. Kunron? >> Yes. >> Miss Lombardi? >> Yes. >> Mr. McDonald? >> Yes. >> Mr. Reed? Yes. >> Mr. Davis? >> Yes. >> Dr. Ol? Yes. >> Miss Rebuse? >> Yes. >> Miss Schustster? >> Yes. >> Mr. Young? >> Yes. >> Okay. Motion carries.

099Move on to C discussion and possible action on tuition rates uh for uh 2026 27. It's on page 55. >> Yes. So, um, Miss Kovaleik prepare prepares the tuition rate after the budget passes and uses the net current, uh, pupil per pupil expenditure report, uh, formula to develop it. Uh, this year there is an increase of $641 for regular education. It's about 2.86 for $23,83 would be the tuition rate. Uh, special education, the base rate would be 23,518. special ed would have additional services added on and that would be based on the current pricing at the time of um a student's services. There are sample prices listed below but um again they they would be build actual cost on top of the base special ed tuition rate >> and financing. Okay, we have a recommendation

100uh set the uh tuition rate at $23,83 uh for non-resident students. Uh someone want to make that motion. >> Do we need to make the second part too? >> We do second. Is there a second part to that? >> Says and the non-resident based tuition special ed based tuition rate at 23518. >> Do the whole thing? >> Yes. >> Okay. >> Yep. Thank you. Uh, second. >> Megan, you want to make that? Thank you, sir. >> A second. Patrick. Thank you. >> Uh, any further discussion? So, um, >> can you tell me if any of the like additional costs if there are other students in the building that might use need those services and if the full like hourly cost needs to be passed on to the student? I guess I'm just wondering if like

101>> I'm sorry. No, before I do it. >> So, it's going to be based on whatever the student has in their IEP. So, if we are taking in a non-resident student from XY school district, uh they will pay the base tuition cost and then if their IEP says 1 hour a week of counseling, they'll be charged, I think it's $71. I don't have the memoir. They'll be charged that $71. They'll follow exactly what their IEP says. If it's any group services, so if it says group counseling, then that will be divided by the number of students in the group to charge the district the actual cost that's being expended. >> And are we passing along the exact cost that we incur? So we're not making a profit off of any of these services what it

102costs. >> That that's why there's a formula for us for how we set tuition from the state so that we're not profit. >> Yeah. But for the base tuition, but these amounts will be like above >> on top of the base tuition. >> Okay. >> But those amounts are uh derived from an average of the hour of the salaried people who provide those services within the district. >> Okay. Thank you. >> Anyone else? If not the roll, please. >> Miss Bradley, >> yes. >> Miss, yes. >> Dr. Kron, yes. >> Miss Lombardi, yes. >> Mr. Mcdana, yes. >> Mr. Reed, yes. >> Mr. Davis, yes. >> Dr. Ollet, >> yes. Mr. Reuse. >> Yes. >> Mr. Schustster, >> yes. >> Mr. Young, >> yes. >> Move on to D. Discussion of monthly financial statements on

103page 57, a special education update. >> So, uh, on the revenue side, the biggest change was that we received our open choice grant and it came in 55,608 um more than budgeted. Um this is a a grant that they divide based on what money they have, how many kids actually are in the program through the years. So there's a base formula of um 2,000 per student, but then if your enrollment if your percentage goes over 2% it bumps up and we hover right around 2%. Most years we're under 2% and as soon as you tip over then you get 3,000 per student. So it's very hard to estimate exactly what you'll get. But that is on the revenue side. Um on the expense side trying to estimate exactly um what will be left in accounts

104as um about 95 to 98% of ordering is been done at this point or encumbered for the services. Um we have some more unpaid leave of absences that are going on right now um and vacancies. So trying to address those through the salaries. Um again in medical even though the claims that are 106% the fees are down. So it's roughly 85,000 to 90,000 to the positive. Um most of the other items are just my estimate of where I think those accounts will end for the year. The big change is one the $190,000 contract you just approved for the PA system. And then on the electricity, that uh $95,000 credit that the UI um said we were getting, they have um taken it back. Said it on upon further review, we are not entitled to the

105$95,000 credit. So our bills are as they stand. Um >> how can they call and tell you you're being issued a credit or was it ever in writing? >> They he gave me an email telling me to look for it on the next bill. I immediately called and said, "Well, where did this come from? How did it generate? Is it going to h continue to happen? When did it start from?" And it wasn't supposedly just amity. It was a process they went through with people who had primary and secondary metering and that they weren't given this 3% credit. And they thought we weren't. But the way that they looked at our primary and secondary reading on the first glance was incorrect. And when they did a final review before actually processing the credit, they realized

106we were getting our 3% credit since 2016. >> Sure, we were. >> Did somebody lose a job there? Like, you know, >> I guess we all knew that, but we weren't going to say anything. >> We were happy to take it for whatever reason, but >> Okay. Any questions? >> I just have >> Yes. only because it's an area where there seems to be a surplus every year and we talked about it a lot in the budget. Help me understand in salaries like how from like March to April there's like a 440,000 swing in what we estimate the difference from budget to be like how do we find $440,000 in a month? Well, we're we're really honing in now. Like you're looking at people who there's a this is a very popular time of year

107for people to be on leave of absence and or to have started earlier in the year and become unpaid at this point. >> And we don't usually capture that until they hit the unpaid part because we don't want them change mind and come back. >> Um we also start looking at coverages. That's like when somebody's out, we have another teacher coverage cover for them. uh the usage of that substitute rates, how much those have been and try to capture that. Um those are some areas like at the middle schools where coverage are are really kind of under budget at this point. Um we use an average. We we try to look at what contract language may impact those things from year to year. I mean when we first had paid FMLA offered to the teachers,

108we really expected this spike in substitute coverage. We've seen a little more of it this year, but not to the extent we had initially anticipated when the contract first went into place. So, we try to when we're budgeting, we try to estimate what those impacts will be. And now we're trying to say, okay, this is what's really happening. And then we use that to try to adjust next year when we built the budget, what will happen based on what we know. >> Thank you. Any other questions? Okay, we move on to >> Did you want Mr. Grant? Yeah, >> I'm sorry. >> Um, good to see everybody again. I'll give you a quick update what I provided to the AFC to be constant of the time. Uh, one of the things that we mentioned in

109Miss Lumis' report, you do see uh that it is marked favorable on tuition for 324,000. I just wanted to give a quick uh summary of how we got there. We essentially had five students who when we budgeted in April of 2024, yes, 2024, we expected to come. Of those five students and working with the superintendent's office, one we found out was not living in the district and they were placed out of district. Uh we found that out early in the school year. So once we found that out, we initiated a residency investigation and uh told them they couldn't come here anymore. Uh that was a substantial savings to the district. We had two medically fragile students and although they are placed in medically fragile out of district placement programs they are unable to attend full-time

110um and one is unable to attend altogether. So we were able to work at that with that school on a relationship we had to only be built for the days the students actually went. That is not typical that was built on a relationship. Um additionally we had another student in our 18 to 22 program who was out um placed out of district and the family decided to utilize their ability to homeschool the student. we remain fiscally responsible for that student until June of the year in which they turned 22 as the family could return back to district at any time um during those years. And then additionally, we had a student switch between two out of district um placements. So those five students resulted in a savings of $327,000 against the tuition line. We are

111uh favorable $324,000 roughly some pennies. Uh so if those students had to come, we actually would have been $3,000 short. Um, but that is how we got to what you see is that favorable $324,000 on the tuition line. With that said, we just got noticed. Uh, next year's budget, we're already short $37,000 on an out of district placement. Uh, for a residential student um, in a different state where the state sets it and they increase tuition at a higher level than we were anticipating for a medical based placement. So, uh, the state, as I called it in the last, the state of the union for special ed in May of 2026 done very quickly. Did you just say for an out ofstate placement? So we still have to pay for somebody that's not even in

112our own state. >> No, they are they live in our district, but we actually have to place them. >> So if we have various different reasons, >> so we're sending them there. They do. Okay. >> They need to go there. >> They need Okay. >> For highly complex medical reasons, if we don't have a residential school in the state for complex medical reasons, we look outside of the state as close as possible. >> Gotcha. Okay. >> And and Mr. Brandt, you know, he tries to Yes. I just didn't think I heard that right. >> Yeah. But um >> I'm happy with the answer. >> I Mr. Brand, I thought uh you had mentioned some of the the numbers on each of the students and I thought that was very informative. So perhaps that might be

113useful to the board as well. Uh you're talking about two students 180,000 and things like that like so that numbers I think are helpful as we think about what what causes variability. So yeah, exact um the one of the students who left Madier Midier was a $70,000 savings. Uh one of the students for medical the two students for medical reasons who are unable to attend was 118,000. The residency savings was almost $100,000. Um and the student with the different uh placement uh through the PPT process was actualized savings of almost 50,000. And I say savings although not truly savings just adjustment to what? >> Okay. >> Uh we move on. Uh uh we have the transfers uh under 3000s on page 89. Everyone had an opportunity to look at that. Uh any comments uh from

114anyone? All good on that? Okay. We move on to uh F discussion of possible action on budget transfers of 3,000 or more on page 93. So the um there's three transfers here and AFC took them all as one. Um so I'll go through them. The first one is one from special ed. It's transferred between special ed accounts and for additional tutoring services. The second one is uh to purchase those 22 uh laptops for the middle schools. Uh typically at this time of year, we look at all the technology funds and consolidate all the accounts and make a a purposeful uh purchase for the district and this year it'll be the laptops that were approved earlier. So that's the second transfer. And the third one is for the PA system and it is um utilizing some

115of the funds that Mr. Brandis explained where they came from. >> Okay. So, we have uh three motions here uh to consider. Uh transfer uh number one motion move uh the uh for tutoring services uh 10,000 from tuition and private out to professional tech services 10,000 technology. There's a whole listing of various different uh accounts and uh that's 58,32420 to move. And then lastly uh on the transfer for the uh public address system 190,186 to uh move from uh tuition private out into buildings. Uh could I have uh motion uh to do all three? >> Megan and Carol second. Okay. Any further discussion on those? They were all recommended and approved by the amate finance committee. >> Okay. If not, >> Miss Bradley, >> yes. >> Miss Shay, >> yes. >> Dr. Kronicon, >> yes.

116>> Miss Lombardi, yes. >> Mr. McDonald, yes. >> Mr. Reed, yes. >> Mr. Davis, Dr. Mr. Ol. >> Yes. >> Miss Rabuse. >> Yes. >> Miss Schustster. >> Yes. >> Mr. Young. >> Yes. >> Thank you all. That motion carries. >> We move on to policy 10. We have uh uh two first reads. >> What what did I forget? >> End of year. >> Oh, end of the year transfers. >> Sorry about that. Page 96. Um, every year >> I knew that >> we ask just uh for permission to make the necessary transfers to close out the year and some of them may be over $3,000. Um, and then we report that to the board in August. Uh, this is so we can close our books in a timely manager man um timely manner and

117make sure that all of our accounts are not under budget when we close the books. It's a good auditing practice. Um and so most of these accounts will be you know salaries and utilities as we talked about but we'll report all the accounts in August. >> Okay. This is uh motion uh authorizes director of finance and administration to make necessary budget transfers to salary and benefits account to pay other standard charges. These budget transfers may exceed $3,000. Director of Finance and Administration will report all budget transfers made to the AMD Finance Committee and the Amity Board of Education. All right, we have that mo motion, please. Somebody want to make that motion? >> Patrick and Sudar second. >> All right, any other questions? >> Miss Bradley, >> yes. >> Miss Jay, yes. >> Dr. Kurt,

118yes. >> Miss Lombardi, yes. >> Mr. McDonald, >> Mr. Reed, yes. >> Mr. Davis, Dr. Ollet, yes. M reviews. >> Yes. Oh, excuse me, Miss Schustster. >> I'm just looking at the name tags. >> Oh, thank you, Lisa. Yes. >> And Mr. Young. >> Okay. Uh we have two first reads. uh policy uh 3434.1 accounting for compensated absences and number two policy 4134 uh tutoring page 98. Uh any comments on these? >> Um I I will just make a comment that the accounting for compensated absences I'm glad Miss Lumis is here if anybody has questions because um it is um a policy that is uh now required by the governmental accounting standards board. Um and so she actually drafted and wrote the policy. Um and uh would be happy to answer any questions about it.

119Um the tutoring policy is one that we already have in place but um it was not reflective of the practices that actually are occurring in the district. The revised policy now reflects what we are actually doing. Um and obviously the strikethroughs um are what we're taking out. The red line is what we've added. Um and I will just make another comment that policy um is still working on AI. Um I don't want you to think we've forgotten it just because it's not here. We actually have a special meeting for that this Wednesday and we're trying to do it separate of everything else. >> Thank you on that. Any questions or comments on uh the accounting uh for compensated absences? >> This is only a first read everyone. So uh >> quick so nothing really is

120changing. It's just that we stating whatever we be doing about the compensated absences, right? >> It's it's something that we had before. We actually had reported in last year's audit report. It's a liability that gets added to our our balance sheet. >> It was always done this way or no. >> We never had to report the number before. We never had to calculate, never had to report it before. >> So we have unstated liabilities or uh how >> it was never required to be reported. So now we're required to take into consideration what people may have accumulated in sick time over the years and have available for them to use in a different fiscal year. Sud dear, this has happened in like corporations too and it's why a lot of businesses went to unlimited sick

121leave or unlimited PTO because you can't quantify an unlimited liability and so it alleviated them from having to but obviously like we have contracts that don't >> yes >> permit us to do that >> and and I could appreciate why they didn't want to do this because it's very painful was very timeconuming to calculate >> okay and >> but no effectively no cost in term like you something I >> it didn't change any cost of the budget or what we're doing. It's just something that had to be added to our audit report and our balance >> and what is the magnitude of the numbers we're thinking >> I need to look back at the audit probably you think it was over $3 million. >> So that is a large viability. >> Yes. >> It's basically

122like saying if every single teacher called out >> I get it like I just want to get the number here. I just want to get the sense of what the magnitude is. >> 3 million. >> Okay. Any questions about Jen? >> So, this is only if they leave or is the liability that they might use it the next year? >> It's yes, >> it's any like if if somebody who's say on a long-term absence this year and is using they get 15 say they get 15 days a year, different contracts have different days, but let's say a teacher 15 days, but they're out for 60 days, but they have a bank of 100 days. So, they're pulling from that bank. We never took a value on what that bank was. That's what they want us

123really to do >> the back >> and do they get >> compensated when they leave for that amount as well. >> There is a handful of people in the district who are grandfathered uh under that but all contracts stop that going forward. >> But that's why we have the sick and severance account that we reviewed because that helps pay for that. So, it's a use it or lose it situation and you're basically accounting for banked time. >> Yes. >> Okay. Uh any comments on the tutoring one? If you have any uh specific comments, questions, concerns, uh please contact uh our uh policy committee and uh make suggestions or questions or whatever you need to do. superintendent or the chair personnel. Let's uh report on page 100. Any specific comments uh on that? Everybody has that

124in their packet. And uh we move on to uh number 10, new business uh and announcements. Any specific announcements that anyone uh would like to make? Uh stop. >> So um again, I I did um I shared this at AFC. Um so the um state legislature and um with support of the government um uh is providing some supplemental aid to municipalities um expressly for education costs um I think it was $162 million to public um schools specifically um and uh within the the statute that um is that alloc allocated the supplemental aid. There's very specific language that the aid shall be expended for educational purposes only and um italicized um shall be expended upon the authorization of the local or regional board of education. Um so the a just came in last week. Everybody's trying

125to figure out what to do and what this language means. Um but uh it it seems so the aid is going to go through ECS so we don't get any um as a regional school district. It will go directly to the towns of Bethany, Orange, and Woodbridge, which is where ECS money always goes. Um it's being sent as kind of like a a lump amount. So um um is it Bethany that's getting about 70,000? >> 70,000. >> Yep. Um, so they're getting this lump amount of 70,000, but factored into that amount is the proportion that is being allocated because of the Bethany public schools and the proportion that's being allocated because students from Bethany go to AMD Regional School District. So, um, so it's it's so at some point I think our board of education

126is going to have to give the authorization to expend that money for educational purposes. Um, I know there are differences of agreements and we never touch ECS money, so it's weird that we're getting it pulled into this. Um, but it's a supplemental aid package and that's what happens. Um I know there are disagreements currently I believe between how boards of ed and boards of finance are interpreting this. This is revenue and when revenue comes to amity we don't get to spend it. We just return revenue back to the towns as part of our unexpended funds. So no matter how we look at it the money is just going back to the towns. So once I but I don't want to create a friction for my other superintendent. So once we all get this figured out,

127my recommendation for us would be to authorize that the towns use the money for educational expenses. Um, but I'm I'm hoping we can do that by June and then just make follow the statute, follow what the expectations are, but at the same time really not exchange money in any sort of way because it just should go to the towns ultimately in the end because it's revenue for us. Um, so just so that you're aware of that, but also if you hear about that, that's where all this is coming from. It sounds like order of magnitude. It's a drop in the bucket relative to what each member town's contribution is. >> Depends on what school district you're in. Um like for us it's a drop in the bucket. >> So I mean you're talking like $70,000

128at Bethany versus the >> I'm not going to remember that orange received >> but I mean relative to what they would give we can just say >> take it use it to >> offset educational expenses. Yeah absolutely. Um, so just but it's in the news a lot right now because everybody's talking about this windfall of money that schools got and >> it's not quite getting that. >> Okay. >> I just >> Anything else? Yes. >> Oh, I just have a question. Um my understanding is that the bond projects have moved through facilities and are now going to the building committee and are going the full board will get presentations on the bond project. >> Um so we will present the recommendations that come out of facilities and the building committee. Yes. To the board. >>

129Okay. So, so the recommendations um when you when the pro when the recommendations are presented to the board and we would like more information about specific bond suggestions, how do we get that? Um, so I would probably go back to um the meeting minutes, notes and packets from the facilities committees because all the information that was shared at the facilities committees are in those meeting. I would say the minutes are probably more appropriate packets. >> Um, so I would go back into the packets um looked at them so >> to get to that information. >> Yeah, I've looked at them. So there's going to be specific presentations I think for park need to see. >> We have we I mean I feel like we have committees so that the committees can do the work so

130that we can make recommendations to the board. I mean the whole board if the whole board needed to see it then the whole board probably should have joined the facilities committee. Our our meetings are open and we're there. It seems kind of counterintuitive that, you know, we have committees so that committees can do the work and then report to the board. >> I I I would I would think that if you have specific questions that that's that's open to the whole board, but I I don't know if we have to do everything that the facilities committee heard in front of the whole board. >> Yeah. I mean the facilities committee has met four times has received presentations from about eight different six different people over the projects. So they've I mean I I again it

131was a significant amount of time from facilities. I don't know that we need to replicate that >> with the forward but >> I don't know that we need to replicate it all for the board but as I expressed in the committee there is going to be one thing in particular that there would be dissension among this board on with specific members very heated about that and that they would likely want to see the full presentation and understand. So I don't think it's fair just to say that the facilities did the work and this is their recommendation when we know that the whole board has to approve it. >> But if there is something that is uh uh bothering us maybe we should say that in advance and like you know and say that we would

132like a discussion of that in particular so that way uh you know we can have expectations. >> The chair the chair has no objection to having a specific presentation if there's a lot of controversy or questions about it having the full presentation. You want to talk about it now or you want to talk about it on June 8th? >> Well, why don't you request that it be? >> We're not going to talk about it now because it's not on the agenda, >> right? No, >> I request I mean we requested for I'm asking that's why I'm asking. So, but be forewarned that on June 8th we'll be requesting a full presentation on one of the bond projects. >> Excuse me. I I I would say >> I I I would say when the bond products

133uh projects are ready to go, that's when we get the presentation be when the board has to vote on it because other than that, you may have a big discussion and it may never show up. >> Okay, fair enough. But just that specific topic was also brought to the entire board in what was it August or September of 19. The entire board saw the presentation. So it didn't hang out in facilities. Facilities saw it. Had many meetings about it. >> Came to the full board in I believe it was September of 19. >> Okay. >> All right. Okay. Anything else? Uh without objection then the meeting is adjourned at 8:32. Any objections? >> Thank you all. Good job finishing it a bit.