001meeting of the Torington Board of Education at 5:30 p.m. If everyone could please rise for the Pledge of Allegiance. The flag is there in the back of the room. I pledge allegiance to the flag of the United States of America and to which it stands for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay. Uh Ellen, whenever you're ready, you may call the role. >> Mr. Burgerer, >> here. >> Miss Conway here. Mr. Corey >> here. >> Mr. Cronin here. >> Mr. Pis here. >> Mr. Ucalo >> here. >> Miss Hona here. Mr. Kiscoco. >> Mr. Knight. Mr. Putnham I believe is on his way. Mayor Carbona representative. Dr. Baker. >> Miss Ferguson. >> Miss Lavyby. >> Mr. Pagola. >> Miss Schulty here. >> Miss Beans. >> Mr.
002Wilson. >> Excused. All set. >> Thank you. And I've just seen that uh Mr. Putnham is having a little trouble parking, but will be with us shortly. Um okay. I'd like to hear a motion for the approval of the agenda, but I am seeking just a couple of adjustments. Um the first would be to add an item. So it would be uh G1E. So that's the field trips block under new business. Uh the administration's got one extra one. and they'd like us to hear about related to ths students going to Columbia University on November 3rd. Um and the other amendment I would seek uh just with the number of folks here versus the relatively small number of recognitions uh I would just like to move item six which is recognitions up uh above um the
003public hearing portion uh so that we can uh do those recognitions and so that those uh students etc and their families um can get out of here if they're not invested in this public hearing or meeting. Um so I'd like to hear a motion with those amendments if there is one. Is there a second? >> Second. >> Okay, so that's Mr. Knight and Miss Hona. Uh, any discussion, additional amendments? Hearing none. All those in favor, please say I. I. Any opposed? Okay. Our agenda is adopted. Uh, so I'm going to pass this over uh to Miss Ferguson for recognitions. >> Perfect. Scott, Mr. Scott, are you Oh, perfect. Okay. So, our first student recognition this evening, Mr. Scott is going to present to Gabe Mazakane. We will >> so you guys all may remember Gabe
004Bas. We actually recognized Gabe last year because he was accepted into a program through the Junior Air Force ROC for a flight school over the summer. not being congratulations. He's also kind enough to bring me back a t-shirt from flight school. So that was great. Uh but Gabe is being recognized tonight for something completely unrelated to Air Force OTC. So Gabe is a semi finalist for the National Merit Scholarship which is an outstanding award and hopefully as we move through this process could result in scholarship. So just wanted to congratulate Gabe, have him come here tonight and be recognized for his outstanding academic performance. The national merit scholarship if you are not familiar with it is selected through the standardized testing in the college board process and only a I think it's the top 6%
005of students across the country. Um so outstanding performance, outstanding been a student that has made us very proud. [Applause] >> Congratulations. >> Let mama get one, too. >> All right. Perfect. Congratulations, Gabe. [Applause] Our second uh student recognitions are from the Torington Middle School. And I'd like to ask Miss Jennifer Martin to come up and join me to present these two awards. I'm And I'm also looking for Mila Hudac and Stella Spooner. Looks like maybe Stella's not here. Okay. >> Hi everyone. >> All right. Fancy. Thank you. Hear from people on Zoom. So this evening we are proud to recognize two while Stella is not here remarkable middle school students Mila Hudac and Stella Spooner for their outstanding contributions to our summer learning program. They volunteered their time in the extended school year program working
006with students in special education from the very first day they stepped into the classroom with confidence and kindness quickly becoming a natural part of the routine. As one teacher shared, they are naturals. While most students would be nervous to enter a classroom of students with special needs, the girls came to class as if they had been working with this group of students for years. Mila and Stella not only built meaningful relationships with our students, but also went above and beyond, taking on additional responsibilities, seeking out new tasks, and making sure their time was used effectively. Their presence was truly a gift to our program, and we are so appreciative of the energy, care, and dedication they brought each and every day. Congratulations, I have to add something. I just have to add a little side
007note that I've known Mila, I'm going to embarrass her, since she came to kindergarten many, many years ago. So proud of her for really giving up the majority of her summer to come and volunteer at summer school. She didn't come to summer school because she needed credit. She came to help others. So, thank you to Mila and to Stella. We'll make sure Stella gets her award. Congratulations. Thank you. >> Now, if Dr. Torres could join us to present to Angel Ramos. All right. Good evening. Tonight, I'm proud to recognize a student from FAST Academy who represents the heart of what our program is all about. Growth, perseverance, and success. Angel Ramos has not missed a single day of school since starting at Fast Academy, which is a major accomplishment for this student. He arrives on
008time every day, prepared, respectful, and ready to learn. His academic success is a reflection of his consistent effort, and he has quickly become a role model for other students in the building. For Angel, this is an incredible accomplishment thus far, and he is proof of what can happen with when the right supports are in place and when a student decides to take ownership of his future. It's my honor to recognize Angel Ramos for his perfect attendance and his outstanding progress at Fast Academy. We are incredibly proud of him and excited to see what he continues to achieve. [Applause] to go. And our final recognition for the evening is a student for a student at Vogel Wetmore School. Mrs. Pay is going to recognize Aiden Ashby. So, come on up. >> Thank you. >> So, I'm
009actually gonna hand the mic over to Miss Sullivan, who's Aiden's teacher who nominated him for this award. So, me stand aside. Aiden is a shining example of the kind of student Torington Public Schools strives to develop. He arrives each day with curiosity, enthusiasm, and genuine desire to grow. Not only as a learner, but also as a leader and a friend. His growth over the past year has been remarkable academically, socially, and personally. Aiden consistently exceeds expectations, embraces challenges with confidence, and stand out as a leader among his peers. He's not afraid to take initiative, and his strong work ethic sets a positive example for others. His kindness, positivity, and dedication makes him a joy to have in the classroom. I'm proud of the student he's become, and excited for all that lies ahead of him.
010Let's do it. [Applause] Okay, thank you all and congratulations to everybody recognized by the board. Um we'll now move to uh school community service and public participation. Um, got to read a rather long-winded paragraph. Uh, the board invites members of the community to speak on topics to be addressed in the agenda or on other topics of interest. Individuals wishing to make comments are requested to fill out the speaker signup sheet, including your name and address, which must be stated at the beginning of your comment. The board will not allow comments regarding specific staff members, parents, students, or personal grievances. Courtesy is expected in this limited public forum. The participating time will be limited to three minutes per person and 10 minutes overall. Um I thought I would have more names on this list. Uh but
011we'll go down it and then I'll see if there's anybody else who would care to address the board. Uh so first we have Mr. Jason Lafrener. >> Good evening. My name is Jason Laughafaneer, special education teacher in Torington and uh the new CA representative to the policy committee. I'd like to say thank you to the administration and board of ed for passing the student dress code. It's been re wellreceived and followed much better than by the students at TMS than I thought it would. Not seeing pajama bottoms, slippers, and revealing clothing has been a pleasant bonus to spending time in the brand new building we are currently in. I know that um I know too that whatever version of the dress code is passed this evening for staff that all staff will rise to the
012occasion in the same manner that the students have. There have been conflicting accounts of why this dress code has been brought forth. Regardless of those reasons, we need to be role models for those we teach today. We have been role models in our practice of free speech, expressing what we feel would be just and right in the agenda to this and other policies. Demonstrating that first amendment is alive and well and encouraged in our country and community. Being present every day and offering a supportive, engaging, and rigorous environment is another way we are role models to our students on a daily basis. Can I do that in jeans and sneakers? Sure. But I get that the board and administration want us to be more than role models in our actions, but also in the way
013we look. You look good. You feel good, you do good. The only thing that has bothered me the most about this whole situation is there have been conflicting reports or statements about how widespread inappropriate attire is in the district. I know I'm in just one building and there are a lot of employees. But whether the issue involves only a few employees or many, it is important that we send a consistent and united message so that our reasoning is not lost or misunderstood. Lastly, I'd like to ask for a moment of silence and acknowledge the passing of longtime TPS employee Kathy Madden. Kathy was the nurse at Torington Middle School when I first started back in 2004. And she quickly became more than just a colleague. She was a true friend. Many of us, including teachers
014and par educators, shared countless lunches with Kathy, often setting up a folding table outside her office with a tablecloth when the weather was nice, and it affectionately became called Cathy's Cafe. She'll always be finally remembered by me and will be deeply missed by many. Thank you. Thank you. Um, I next up have Oh, I'm having a little trouble reading this one. Ella Lei. And can you read Can't read the handwriting, but if you're number two on that list, come on up. >> COA. >> Ah, wonder. Thank you, ladies. Hello all. My name is Ella Lee >> and my name is Kajita Fraser. >> We are seniors here at ths and have come here today to voice our thoughts and opinions on the new student dress code and hopes the board will take them into consideration.
015As we came back to school, I think most students were shocked to see some of the new dress code policies. Personally, I was shocked due to the fact that they specifically target females over males. Crop tops, tank tops, and pants revealing upper thigh are predominantly worn by girls. Females are being put at an unfair disadvantage by how much skin they show. Their stomach, their shoulders, their thighs are being prioritized over their education. Students' bodies are prioritized over their education. Girls are feeling targeted and unsafe within their own school, and they are facing uncomfortable conversations and thoughts. Not only are students facing uncomfortable conversations, but so are teachers. Many are also asking questions on the language used in the student handbook. The language specifically states, "Shorts and skirts must allow the student to safely walk, sit,
016bend, and ascend or descend stairs without exposing the upper tie or upper or undergarments." The phrase upper thigh lacks clear definition leading uncert leading to uncertainty about the intended standard and appropriate enforcement. We ask for clarification on the language so that students and teachers can proceed accordingly. We hope that the board can take into consideration that times are changing, trends are changing. The new student dress code reflects a generation no longer relevant to our current student body. Availability of certain clothes expected to be worn by students are not always realistically equitable. We thank you for your time and consideration. >> Thank you. Uh I next have Heidi Laos. Good evening. Thanks for taking the time to hear some voices from the community. Uh my name is Heidi LS. I live at 5B East Farms Road.
017I'm here tonight to express my disappointment on this board's decision to uh create a dress code for for teachers. As a member of this board from 2005 to 2009, I'm well aware of the pressing matters you have in your agendas. As an educator for the past 25 years, I can tell you that classrooms are very stressful at all levels. Our roles shift constantly. One moment we're teaching, the next we may be supervising the hall, coaching a student, sitting on the floor with a struggling learner. Pres prescriptive rules about teachers clothing don't account for all these realities. This prescriptive list risks undermining professional judgment, creates unnecessary rigidity in a profession that demands daily flexibility. Do you really want administ administrators inspecting clothing every morning? As you may already know, teachers are evaluated annually. Professionalism is a
018domain which is taken into consideration and should be reflected upon by their evaluator. In closing, I hope you consider adopting this readopting this policy, reconsider adopting this policy and focus your attention on meeting the academic and behavioral needs of our students in Torington. Thank you. >> Thank you. Uh that's everybody who's signed up on this initial list. Uh, but is there anybody else here who would care to address the board? Anybody else? Anyone online? We don't do that anymore, do we? Um, okay, last call. Great. Thank you all. Um, so we'll go next to our student representatives report. Take it away, folks. So for in recent news, we have ROC recently completed their 911 ceremony and they are currently on a two-day trip to Campnet and while there they will be participating in various military
019activities that we are yet to finalize what they are like the specifics of these activities. In music news, the band has recently participated in the Yukon Band Day this last Saturday. High school bands from across the area will be attending this event in a mass assembly of all the high schools along with the Yukon band who perform during the halftime. This event has over a thousand students there. The Dallas Brass is coming to THS on Monday, October 6th. While here, the Dallas brass and intentionally no internationally known brass group TS and ths bands will work with Dallas Brass during the day and perform a concert with them. Pizza Pizzeria Marzano just confirmed that they will be here on the 29th with their truck and will be making pizzas with the students. Uh during the science
020news, the Yukon ECE geology is one of our newest college level courses at the high school. Students have begun to explore the topic of geoysics and we'll start with the formation of the universe so that we can better understand how the earth came to be. We hope to visit Yukon's main campus and stores in the spring for a tour of their geology department to see some of their geological specimens on campus and of course visit the dairy bar for ice cream made from the Yukon cows. The astrophysicistics class is investigating why the course is not called astrology even though the Latin roots indicate that the title makes sense. They are presenting projects about their horological signs like Leo or Sagittarius based on ideas from ancient cultures like the Babylonians, Chinese and Egyptians. They then will
021dive into the origins of the universe and how we know that what's out there for the English department. The English department is psyched to announce the inaugural chapter of the National English Honor Society. The NEHS was created specifically for high school students who love language, literature, creative writing, theater, film and media, communications, and journalism. Memberships opens doors to literary discussions, scholarship opportunities, awards, and competitions, and helps form connections with students from other schools in an unparalleled chance for students, teachers, and schools to engage in enriching discipline specific international community. Um, also from the English department, uh, the results from the AP testing in May came in over the summer and the English department is excited to announce that 91.9% of students who took the AP language and composition exam earned a passing score. Our pass
022rate was 8% above the Connecticut average and 27% above the global average. [Applause] Also, the Raider Report, THS's own school newspaper, is up and running for the 2025 2026 school year. Returning seniors have taken on leadership roles and are helping the new staff get up to speed. THS is thrilled to roll out its newest English electives this year, designed to spark curiosity and keep students deeply engaged. These classes are already off to an exciting start. Juniors and seniors in horror are deep into an analysis of literary elements that form the strands of suspense in this popular genre while superheroes and anti-heroes in mythology have students passionately debating the timeless and ever evolving hero's journey. Um, for multilanguage, the multiling lingual learners department offers four levels of English as a second language, three levels of sheltered
023instruction content and language integrated learning, mathematics, two full years shelter instructed history classes, and two semester long sheltered instruct instruction history electives. In ESL intro-level classes, students are learning formal and informal greetings in stu in students. Oh, in ESL 2, students are discussing personalities in the first unit, Who Am I? In ESL3, students are reading short stories and discussing story elements, as well as reading informational articles and comparing across genres. In sheltered instruction English one, students are reading the novel The Hunger Games and discussing story elements, including setting, characters, conflict, and theme. Sheltered world history and sheltered US history are studying the physical and political features of maps. Sheltered American citizenship is learning about the colonial era, the 13 colonies in the American Revolution. And for academics, Gabriel Mazakan has been announced as a semi-
024finalist in the 2026 National Merit Scholarship Program. Officials of National Merit Scholarship Corporation announced the names of more than 16,000 semi-finalists in the 71st annual National Merit Scholarship Program. And Torington High School's own Gabe Mazakin is a semi- finalist. Students selected for this award are academically talented high school students or high school seniors who will now have an opportunity to continue in the competition for some 6,930 National Merit scholarships worth nearly $26 million that will be offered next spring. Thank you both. Uh do any members of the board have questions or comments for our student representatives? >> Thank you. And uh as always, you are more than welcome to join us for the rest of our meeting, but by no means should you feel obligated. Thank you. Um okay, next up we have the report
025marathon. Uh starting with Miss Ferguson who's standing in for Mr. Wilson who uh I believe is at a conference representing Torington public schools at the moment. >> That's right. Mr. Wilson is in Boston at a national conference proudly representing the Torington public schools. So I have the honor of sitting in for him this evening and I'll start by just sharing the report that he left. So, the opening of schools was very smooth and successful. Uh, we would like to give a shout out to co-chair Sue Depitis for attending our convocation. We thought it was a great event. It was a beautiful day. The sun was shining. The humidity was low. We spent the whole day outside at the new intermediate school. We've received some very positive feedback from our staff and we just think everybody
026had a very nice time. So, we look forward to doing something like that again. A special thank you to Chief Baldwin for providing us with police at each of our buildings for drop off and dismissal during the first week of school. Much appreciated. It truly does take a village. All of our cabinet members have been around to each of the school buildings uh in order to witness the hard work and dedication of all of our teachers and our kids and this presence will continue throughout the school year. Uh Mr. Wilson attended the commissioner of education's welcome back event in Hartford where superintendent across the state heard about the state of education in Connecticut. The superintendent would like to commend the Torington High School ROC for a great job with the 911 memorial ceremony. It was
027a very moving ceremony and our kids did a beautiful job. Our fall sports teams are off to a great start. We're all very proud of our student athletes. And just a little side note, a few of Mr. Wilson's 11th grade friends invited him to lunch this week. So, he joined them in the cafeteria. Shout out to our food services director and her team for delicious fair. Uh they had a great time eating and enjoying good conversation in the cafeteria. >> There you go. >> Thank you. Do anyone have anything for the superintendent's report? No. Okay. Uh, so we'll move right along to human resources. Take it away, Kim, whenever you're ready. Okay. So, you have in front of you my human resources report. Um, and you have kind of the state of where we are
028right now because I don't have the full end of the month from September. Um what I can share with you is that when I gave a similar report last year, we had um eight nine teacher vacancies still that we were looking to fill at this time and we have one right now. So that's very exciting. Um and then our September uh fill rates to date and our absences to date have been a tremendous improvement from where we were at this time last year. So our teachers were at around 80% and our parents were at around 40% at this time last year. So ESS, our partner, has done a nice job and um we continue to hope to see progress on that and our absences um are continuing to be good. So we're off to a
029great start this school year. Um we are attending the Winchester Economic Development Center job fair tomorrow. Uh so we'll be showing off some of our new Torington swag that we got for our recruitment fairs. So we're excited to be there to try to fill those last few non-certified positions that we have. Um, I actually just finished scheduling our HR office hours for October. So, we'll be out and about in all the schools, either Dina or myself, uh, to answer any HR questions that any of our staff have. And then we're working on finalizing our wellness calendar for the entire year. Um, bringing back some of the very popular things that we know our staff appreciate, like the massage chairs. Um, we're also going to be doing our walking challenge. We're going to be scheduling yoga
030and and some things. And then um something new that we're going to do is we're going to do a make and take trail mix bar that we're going to uh bring for staff and we're going to have it in multiple schools so that everybody can have an opportunity. So we're looking forward to that and we do have the flu clinic scheduled for the end of October. >> So that's what's going on in HR right now. Um Mr. Mr. Putnham at the last meeting had asked for kind of an assessment on the attendance incentive to kind of look back at 2324 to see how many people might have qualified that year. And so I provided that information for you and you can see that it does show that um I think it did make a difference.
031So uh I provided that information and I'm happy to answer any questions. >> Hey, thank you. Um and I don't know if you heard it but Jeff just said thank you. Um >> you're welcome. I I am I I'm looking at this data and I think it's um actually really exciting that uh someone is four times as likely uh working for Toronto public schools to have perfect attendance throughout the school year or throughout the whole year. Um now that the attendance incentive is in place than they were uh beforehand I think and that's the same is true for uh 3/4 of perfect attendance. It's just as well, just as the same, four times as likely, twice as likely to show up to work uh every day for two straight quarters. Um and I think that's
032the kind of thing we want to incentivize. I don't think we're ever going to eliminate absences, right? We expect, in fact, our employee should take the day off if they are ill. Um it's more, you know, for the edge case or something like that. Um so I do appreciate that. Um now that I've talked about it, does anyone else have any questions or comments related to human resources? Okay. Thank you. Uh Dr. Baker, I think you're next. I have to look. Give me a second. Yes. Student services. >> So, thank you. Tonight, um I had included in your packet is the presentation on currently where we are with the numbers in regards to the change. There'll be monthly presentations so that I can share with you how we're changing by the month. This is a
033comparative based on where we stood on September 11th as based on last May's numbers. Um currently you could see the special education totals were down by 47 um 47 students. Our ind district K12 students were up by 11 students. Our prevalence rate is up by less than half a percent. It's 04%. Our in district prek students were currently down by 43 but as you know as the months move on and students become of age those numbers do carry up each month in an upward trend. Our in district age 18 to 22, our transition academy is down by two students. Our continued outplacement for 18 to 22 year old students is down by three. Our current outplace by PPT for K12 students, we're down by 13. Our agency placed through DCF and court assignments is up
034by two. Our magnet and our pre our parent choice and VOAG has stayed exactly the same, 35. And last but not least, the 504 regular education plans is down by 27. But yet again remembering that this is the numbers as of September 11th and they typically cumulatively do rise. Um and because those are are just numbers, uh I did want to say that the highlight of the special educations department right now is we're working handinhand with the office of teaching and learning to roll out highquality instruction for all students. Together, we're aligning practices, resources, and our professional learning to ensure that every child has access to a rigorous, supportive, and engaging learning experience. This collaboration reflects our shared commitment to excellence across the district for all students, and I could not be more proud of
035the work. The previous part of the presentation is numbers, but the real um component to to our hard work is our joined efforts in making sure that education for all students in Torington is rigorous. Great. Thank you. Um, with regard to the prevalence rate, um, you know, as we know, it's been slowly ticking up over the last few years after a pretty dramatic drop several years ago. Um, are we in line with the state average, above it, below it? Where do we sit there? >> Currently in line, and I will tell you that is not just a state trend. Um, in terms of prevalence rates rising, it's a national trend that is moving up. But for currently, right now for us, we're right on track. We do work closely with the state department so that
036these numbers are not just monitored inhouse through the board of ed but also in collaboration with the state. >> Great. Uh and the indistrict K12 um you know it's not a massive increase uh relative to the number of students who are outplaced but is that uh just due to you know a new school year and students graduating from outplacements. Is that what that is? >> Yeah. And what you'll probably see is by October one, you'll see the numbers actually level off more solidified. Um, our October num numbers, pupil in seat will be definitely where kids have specifically landed. September still a lot of movement. So by October, I'd be able to give you more clear answers on those, but that is exactly the attrition. >> Okay, great. Thank you. Does anyone here on the board?
037Bill it it's the percentage of students that are identified as having a primary disability under the Connecticut State Stanos for IEPs. They monitor those per district so that each district has a prevalence rate of that percentage and they monitor it against the state prevalence rate just to ensure that there isn't an over or under identification of students who are actually requiring services. >> You're welcome. So it's it's effectively just the percentage of our students who are identified as needing special education services. >> Yes, sir. >> Great. >> Anyone else? >> Okay. Thank you. Um, Office of Teaching and Learning. That was a good segue you gave Sue at the end of your >> Yeah, she always does that. Thank you, Dr. Baker. Okay. It's um it's actually my honor to present Lisa Bernabi, who is
038our STEM director. Lisa is sitting over there next to Mr. Knight. um Lisa and thanks to the board for allow for making it possible for us to adopt and implement the new math resource this fall at the start of the school year. So Lisa's just going to give you kind of a status update on where we are with that and all the excitement around that roll out. So, thank you, Lisa. And you'll see her slides um up on either of the two Smartboards. Good evening. Thank you for having me here tonight. Um I joined the district in June, so I'm so excited to be able to share the work that we're doing in mathematics this year. This fall marks an important milestone for us as we do a full launch K8 of illustrative mathematics which
039is a highquality problem-based curriculum. But it's more about than just this program that we're launching. It's a shared vision that our teachers have built together around mathematics. A belief that every student can grow into a confident, curious, and empowered mathematician. Our goal as a math department is simple and ambitious to make math accessible, meaningful, and challenging for every learner in every classroom every day. When you walk into our class uh math classrooms this fall, you're going to notice some exciting shifts. You're going to see students solving real world problems, explaining their thinking to peers, and using multiple strategies to make sense of the math. You'll see them building their perseverance, developing problem solving skills, and most importantly, forming a positive identity about their feelings towards math. The classrooms feel alive, and you can see the
040joy in their faces, the smiles on their faces when they're doing the math. This kind of shift takes support and we're building a strong professional learning plan for our teachers in as well. Um in August we brought together all the K8 math teachers, special education teachers, EL and special ed paras uh together for a training on the lesson structures, instructional routines, and our new uh illustrative math online platform. And that was just the beginning. We continue to support our teachers daily with our amazing instructional coaches who are providing ongoing support, in-class modeling, co-eing, feedback cycles so that the teachers never have to do this work alone. And as we move into November, um, our professional learning day will focus on intentional lesson design, research-based instructional strategies to support all learners, and the use of student
041thinking to guide instruction. So, even though we're only a few weeks into this journey, the signs are really exciting. Uh, the classrooms, as I mentioned before, are buzzing, and together we're making math work for all our students. Thank you very much, Lisa. Um, I just wanted to say shout out to Lisa for giving that update and it's, you know, I think anybody in the room who's working in a school could probably echo what she said that it's long overdue. We're very excited. We were thrilled to be able to roll out a new literacy program. So, here we go with math. So, watch out the rest of the world. >> Thank you. Um, now with this math program, and we've talked about this a little bit, um, but with the reading program, I would characterize it
042as less new and more of a return to methods that worked for a long time when our students were performing very well. So, um, tell me a little bit about, uh, this math program in relative to that. Is this something new that we're pioneering or are we returning maybe to uh methods that were uh effective when some of us were in school? >> So Lisa's going to answer that, but I just want to add I know where you're going with this. We are very committed to fact fluency and all of the things that children need to be able to do in order to be successful in higher level math. And then go ahead. >> Agree total. I agree totally with what Sue said. Um, but what it's doing is it's there's an entry point in
043every lesson so that every student in the classroom is engaged in that lesson and continue to build those skills using manipulatives, multiple strategies, but the goal is to develop that fluency um and accuracy over time, but giving them multiple strategies to get there. So, for example, you know, everyone's familiar with the criticisms of the Common Core math standards from a decade or so ago that, you know, parents could no longer help their children do basic multiplication tables, uh, because it was so radically different from what so many of us had learned. Um, so you know, it sounds like what you're saying is that this is really more in line with uh sort of math education that yes is accessible but also has a bit of maybe a memory component and something that is understandable for
044the average person who knows how to do math but maybe doesn't understand what a you know a researcher decided to write down 30 years ago. >> So I think again we're building those foundations that we all remember. We're just giving multiple ways to get there so that everybody can experience that full um math journey along the way. >> Wonderful. Thank you. Uh does anyone else before you go away, does anyone else have anything, Gary? >> So, and I've been pushing the assistant superintendent about getting into a new math program and thankfully we're getting there. I I guess my question is I've had six kids go through the school system, two incredibly gifted in mathematics, but they were here 30 years ago. Well, 30 years ago. Um, and as we got into the new math, and
045I'm not going to say the other four kids were equal to those two. In many ways, they were different, especially one of them. But as we got further along, they got further and further away from the math proficiency. that their brothers had. And not only that, when one of them went to Syracuse and many of her classmates got into the the initial mathematics courses, which I think were calculus, they may not have been calculus at Syracuse and they didn't they could not keep up and it became a problem at Syracuse and and we got involved with a tutor, but it was it was it was pretty common um for their friends also and it's not a Torington issue. It was pretty common for him not to be prepared to get and these are honor students
046and all my kids but one were. He didn't make it through the school. He got kicked out. But he, you know, they all had that problem when they got to college, the last three where they weren't prepared for college mathematics. And I don't think I I I know it wasn't the school because honestly there were some of the same teachers. I don't know if it started in third grade or fourth grade or second grade or first grade, but my push was to try to get back to the way it was when it seemed to work for kids when they got to college because it's most important when they got there if they're going to go to college. Is this program going to help? And my also one of my college roommates was college professor was
047a math professor and he would tell me the same thing. They're not prepared for for for college mathematics. Is this going to help? And not all kids should go to college, but will this help get us to the point where kids are better prepared? >> I truly believe I I truly believe that this is the highest quality math program K8 that is out there. >> Um we are committed to develop the skills of all of our students and we have an eye on the growth of each and every one of them. Committed to get them as far as they can go and want to go in their math. Um >> Exactly. >> Great. Thank you. Thank you, Gary. Does anyone else have anything? Jeff, >> unfortunately, uh, that the board's rules Yeah, the board's rules
048prevent that. I'm sorry. >> Just want I just wanted to get an idea the coaches we have, have they received more training than maybe the staff that said you're rolling this out? We're rolling it out K to8. So, this is a large undertaking for everybody. Do we have resources in all the buildings for teachers and staff who may have extra questions that don't have to wait until the next professional development? I mean this is like we did with reading. It's a large undertaking and those teachers need the support. >> So even though I just joined the district in June and so you can correct me but I think over the last two years we've been working with the coaches and a few a subset of teachers in a pilot to begin to develop the instructional
049routines and strategies that go along with this program. So this is really year three for our coaches. So I think they truly have a deep understanding of the strategies and the ways to help the teachers move forward in and support them in this programs. >> Great. Thank you. >> Thank you. Um and in that same vein regarding questions because I know there was one out there. Um definitely folks can reach out um either to you know Sue or I and we can refer uh your inquiry to one of these folks uh or to the superintendent's office directly and they'll get you where you need to go and get you the answers you need. Um, I think I I often wish uh we would hear from more people with with hard-hitting questions like that. Um, so
050please reach out. Uh, does anyone else have anything? >> Okay. Uh, now I think you're up. >> Thank you so much. >> Uh, so we next have the food services report. It's all yours. >> Thank you for having me. Um, wonderful things are happening in our kitchen. I would like to report compared to September of last year, we're up 4% for participation rates. So that's that's a huge jump when we're talking about almost 4,000 students. Um we are fully staffed, which Kim absolutely loves. I love it. The kids love it. Um our 18month uh grant-f funed project just ended, the eating with your eyes program, which I came to you guys with a while back. Um the state was thrilled with our results. Um, I provided them our wrap-up report, including pictures and culinary classes.
051I had my staff attend and presentation for local foods mainly. Um, and I'd be happy to say that local foods are on our menu daily. They are in our kitchens. They are eating from March Farms. They're eating ground beef from a local farm in Watertown. Um, so good things are happening. And I've also been asked to be an exclusive member of a pilot program. It's called the fresh ed cohort for the state of Connecticut um to let's see utilize l um local produce for other districts in helping them mentor them and get them in their schools connecting with the food hub with farmers and all good things. Yeah. So it's really exciting. more good things to come and just keep applying for grants and moving forward. >> Great. Thank you. I I know it's been
052something the board's been talking about uh on and off for several years to really uh improve >> the offerings we have for our students. So, I'm I'm glad to hear that that's going on and congratulations. Um does anyone have anything related to that report? >> Okay. Um then we last have as an agenda item liaison reports. They are in the packet. Um, and board members have also received them via email. Um, so unless someone would like to come up from the administrative team to present anything about your liaison report or if John wants to for advance, um, we can wave a reading of those as they are available to the public in the packet and to board members. Great. Um, so then we have the monthly financials. Uh Donna, do you want to tell us
053a little bit about those? >> Sure. Thank you. Good evening everybody. Um so everybody had received the August 31st uh budget uh ex explanation uh report in their packet and we went over it in the budget committee. Um for those of you who missed it, I was able to channel Mr. Putnham and some of his anticipated questions of some of the line items that were um you know looking either a little over a little under and we were able to make um adaptations for that. We're in good shape. We're about 14% through the year and 14% through our budget approximately. Um so everything is is looking good. If anyone has any questions, I'd be happy to answer them. >> Okay. Thank you. Yeah, I wasn't at the budget committee meeting. So the the thing I
054see I'm looking just at the top line right now, not the line by line, but I see uh kind of a a big number uh of an estimated negative balance uh just over a million in employee benefits. Can you tell me a little bit about that? >> Certainly. Yes. So that is basically because we um had net budgeted. So we actually have um some of the premium coming out of the employees uh benefits. So that's that's what that's showing right there. Great. So this is in line just like last year where um we we have budgeted the uh full cost for the insurance benefits and this number will decrease closer to zero or rather increase closer to zero as the employees pay their premium. >> Correct. >> Great. Thank you. Uh does anyone else have
055anything related to the monthly financials? If not, I will hear a motion to approve them there. Is there a second? All right. Uh made by Ellen. And I think Gary beat you to the second. Uh any discussion on that before we go to a vote. Okay. Uh all those in favor, please say I. Uh any opposed? None. Okay. The monthly financials are approved. Thank you. Um we have committee reports starting with Mr. Kisco at school improvement. School improvement will be saying goodbye to Ronnie Gelerino as our tea representative regretfully but welcoming Aaron Sullivan and I expect that she will be a welcome uh part of that group our group board self-evaluation uh we're all set to go on that we'll be discussing at school improvement committee meeting which is next week and getting something out
056probably shortly thereafter. after uh please if you have suggestions about criteria we should use to judge ourselves if you get them to me sooner rather than later that would be that would be better. So please do that. Otherwise there's that meeting next week that we can discuss it and we'll probably get something out between then and the next board meeting. But that what's that? >> Middle of October. Right. Right. Right. And that'll give us a chance to talk about it more at the October October regular board meeting. >> John, quick question. Do you plan on using the same questions as last year or you want to talk? >> I want new well >> how you're going to do it. >> If people want to resubmit and think we should continue to look at or take
057another look at what they suggested last year, that's fine. They were very good things last year, >> but someone might have something else. Now, there's no reason not to do something again. >> Okay. And then the board goals too because some of those were driven around our goals and some of those goals have been met. So that should probably be addressed at the same time I think right >> board goals are the thing that we are required to do our self evaluation on. The rest is optional but it doesn't mean we have to spend a lot of time on them but >> right >> they have to be a part of it. >> Okay. All right. Thank you. Thank you for taking the lead on that again. >> Oh it's fun fun fun fun. uh
058testing. We will also have on the sick agenda just further discussion. If there are any questions about the test results, we've had a chance to look at Ed's site yet. That's good. If not, there's still a week to go. If there's anything that occurs to any board member before the next meeting, if you could get those questions to Mrs. Ferguson in advance. That would just make for a better or more comprehensive answer because sometimes you ask a question at a meeting and you get a good answer but not the same answer, not as comprehensive an answer as you might have gotten had somebody had had a chance to think about it uh some more. And we will also be having on the agenda the uh fast academyy's proposal for credit for people who have work
059experience as a part of their program and that's it's done in a lot of places in a lot of ways under a lot of programs and we have to just take a look at that and see what we want to do ourselves with the fast academy up and running and possibly putting kids into job situations giving them credit for that and And that's about all I have to say. If there are questions, I will answer them now. >> Thank you. >> Anyone? Oh, yeah. Go ahead, >> John. On on the test results, I go to Edite a lot, but this probably goes to Sue. When can we get that information out publicly on on the the the good test results that we've seen? It's never in the papers. It never makes the papers. Only when
060things are bad. Who would be able to get that information out? Would that be Sue Ferguson or >> people are here right now? >> I don't I don't I >> Well, I can't read the results because I don't have them in front of me, but they are they are much imp they are much improved and I think it should be reflected and and they should know that, you know, things are are seeing vast improve. We're seeing vast improvements and things are working. But I don't remember the numbers. Sue Ferguson, I'm sure, Assistant Superintendent Ferguson can probably give you more information if you're listening >> after school improvement. >> So, uh, Sue, who doesn't have a microphone immediately in front of her, just said that, uh, the district can issue a press release after the school
061improvement committee has reviewed the matter. Um, does anyone else have anything for school improvement? >> No. Okay. Um, well, you're up anyway, Gary, for policy. I was in Italy for 10 days. I forgot. Um I think we have a meeting to discuss dress code tonight. I think that will be uh discussed. Um I don't think I'm going to discuss it now. I don't think >> um I don't remember what else was on the policy agenda. I'll be honest. >> But the student device protection student device protection policy >> what >> that's going in. >> All right. So why don't you update them for me? I can't remember. >> No, that's okay. It's just it's the it's an update. Jeff actually worked very closely with Rachel on this. There's just one change that's being implemented. U
062we all have a copy of it. It was highlighted. Jeff, I don't know if you want to speak to it or Rachel. Um but does anyone have any questions on what we've seen >> about that agenda item? >> Yeah. >> Well, yeah. Okay. This is just a policy update committee, so yeah, you could talk about it further than that. Thank you. >> Yeah. >> Great. Thank you. Yes. Uh as just noted uh we obviously have two policy matters before us on the agenda that will be considered individually probably at length in a little bit. Um but next we'll hear from the facilities and technologies committee Mr. Ber. >> Uh in regards to that given the crowd that we have and the long agenda we have this evening I'll cut to the chase. Uh for technology,
063basically it's going to be the forementioned um district assigned device rules that was in policy. That was our big topic that we spoke about. And from a facilities perspective, our big thing that we're going to waiting for is the bid results from the old middle school current intermediate school roof project. And I believe those the bid closed last week. Dean is finalizing the results. If you have anything to expand upon, no, we'll discuss them at our next facilities meeting. Okay. So, if we can make sure we add that to our agenda, if it wasn't there. Um, but that's an update on facilities and technology. >> Anything else you guys would like to add, please chime in. >> Okay. >> No. Um, so is the plan still to get the work done on the intermediate school
064roof over the next summer break or Okay. All right, cool. As long as we're and and we have plenty of time, but as long as we're still on track for that. Uh, cuz that that roof's needed some work for quite some time. Anyone else have anything related to that? No. Okay. Um, budget committee. Alan, tell us what you've been up to other than looking at the budget. or maybe including that. >> As Donna already stated, we're right on target. So, we're just going through that. The audit is in process and we're going through, as we do every year, any contracts that might be coming up. >> Okay. And I know Ellen can sometimes be hard to hear. So, she said we're talking about audit stuff, contracts, uh, that the board may be up for renewal,
065and of course, uh, the monthly financials. And what she means by contracts, to be clear, is not collected barting agreements. its service agreements with contractors uh that usually have three to fiveyear agreements. Um anyone have any questions for the budget committee? >> Okay. Um last up is the building committee. Uh I know you've been away so I think I might punt that to you Dean unless Gary does have an update. >> Now I've got Mario's breakdown. I'll go through it and then Dean you can I have some questions for Dean anyway. You want to do it? You want me to? I'll project Mario's information. If he's if we're missing anything, you can add to it. Um, we start off with completion dates. A couple dates have slipped. Um, that's in an email he sent. I'll
066go over that last. Middle school locker rooms and PE turned over this past Monday. A main corridor in front of the gym and gym itself along the classroom along with classrooms, wait room, etc. on the second floor of the gym area on 1027 turned over for students. first floor locker rooms and autoshop 11:10 for kids. The second field is starting Monday. The fields look beautiful, by the way. Um I think Katie Gregory had texted me that the tennis courts have been painted and she says she said they looked great. Um there's a there's a comment from Mario about OMG is paying out of pocket so the next two football games can be held if administration approves. And I think Dean can probably better explain that because I wasn't aware of what that involved. And the
067com completion dates and turnover other turnover issues. H2 classrooms 10. There's a few of these. 1014 25 FFN install begins. It's a lot of really minute details. 1024 25 construction punch list and TCO complete. Punch list is going to be complete. Um that usually doesn't happen. I don't mean with OMG. I mean in general in the business. Um that's H2 classrooms. Elevator number four construction complete was on 924. State elevator inspection 108. Well 924 is today. Um 10 10:14 expected date use of FFNA for FFNA. MS locker room and offices 920 construction TCO complete 922 students occupied um gym lobby H1 corridor 10:14 FFN install begins 1024 construction punch list and TCO complete 1027 students occupy gymnasium 10:1525 FFN install begins 1024 construction punch list and TCO complete and students occupied 1026 7. Um, yeah,
068that's I'm going up top. Well, auto shop 1027 25 FFN install begins. Reused equipment and new auto lift. Um, 10 1110 construction punch list and TCO complete. So, we're looking at 1110. Um, H1 locker rooms 113 FFN furniture, fixture, and equipment. Construction >> means furniture, fixture, and equipment. For when the locker room >> 113 H1 locker rooms 118 construction punch list and TCO complete 1110 25 students occupy Dean you can add that covers everything Mario had. That's about it. How about that guard rail? Are we going to worry about that now? >> That's a long story. Okay, >> great. Um, thank you. Does anyone have questions related to that? It sounds like Gary, a lot of what you said indicates that the vast majority of things that have yet to be turned over for student
069occupancy will be so by early to mid November, but >> I'm sorry. >> Looks like 11:10 is the latest. >> the latest. >> Excellent. >> And that's autoshop. >> Great. Uh, anyone have anything? >> And the gym floor looks great. I got pictures of that. It look great looks great. >> Thank you. Um, okay. We have board of education minutes. Um, so unless anyone has an objection uh or edits, I would hear uh items 8D1 and two, which is the board of ed's regular meeting minutes on August the 20th and special meeting minutes on May 7th, uh July 9th. Two meetings on July 9th, August 13th, August 27th, and uh September 17th. Um, all is one motion if there is one. Is there a second? >> Okay. Made by Mr. Knight, seconded by Mr. Putnham.
070I think that was I can't really see. Uh, any discussion hearing? None. All those in favor, please say I. I. Any opposed? Okay. The board of education's minutes are adopted. Uh, I would additionally hear um a motion to receive the subcommittee meeting minutes again as a a single unit as long as there's no objection. So that's facilities and technology on June 11th, budget on August 20th, school improvement on June 4th, and building committee on August the 21st. Is there such a motion? >> So moved. >> Uh, okay. One of you has to second it. >> Second. >> One. All right. Great. So it's Mr. Knight and Mr. Putnham again. Uh, any discussion hearing? None. All those in favor, please say I. Any opposed? Okay, those are received. Um, I would hear a motion to receive
071the consent agenda. Is there such a motion? Is there a second? Uh I don't know who that was, but I hope Ellen does as Gary. Okay. Uh any discussion here? None. All those in favor, please say I. >> Uh any opposed? Okay. The consent agenda is done. Uh we now are finally uh at new information and action. We first have a host of field trips. Um as long as everybody's okay with it, I think it makes the most sense uh for you to present them all. Um though we may vote on them individually, but if it's going to be you presenting them or coordinating that, just take it away and do them all. >> Okay. Um I do have a couple of presenters here. So I would then ask for um Aaron Sullivan, Brian Scott,
072Angel Noridge, Jason Beckett, if you wouldn't mind coming up to the podium um to help out with the first couple. Um, so we have an international trip in the packet. We have our annual DC trip in the packet and then there are a couple of out ofstate which I can speak to also. Um, so I'm going to start with the Colombia trip if that's okay. This is a trip that the journalism class did last year as well to Colombia. Uh, it is an all day conference on items related to student publications. It is comprehensive. It is run by professionals in the field. We're expanding this year to also include our yearbook students um because there are seminars associated with yearbook as well. Uh the students really loved it last year and got a lot out
073of it and brought it back to our publication. So, we're just looking to enjoy that opportunity again. >> Any questions on that one? No, you're good. Thank you. >> Okay. Thanks. Um the next one is the Japan trip. Um, do you want to start with a description of that one and then Sure. I I'm here kind of as the the overseeing the international travel program. Angel is the group leader for Japan. So, we can both field. >> So, we have a large group of students in the high school who are interested in the culture and history of Japan and approached me about um an international trip to Japan in 2027. So, this will be a 10-day trip where we will be flying into Tokyo and spending the majority of the time in Tokyo and visiting
074a lot of different areas in there and then traveling out to the countryside to see several different um shrines and museums and parks um and really to get a feel for the Japan culture and history along with their technological advances in Tokyo. Um there it's a very high interest trip. Uh we have a lot of parents and students interested in going. Um and yeah, >> great. Um so I see >> Yeah, I'm looking at the date. So it looks like uh the goal would be to go just after the school year ends. Uh so we're not disrupting anybody. >> Um and should I assume that we're doing this in 2027 to give the folks the families and students opportunity to fundra? >> Yeah. Um it it makes payment plan a lot easier for them uh
075to to be able to afford it. And yes, fundraising is big. >> Excellent. That's all I have. Does anyone else have anything? Sue. >> Um, this sounds like a really exciting trip. I have just a couple questions and concerns. It's interesting. I'm glad that there's parents expressing interest in going. They would be able to go on the trip. >> Absolutely. >> Is that true? Okay. So, the only concern I have and I don't know you to hear what the other board members say. My first question would be how much time do we have to um before you have to commit to the travel company for this June 2027 trip? So, oh, oh, sorry. >> No, go ahead. I And the reason I'm asking is only because and this is just my own opinion and I'm
076one person and it's up to, you know, obviously the majority traveling to another country right now scares me a little bit and having our students travel, you know, and granted it's two years from now, but I think we still need to take that in consideration and that's why I ask how much time do we have before we can commit or shut, you know, shut down the the date. So as soon we can't start having kids sign up until we are committed to that plan. Now that said, the company has a peace of mind policy >> that makes it so that if there are any travel bans in place, >> they will change the destination of the trip. >> Okay. >> If there are severe travel plans in place, they have um options for they've worked
077out a program. And they we went through this with co um where the students get all of their money into a voucher that they can use either on another trip here at the high school. Those vouchers are transferable to other people. They can use them on college trip. EF has a broad program that includes middle school, high school, college and beyond. >> Okay. >> Um they will up the peace of mind program includes a change of destination up to and including our drive to the airport. >> Okay. So if something happens um in in that location, they will shift us. But it does have to be associated with a travel ban. >> So that was that was my next question. We're at their mercy. We can't say we don't feel like it's safe for the
078students to go. So we want to use that piece of mind. >> They do have in addition a insurance policy that families can purchase that um allows them to cancel for any reason. >> How much is that? Do you know how much >> that policy is? 400 It's between $4 and $500 >> Per family. Yeah. >> Um what's the what's the drop deadad date that we need to get an answer on? And they may I may be the only one that has this feeling. So I I we'd have to talk about it. >> 60 days >> from now. >> Yeah. >> Okay. >> All right. >> Yeah. So I'll pass it off to the board. Okay. >> Thanks. >> Yeah, of course. >> Great. Thank you. Um >> Gary, did you have a question? >>
079I have a question. Unless you have a Go ahead. >> No. No. Go ahead. Um, so this is for high schoolers. I I like the idea. >> Japan is right now the safest country right now in the world as it's ranking. I think maybe it's second. >> My daughter's there right now as we >> It's beautiful. The technology alone is great advantage for these kids. Um, so in terms of paying for the kids, the kids that want to go and the parents don't have the money, are you going to start a pro a process to try to raise money for those for those kids and the parents that can? >> We run consistent fundraising throughout. >> Yeah. Yeah. Throughout um usually quarterly we have large fundraisers that allow the students to raise um as much
080money as they can hustle for. Um, so I've had students pay for their entire trip through fundraising uh repeatedly, but it is about the the hustle the kids want to put in >> and the parents do. Yeah. Yeah. >> And I don't remember you you've done a bunch and thank you. When you get to the end and kids haven't raised that amount of money, do you look to others to to supplement? Will you be reaching out to people to try to help those that can't afford to go? >> We have reached out to nonprofits in town before for additional donations. >> Okay. >> Mhm. There might be some companies too. So, okay, good. >> Thank you. Anyone else for the Japan trip? Okay. Um, let's hear about the next one. >> Hey, thank you. >>
081Thank you. >> Hello. Uh, Jason Becket. I'm an eighth grade science teacher and it's my first year doing the DC trip. Um, with that said, I plan on keeping it status quo. Um, making no changes. The travel dates are April 29th to May 1st, which are the same dates we used last year. Um, and in regards to the questions you asked in for the DC or the uh Japan trip, it's actually a very similar setup for the DC uh one as well. Um, the company sent me a letter in regards to um the National Guard presence in the city. Um, and they are aware of it and they said that there is also a very similar situation where parents can purchase insurance um that they can cancel up to 24 hours before the trip. um
082that is a cost of $99. Um and then same situation with Japan that if for some reason there is some sort of issue uh travel ban or it's not recommended um by the uh DC operations to attend the trip um they will move it to a different location um or completely reimburse. >> Great. Thank you. Anyone have any questions related to the DC trip? two nights or two. >> Uh what do you guys >> Oh, uh Sue would like to know is that two nights or three? >> It's uh it's Yeah. April 29th to May 1st. So two nights. >> Okay. >> Um it used to be three. When did that change and why? >> Um >> I know it's your first year, so >> I don't I don't know the answer to why. Uh
083the the change happened last year. Last year it was it was reduced by one day. >> It was it was the cost. It was to make it more affordable. >> It just seems like you're in a bus for How many hours you get off, you run around like a crazy person, >> spent one day and then you're back on the bus for six hours. >> Yeah, I I did. >> Huge. Is it Is it a big difference for the extra night? >> Um, a little bit. I I did attend the trip um when it was four days uh as well as three. Um and last year I thought it was very successful. They uh removed a couple things such as the baseball game. Um we did not attend that last year and so from that
084that park is a beautiful baseball park. Absolutely. >> I I can certainly reach out to them and ask what the what the cost difference would be. Yeah. >> Thank you. >> You're welcome. >> Thank you. Uh Kristen, I see your hand up up up there. >> Hi. Yeah, I actually had the same uh question as as Sue. Um I I do think it's a it's a very long bus ride for them not to be there for for the four days. Um, and I would also like to see the cost comparison for for 4 days. Um, and I I realize that that the baseball game and some of the other things were not as educational, but I know the kids did enjoy it. >> Yeah. Absolutely. >> And I did notice I don't know some things
085that also seem like they've been taken off that Holocaust Museum. Is that >> uh we we haven't attended the Holocaust Museum I believe since before 2020. Yeah, >> there wasn't no Holocaust museum a few years ago. >> Again, unfortunate. >> That's really sad that they can't experience that, but you know, we could just get a little more information. >> Absolutely. >> I think we're not >> Yeah, that's where I'm That's where I'm thinking, too. So, uh, this is a very historyed trip in Torington public schools, as you can imagine. So, thank you for taking it on. No problem. Um, is it going to be a problem if we just delay the approval? Not because we don't want to approve a DC trip, but because it may be our preference to actually approve a a longer
086DC trip if it makes cost sense for the families. So, is it going to be a crisis if we don't vote on this tonight and do it uh at the latest it would be at our October regular meeting? >> And if it's going to be a problem, just say so and we can work it out. >> Yeah. I I don't think so. Um I obviously it delays us. Um and it would push back like our our registration and things, but I think we can make it work. >> Okay. Yeah. I certainly and I just again our interest is in a a really more robust trip for the students. We are not at all I think opposed. We we've had some disputes with our friends to my right over this trip before. We are big supporters
087and we just want to make it as robust as we can. >> Okay. I will get that information to you. Thank you. Thank you, >> Ed. Ed, if I could, I believe the reason it was reduced a number of days was to keep the cost somewhere in the neighborhood of $1,000. >> Yes. >> Um, and it was explained to us last year in that information meeting, which they're looking for an approval to be able to conduct. So, a couple of the issues with postponing would be that you can't give the families the cost and the time to plan that payment schedule. We were just speaking of the Japan trip where it's in June of 2027 because that trip is, I believe, in the neighborhood of five. Yeah. >> So, it's a lot more but those
088payments and the families are looking for that that payment plan that the company the travel company offers. So, if we then we have to ask them but if you don't approve it tonight or give them the ability to start moving forward waiting for us in a month would make it even harder uh to plan the itinerary as well as the cost would be my assumption here. And I'm seeing some nods in the crowd. So, >> yeah. That way they can start. I would say both of them. >> Yeah, we can certainly do that. So, what we will do is when it comes time to hear motions on this, we will ask the board to vote to approve the DC trip uh with an option to add an additional day. And that way, you can at
089least get things rolling and we can very quickly decide as a group if we want to see about that additional day or if it's too expensive. But at least then you'll have the core approval that you need >> going and everybody can >> Yep. Fair enough. >> I assume you'll have the core approval you need. I I have to wait for the board to vote. But anyone else have anything? >> Oh, Mr. Penny has something to He's the principal of >> TMS. Yeah. >> Thank you, Jeff. Thank you. >> Um, just to jump in, I'm getting pieces of information as I'm over there because I'm I'm learning as well. So, when it was a longer trip, the time frame was different. It was done just prior to Memorial Day weekend when it was 4 days.
090So that can be part of the conversation as well. Do we push it back to make sure there's no impact on testing things like that? And I was just told that the cost difference is about $350 for the one additional day. >> Thank you. >> 8.90 or$850 right now. >> Yeah. Plus they had the insurance that they kind of told you between the shirt or the this was an allin about $1,000 extravaganza. And I say strap meaning by the time you paid for the shirts or the the windbreaker they needed to have because they organized them by color for safety of the students in groups. >> And then you have the insurance if you're going to take the insurance which >> most people I believe did which is about 10% of the cost of the
091trip. So that's 99 or so dollars. Add it all in, you're at a,000. If you do the same thing on a the longer one day longer trip, I believe they alluded to it being closer to 1,400 uh last time. By the time you're all in. Now, there's enough interest in this trip that there's usually two buses. Is that right? >> Oh, yeah. There's more than >> usually three. Yeah. Okay. So, let me let me throw this out there. Uh would it be possible and I don't know what the impact would be on staffing? So, tell me if I'm crazy to just offer both and have a group of students go back, you know, on the third day if for some reason they don't want to do the fourth day. Now, if that's an administrative nightmare,
092I see it. Just say so. I I'm just I'm just trying to come up with an idea that benefits everybody. >> Slow down, Ed. Slow down. >> It could make them all crazy. >> I don't think we need to have the kids spread out. It's a great idea, though. I do love that. But and I mean, unfortunately, 350 is a big difference. >> What? Yeah. For our families, that's a lot. Yeah. >> Yeah. >> I mean, so if that's the case, we might be able to just vote. >> Okay. Well, so we'll we'll we'll put this uh to additional discussion when it comes up in a few minutes, but I don't want to make you guys stand up there any longer if no one has any questions. >> Thank you. >> Um >> and we
093have two more. So, are you taking both of them? Yep. >> Okay. Take it away. >> Okay. So, the last two are Mr. Splitstodozer's annual trips. So there's one to uh the New England Music Festival of the Arts in Kee, New Hampshire um in March and uh the other one is the Connecticut Music Educators Association Allstate Festival at the Harford Convention Center. They're in the packet because obviously the Keen New Hampshire is an out ofstate. There is an error in that application. He checked off uh overnight instate I believe, but it is an outofstate festival. the um Connecticut music all state festival and Harford convention is also overnight. I just think it's important I did speak to Wayne um about both of these trips just so that the board understands Wayne submits all of his
094field trip proposals in a huge bundle in June for the following school year anticipating that students will attend these trips. these students need to audition for these trips. So if and he said there's a very small number of kids that actually make it to this level. It's possible that five or fewer students might attend. It's also possible that no students will attend, in which case he would call and say to me, "Strike this one from the calendar." It's really just to get them on the calendar so that we have the information that we need for planning purposes. Um, so they're they're trips that he does every year and you know the kids audition, they make it it's a tiered leveling system. Um, and it's just so that our kids have the opportunity if they make
095it that far. >> Thank you. Anyone have any questions related to those trips? Okay. Uh then last up, this was a late edition. Um so >> Oh. Oh yes, you're right. So we are good. I'm sorry. Um okay. So that's the all the discussion information items. Uh so I will hear a motion regarding the Japan trip in June of 2027 if there is a motion. Anyone? >> A motion to approve. >> Is there a second? >> Okay. uh made and seconded. Is there discussion on the question before us? Did you want to add? >> Yes. I'm just wondering are we approving the trip as is based on the um discussion that we had in that if the company determines there's a travel risk, everybody gets reimbured or goes to a different place. We're we're willing
096to hand that off and be okay be comfortable with the kids going to Japan. >> Um I I certainly am. I I I do agree with Gary. Uh Japan is one of the safest countries in the world. Uh geopolitically, they are a great American ally and our countries are very close together. I I don't foresee there being any uh risk of sending our students to Japan. I would say this, we have voted to send our students to more dangerous countries and cities in the past and right and no, but I'm saying so uh you know I think this is the best option if if the concern is safety. Uh Japan has one of the lowest crime rates in the world. Um and it's really a very safe place to be. But does anyone have any
097additional discussion related to this topic? Okay. So hear none. I will call a vote. Uh so all those in favor please say I. I. Any opposed? Okay. So Japan is approved. Um we have Washington DC. Um I'm going to call for a motion since this is an action item. However, whoever makes it, uh, please make it clear what you're moving. Whether you'd like to move it as submitted or if you would like to move it to authorize the administration to take the option to extend by day or however you would like to move it, just make sure that you move it right. >> I put forth a motion for the Washington DC trip to be authorized by the board of education. give the administrators the option to extend it to three nights should they choose
098and feel that it's feasible for the students to accomplish. >> Okay, the motion has been made by Mr. Putnham and seconded by Mr. Knight. Is there any discussion on that matter? Hearing none, all those in favor, please say I. >> Any opposed? Okay, that motion carries. Uh so we next up have uh let's see first is the Keen New Hampshire uh field trip. Is there a motion related to that? Is there a second? Okay. And the motion is to approve bill. Yes. Okay. Great. Um any discussion? Hearing none. All those in favor, please say I. Any opposed? Okay. That trip is approved. We next will hear uh the CMEA Festival uh at the Hartford Convention Center trip. Is there a motion to approve that? >> Is there a second? >> Uh okay. Any discussion on
099that? Hearing none. All those in favor, please say I. I. Any opposed? Okay, that field trip is approved. Um, and last up is our uh added agenda item uh for the Colombia University field trip. Is there a motion to approve that? >> Is there a second? >> Okay. Uh, so that's Sue and Gary. Any discussion on that hearing? None. All those in favor, please say I. I. Any opposed? Okay. That trip is approved. And that is all of our field trips. I've lost my agenda. Here it is. Um, all right. We next have policies. Uh, so the first one there, uh, is policy number 5042, uh, which is student district assigned, device rules, and appropriate usage. Um, that is also a late addition, I believe, to the paperwork, right? That's not in the printed the
100original packet. >> Yes. >> Okay. Um no, so you have yeah you have an additional item in front of you. Uh on the second to last page there is a highlighted section um of that that is related to this change and if either Miss Vi or Mr. Putnham as the primary drivers of this would like to talk to us about it before we hear a motion. One of you can take it away. >> Thank you. Um so I think that Mr. Dr. Putnham and I came to um a pretty good consensus of what is um fair all around to the district to um our families um and um just in terms of uh notifications. One of the things that we spoke about at our subcommittee meeting was um adding some timelines in there. Um, so
101we added in, um, you know, a timeline for notifying the parent of the damage, um, as well as a timeline for, um, when we would like to expect payment. Um, and then, as you can see, it's outlined, um, some of the potential consequences of not following through with the obligation for um, payment of damages. >> Yeah, just to summarize that, the for everybody. Basically, if a student turns in a ticket for a damaged device, it gets looked at by it and within seven days, they will send a notification back to the to the ticket to the student and the family reporting that physical or damage has occurred to the device. And stay tuned. We're going to fix the device and then we'll send you an invoice if there is one due based on your insurance
102coverage or or lack thereof. And then once you've received that invoice, you have 30 days to make a payment andor there's some additional deadlines based on the end of a school year. But the idea that Miss Feain and I worked on was to make sure that families were aware of it in a timely manner so that a month doesn't go by and then the student or the family go what are you talking about my broken device? You know, not that we like to think that we're raising all these students to be responsible individuals, but this is a part of it, right? So the families will be notified within seven days and that back and forth can occur in a much more timely manner while it's clear in everyone's mind. So thank you for your effort
103on it, Miss Fain. >> Thank you. >> Great. Now there is, correct me if I'm wrong, a fee schedule for repairs published. Is that right? >> Yes. In the protection plan. >> Right. So we're not just saying, "Oh, we're going to have this repaired and you don't know how much going it's it's going to cost you until we do and surprise, here's a big bill." The fee schedule is available. It is published. They have it. They know whatever's wrong with the device, this is what it's going to cost. >> That is correct. >> Okay. And I believe there's still six days left to purchase the device protection plan >> until September 30th. So, please, please sign up. >> And that plan, that fee schedule is largely what we pay to have this stuff fixed, right?
104We're not making any money on people who break our devices. >> No. No. Absolutely not. It's just the uh price of parts. >> Excellent. Thank you. Anyone else? Uh, Gary. >> So, I was surprised at how much it cost us. I don't think most people understand the cost to the board of the damaged devices and the cost has increased in the last year significantly. I just hope everybody realizes and we discussed this in our meeting that at some point and you know what happens when people don't pay the bill and they find out others didn't they pay the bill and others didn't pay. You tend to get people who may not pay because there are no consequences. So this was a result of that I think. But if we get to the point where it
105continues to become a bigger and bigger number, I personally believe at some point we're going to have to simply take them out of the classroom and say it's up to the parents to buy the computers and we can't afford the cost of the computer and the 501 $150,000 that it costs every year to replace them because parents don't step up and pay. So it it's a growing number and I think in the f in next year we I personally think we should evaluate whether we can we can afford to continue paying for devices that parents don't want to pay for damage for and you know it may come to a vote on that. So hopefully people can cover their you know step up and take care of their kids and take care of their devices.
106>> No, thank you. and we certainly can take that up for discussion, but in the meantime, uh, we do need a policy regulating their use so long as we issue them. Um, so unless there are further questions or additional items, I would hear a motion to approve this edit to the policy if there is one. >> So moved. >> Second. >> Okay, made second. Any further discussion on this matter? Hearing none, all those in favor, please say I. I. Any opposed? Okay, that policy change is adopted. We next have policy number 4086, which is a new proposed policy, I believe. It's not an edit to an existing one for the employee dress code. It is in the packet as far as I know. I'm just looking for it. There it is. It's the last uh
107two pages. Um um okay. So, uh at our last meeting, the board, it was a special meeting, discussed some changes. Uh we straw pulled them. We didn't take any formal votes, but the consensus seemed to be there to have the administration just make some edits in terms of the verbiage and bring it back in front of us. Uh, do you want to go over briefly what's changed if you have a short list or I can >> Well, maybe Yeah, maybe you should do this. We all we did was take back what the board discussed at the special meeting and >> it's just not highlighted, so I have to look here. Give me a second. Um, so as I recall, the board discussed some changes to the rules on jeans that would be put in here
108uh to effectively, you know, I think we all agreed ultimately that we don't really care to regulate the color of your jeans, >> right? The wash jeans was added in. >> So, we just care that there aren't holes in them. Um, and then the big ones were the sneakers and the changes to uh like t-shirts, sweatshirts, etc. The board clarified uh the wearing of graphic t-shirts to add in the language that uh up graphic t-shirts the section under number five um directly related to the employees role the paragraph under number five and then we also talked about limiting the wearing of the casual attire to two days a week and that was included. Excellent. All right. So, that reads just for everyone's benefit. Uh, and this is under a section that specifically details things that
109are that would be not are would be prohibited under this policy. Um, it reads up to two days a week will be designated spirit days to be determined by the superintendent. Jeans are permitted on such days provided there without holes. RIP's phrase excess. Wait a second. I thought, correct me if I'm wrong. Our discussion was that genes should generally be permitted provided they don't have tons of holes in them. So has that changed because that I don't think that was the intention. I think there was a group of people who thought that was the intention and it appears as though there were some people that interpreted differently that the casual wear would be limited including jeans and the spirit wear slash graphic t-shirts that sort of thing to two days a week. Am I understanding
110that correctly? >> That was not my understanding but that's why we vote by majority. Um, my understanding was that that was specifically related largely to things like t-shirts, hoodies, etc., and that jeans were, this has changed, jeans were prohibited in the draft of or sorry, jeans were allowed in the draft of the policy we looked at last week. And it appears that that has disappeared from items 1 through 4. >> We talked about putting it in as casual days, not as regular. >> Oh, that's Yeah, that was not my understanding. And frankly, I don't think I could vote for that. Um, let's talk about it. Vote >> for no for jeans. >> Yeah, I'm fine with jeans and and and my understanding when Kristen pitched it and her hand is up, so I'll turn it
111over to her too, was that we were fine with jeans and in fact we relaxed some of the proposed rules related to jeans, but I'm going to stop talking because it was originally Kristen's idea. So Kristen, your hand is up and then Sue, go ahead, Kristen. I I do just want to make a a point um that I have seen several teachers um and they are teachers not staff not overall staff members uh dressed in jeans this week who looked very professional. Uh one of which was a male teacher wearing jeans with um a button-down shirt and a blazer uh in dress shoes. He looked very professional. Uh, the other was a female teacher who was wearing jeans with a uh with heels and they were actually skinny jeans with a nice blouse underneath. Um,
112I believe it was a sleeveless top. Um, but she had a blazer on over it. Um, and she looked very professional. So, I I do where where my concern is um is where we're saying things like jeans, but we're not saying other things that maybe should be restricted. like rainbow colored hair or um you know combat boots and things like that. I I I want to make sure that that this policy is is fair and does make our staff look professional but also comfortable. And I certainly don't want staff going out to buy, you know, entire new wardrobe of of clothing. >> Great. Thank you. Uh, and I will just say be, I know I promised Sue the mic, but I will just say with the hair thing, um, it is actually prohibited under the
113law for school districts to regulate the appearance of hair for the most part in schools. I also personally don't have any interest in it, but even if we did, um, that yeah, that is illegal in the state of Connecticut. Uh, now Sue, did you want the Were you next up? Oh, okay. >> Oh, that's okay. I've already said I'm ready to vote you guys. I'm not saying vote right now. I don't really have else to add. So, I'm just here listening. >> Okay. I I can add if you think so. Gary, John, >> I You want to go first, John? Go ahead. >> My memory is that we said when we were talking about jeans, they were included in those dressown day things. And the real question was, are we talking about one day a
114week or one day, whatever. Uh, so I think Mrs. Ferguson did what we what we uh what I thought we left that meeting looking for. Thank you. Uh Gary, >> I wasn't at the last meeting. I was going to comment overall, but you were you at the last meeting. Do you want to >> Yeah, I wasn't I was at the last meeting. I might we started talking about jeans and the t-shirts. So, as we left that meeting, I believed that they were for casual days, but that was just my interpretation as we left. It started in a different place than it ended in that conversation. So, when I walked out of the meeting, that's where I thought we had landed. those two days a week you could wear jeans and an educational t-shirt or sweatshirt
115or that was the idea of a I guess the old school Friday dress down day. That's that's where I believed we left the meeting and I guess that's the direction that assistant superintendent went in. >> Thank you Mr. Knight. Thank you. Um, >> can I go? >> I thought you already did. Oh, no. Jeff Jeff took over for you. That's right. He cut you off. Go ahead. I >> So, I wasn't at the last meeting. I I I originally thought it was going to be the dark jeans, but I I wasn't there, so I didn't participate. But I do need to say, and I really thought about this a lot, the the professional issue after being in Italy and on planes and and listening to the talk about, you know, what has to be done
116in a day. So, you know, the police, flight attendants, lawyers, nurses, doctors, every profession that I know of that spends their day on the feet. They're on the feet in in different and in very difficult situations is in a uniform situation. And and I'm not saying anything about uniforms, but I I don't believe anything less, I'll be honest, but I know we're not going to vote for it. anything less than dark jeans would is something I'd be happy with. But I wasn't at the last meeting. But but I think and I really think you know the staff needs to understand that that is it is important to present an image. And I did look up den you know not not pre acid wash jeans because that's not what they are but but worn jeans or
117worn out jeans or whatever they're called. And if you look at the fashion identification of jeans, it's dark colored jeans that are considered appropriate on on dress down days for casual wear on casual days. The faded jeans actually are, if you want to look at it from a professional fashion stamp standpoint, you can look it up on Google. There's not a single website that will call faded jeans in any way professional in an environment such as this. And I wrestle with this over and over. I don't know how else to consider it. I I just don't see the faded jeans and to your issue about faded jeans, I don't understand how we can call them going along with professional attire. I just don't. But, you know, there is there is a a point and a
118reason for a dress code. I know nobody wants to hear that. My son at the DOT just instituted one because of some of the issues. And it's the same few people. Of course, it's not the majority, but if we're going to consider what's professional, then let's debate what's professional. and I end up on the side of having a better pres presentation than faded jeans. I can go with dark jeans, um, darker jeans because, believe it or not, as a fashion faux, it's it's it's the worn out jeans that don't meet the professional level, but it's the darker jeans that you can wear. And you have to go by something that might be institutionalized or something that takes a professional look at what professional outer professional wear is. I don't know how else to evaluate it.
119You know, I know some people don't want to do it. I'm actually wearing better clothes. I got real lazy and and and the more weight I gained, the the easier the the you know, the sweatpants were to wear to a meeting. And uh you know, I started wearing better clothes. In my even in my own life, I I I just don't understand how we want to dress it down any more than we have. I just don't understand it. But again, I will go with the the two-day a week if that's what you folks had talked about because I wasn't there. So I I have to step away after that. >> Uh anyone else? Now there is no motion for us. Uh so we are still just discussing but I will hear discussion or if there
120is a motion I would hear it. Um I just to add my piece to what I was saying before. I I I think that it's important to strike a balance between a desire for a safe professional environment and an acknowledgement that, you know, broadly speaking, schools are not business environments. And >> cops aren't either. >> Um, right. And cops wear baseball caps now, Gary. But I'm going to have the floor here. Um, so >> my point is I think it's important to strike a balance. I also think it's important to hear the feedback that's been given. And look, uh, I know that the board has the right to institute policy, but I think that teachers and all of our employees are professionals and it behooves us to hear some of the feedback um, and try
121to work with folks so that everybody can have a result that they are unhappy but with but not intolerant of. Um, >> I don't disagree. >> And while it is our right to impose whatever policies we uh, we want to write, I just don't I don't like doing government that way. And I I think the one of the biggest things for feedback, the two really that I heard a lot about um were the shoes um and less so but certainly a lot about the the the jeans and the pants in general. And we did we did make some changes for the shoes. And I think we're all content with the fact that we heard a lot about sneakers and everybody's going to be able to wear sneakers if this is adopted. Um I'm certainly content
122with that. I don't know that I'm content with telling people who have, many of whom have worn jeans in the classroom for years without it being a problem because jeans aren't what we're talking about when we think of somebody who's dressed uh in a way that is really discipline worthy, at least for me, right? I'm thinking about if somebody's really dressed to the point where they need to be spoken with, it's it's somebody who's wearing clothing that's so sheer that you can see everything they're wearing underneath it. you know, that's the kind of thing I'm thinking of. I'm not thinking of somebody who's wearing jeans while they stand in front of a bunch of kids and and and teach them about English. Um, so I just for me, I think it's about striking a balance.
123Um, but you know, I'm one vote of 10. Uh, I just call the votes here. I don't tell everyone what to do. But that's my take. And with that, I would hear more discussion or a motion if there is one. >> I think John had something. Is there a second? >> Okay. So, motion's been made by Mr. Knight, seconded by Mr. Kisco. Oh, I just ripped my packet. Um, is there further discussion on the question before us? Mr. >> I'll just say this is difficult. It is. I disagree with you completely on the jeans issue, but we do that all the time. Well, we don't do it as much as we used to, but again, I I will repeat this isn't a government this isn't about government conformance. This is about what a standard is.
124What kind of standard is expected? Whether it's a cop, whether it's a flight attendant, whether it's the DOT engineer that's in the office, whether it's my construction guys who have who actually have clothes that they have to wear to work. I mean, because you want to know who the boss is on the job. I'll be honest. OMG has the same issue, the same policies. I mean, who's These aren't working, I guess, are they? Can you hear? Is this one working? Is this working? So my point is you know a dress code and I don't want to call it a dress code but a minimum standard is what most institutions and most industries whether it's teaching or colleges that they use so that somebody can look to the person of authority when they walk in the
125room whether it be OMG or my superintendent that have to wear khakis and one of our shirts and nice clean work boots so that when when a customer walks on a job or the the the you know the other trades walk on that job they know is in charge. My kids all my six kids went through the school system here. They all love the school system. But I talked to them about it and not one single one of my children thought that stepping and we're not stepping down but not having a policy made a lot of sense. We saw the channel 3 report. I read all the comments. I responded to some of them. The majority was you know for a policy. I'm I trying to be practical. I I just think as a board
126I think we heard a lot of things and I listened. I agreed with the sneakers. I agreed with just about everything even though I didn't make the meeting, but I think there's some things we have to just maybe try to hold the line on. Um and and that was the reason why I I I said what I said. Again, I understand. I do. But I don't know what the right answer is, but I think >> business casual attire, >> if you want to call it business casual attire, whatever. And maybe it'll change. But you know I think we did compromise from the first one. I think so. >> Anyone else? Any further discussion? I I would just say to your last point there there was certainly some some compromise and some changes that I find
127favorable. Uh I just don't think we're quite there for me. Um so my it's my intention to vote no. And with that, as long as there's no additional discussion, uh I will hear a vote. So all those in favor please say I. >> I. Uh, any opposed? So, that'll be me. Alan, Kristen, how are you voting? >> I'm opposed. >> Okay. Um, so that's uh we have everybody, right? So, 7 to three. Great. Okay. 7 to three with myself, Kristen, and Ellen voting in the negative. Um, we and that's adopted. Sorry, I should say that. Uh, we next have forensic audit RFP recommendation. that also came as an additional item supplementary to people's packets. Do you want to you want to tell us a bit about that? >> Sure. >> Sorry about that. >> Yeah,
128they're still employees. Can we not act like children, please? So, we went out for a request for proposal for forensic audit services um to look into the internal service fund um to kind of dig into getting a a number for us. We had six biders and they were very polished, very detailed and they all, you know, put out a lot of effort. So, I do want to thank them for putting in those very professional proposals. Of the six, three rose to the top. And of this three, one of them um really stood out and um according to our criteria in the request for proposal, which was experience and qualifications of the firm, understanding of the project scope and methodology proposed, quality of references provided, and cost effectiveness of the proposal. So with those criteria, the
129one that stood out the most was um CRI and we did um do it as a handout here. Um so if anybody I know you didn't have a lot of time to review them, but Superintendent Wilson and I did take the time to go through each and every one of them. CRI stood out to us because they have experience with municipalities as well as board of educations. So, we thought that they were very um well poised to help us through this endeavor. They are located in Florida, but they will come to us, they said. And the amount um that they came in at was $13,15, which was um pretty much in line with what we were looking for. Um some of the others were a little bit um kind of out there up to 80,000
130even. Um so this this firm uh looked very solid. The references are all in the back. You can see that they have worked with school districts and they've also worked with um government in Washington DC and really um were able to do a detailed audit for those organizations and deliver a report which is what we were looking for. >> Great. Thank you. Um, and as I recall, so we saw initially just the the cover sheet, but uh was it a day, two days ago, the board members received the full bid packet via email. >> Correct. >> Okay. Um, I will hand deliver a copy of this to you, Mike Magestrali. I know you're listening. Um, that way you don't have to make me spend 60 grand on foyer. Go ahead, Glenn. >> How who who
131actually how many people are involved doing these ratings? like and we get a rating of five three like >> sure >> who who came up with this? >> Sure. So the the rating is a rubric based on the request for proposal. Those were the criteria that we set for the biders. And so um again, Superintendent Wilson and myself sat down together to to go over each criteria and to measure which ones um weighed in, you know, at that at those measurements. So it was a committee of two to come up with this the ratings. >> Correct. >> Basically. Okay. >> Right. >> And this this is only a recommendation. >> But again and again the board has had the full bid packets for a couple of days now. Um I took a look at them.
132I I've been digging through it to make sure that the uh fee schedules are still what I think they are. And they are. Uh, I will say, uh, as someone in an administrative function in municipal government, I would love to get, uh, a $125 an hour rate. Um, but either way, um, I mean, I see the references, I see the prices. Um, I personally would be, uh, content to take the superintendent's recommendation, but do folks have additional questions or other thoughts about that before we start moving things and voting on them? I think it's a good step. It's been a long time coming. The public understands we we don't we didn't want to do this. It's been years in the making and hopefully we get the results that everybody can be happy with because we
133don't know. >> Anyone else? Glenn, did you want to add more? Have any more questions? You want to give us a second? >> We'll give you I didn't see this two days ago, so it's kind of like a big >> I understand. Um Okay. Well, if there's no more no more questions, no more items for discussion, I would hear a motion to approve the superintendent's recommended bidder uh for the forensic audit related to the internal service funds, which is CRI. Yeah. >> And to authorize the administration to enter into a contract thereof. >> I think we need I have some more questions, so I kind of want to pause on this. Do >> you want to table it? Yeah. >> Okay. So, just just move to table it. Get a second. Yeah. So then that
134way just give everybody a chance if you need to look at it a little bit more. Um I just have a couple questions with Michael not being here. I want to just clarify some things with him before we vote. I'm sorry. >> Okay. So >> comfortable voting with the questions I have. So >> yeah. Is there a motion and second to table? >> Is there a second? >> I'll second that. >> Great. Um all those in favor? I any post? All right. So this is tabled uh in theory indefinitely because we didn't set a time but I expect that we will place this back on the agenda uh for a f very soon future meeting. Um okay so that is disposed of. We have a possible executive session regarding a discussion concerning an attorney client
135privilege communication related to alternative educational opportunities in accordance with Connecticut general statutes 10-74K. I would caveat that uh if the board does move to go into executive session in a moment, we will leave so that you all don't have to. Um is there a motion to enter executive session inviting in uh Dr. Amanda Torres and uh assistant superintendent Sue Ferguson? >> So moved. >> Is there a second? >> Second. >> All those in favor? I. Any opposed? Okay. We are in executive session at 7:20 and again the board will leave. You can all remain where you are. Ed is back in session. Please just give us two minutes to close this out. I'm sorry. That was our last agenda item of sub of substance. Um I just need a little bit of quiet in here,
136please. So we can transact the last of our business. Um we have items for the upcoming agenda. But we will have all of the usual fair. Um some things probably from school improvement uh related to potentially some curriculum, some programs, certainly test results, etc. >> Kristen >> um yeah >> for future meetings. Um possibly clarification, possibly clarification on student dress code that came from Kristen. She had to cut off. She wasn't feeling well. >> Ah okay. So, uh, whatever she means by that specifically, uh, we will either place it on our agenda or refer it to the appropriate committee. Um, next we have comments for the good of the order. Um, we'll start at the far end with Mr. Knight. Mr. Kiscoco, Mr. Cronin. Is it Mr. Putnham next? I can't see. >> All good.
137>> Mr. Eelo, >> Miss Hona, Mr. Burgerer. >> All set. Thank you, >> Miss Deprenice. >> All set. >> Great, >> Miss Beans. Do you have a mic? Oh, you do. >> All set. Thank you. >> Have a good evening everybody. >> Have a great evening. Thank you very much. >> It's not that I don't know or care about any of your names. I just wanted to go faster. Um, I also will have nothing to add for comments of the good of the order because whatever comments I do have are about to be on the news. So, um, with that, we'll do future meetings. Uh, Wednesday, October 1st. Uh, we have school improvement and policy. That's 5:30 and then immediately following or 6 p.m. Wednesday and that's at Vogal Wetmore. Uh, also Vogal Wetmore on
138Wednesday the 8th of October. We have facilities and technology at 5:30 and 6 p.m. or immediately following we have the budget committee. And lastly, in in this very room on Wednesday, October the 22nd, we at 5:30, we have the regular board of education meeting. With that, I'll hear a motion to adjurnn. >> Is there a second? >> All those in favor? I. A post.