02/02/2026 Weston Board of Education February Meeting

001Jody, give me a thumbs up when you're ready. >> You're ready. >> Okay, perfect. Thank you. All right, we have a quorum. As a matter of fact, we have all our board members. So, I'd like to call the regular board of education meeting uh to order on Monday, February 2nd. >> Give me a thumbs up when you're ready. You're ready. Um, >> okay. Perfect. >> 703. Um, all right. Let's uh stand for the pledge of allegiance. Pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay. All right. We're ple I want to thank everyone before we begin. Um you know this is not um a a normal date. So thank you everyone for

002uh juggling your schedules. Uh we are pleased that we have a student board of education representative uh from Weston High School and Megan. Who do you want to introduce tonight? >> Sure. Tonight we have Jack Doyle who's a member of our student government executive board and uh Jack is going to share some of the goings on at the high school. Thanks Jack. Our best part of the meeting >> over the past month the high school has been having just a lot happen. And you know it's been a very busy time of the year and I just firstly like to start off by talking about the Holocaust Remembrance Day with Annie Bernstein and that was a whole school event and there were some technical errors here and there but overall I feel like it was just

003a huge success and I feel like everyone learned like more about the Holocaust and the trauma that people had to go through at the time and it was just very very powerful. ful for everyone there and yeah and then we also had a guest speaker with Annie Sony and I wasn't able to go there but I heard that it was again very insightful a lot happened he got really in detail and personal about his story which is very you know important that we pass these stories on to future generations so that we never forget what happened And for me being a senior, this next part is pretty nice is that as seniors, we finally finished Portrait of the Graduate after a long four years. So that's always just a nice sigh of relief to have

004that done. But in the future, we have our Super Bowl pep rally where we're introducing our new mascot for the first time on February 5th. So that should be very exciting. And we have this fun idea to have the old mascot and the new mascot battle each other. So that should just be really fun. And during that pep rally, we're going to have our teachers versus the students basketball game, which is just always a slam dunk hit. Everyone always loves that. I find that to be the best part of the year for me personally. And again, you know, February, it's Black History Month, and we will be having our Black History Month assembly on February 12th where the whole school does workshops in English class to kind of understand and know more about what's going

005on. And we actually have this um like theme for this year, which is that we are the archive. So, you know, we have to tell these stories. we have to go out and make the change that we want to see. And finally, um the Lunar New Year assembly at the end of the year just ties it all back together and makes uh Western High School a very like exciting time. And we just have a lot of stuff going on right now. >> Thank you so much for that report. I think we all want to go back to high school and we definitely want to follow you around. So, um, thank you for all the the tremendous serious um, uh, and just the range of activities going on. So, thank you for your report. Really appreciate

006it. Thank you. >> Thanks, Jack. >> Um, all right. Next on the agenda, uh, asking for the approval of the minutes. Are there any questions or comments on the minutes? All right. If not, may I have a motion? >> Move that the minutes of the meetings were presented for review. There being no corrections, the minutes are approved as presented. >> Okay. Is there a second? >> Second. >> Thank you, Lisa. All in favor? >> I. >> Any opposed? I had to I think abstain on the minutes, right? Wasn't I at my Jody? >> You don't need to abstain from approving the minutes. You don't have to be present in order to be able to approve them. You're basically just acknowledging that the minutes in front of you were correct. >> Um and that and that

007you agree with them. >> Oh, I acknowledge and agree with them. I just won't vote on them because I was there. >> All right. That's great. Well, thanks for that clarification, Jody. All right. Um, moving along to public comment and, uh, I'll do our usual, um, preamble. Uh, the board welcomes the opportunity to hear from members of the public about matters concerning the schools. Public comment is an important chance for the board to receive input and feedback. We listened attentively. While we value and play pay close attention, it is our practice not to respond substantively or sometimes at all not or sometimes not at all during public comment. There are reasons for this. First, engaging in a discussion on a non-aggenda item could violate the board's obligation to comply with the Freedom of Information Act.

008Second, the board or the administration may not be prepared to discuss certain matters raised. Third, the board develops its meeting agenda carefully to ensure that the board addresses matters that are pressing or relevant at the time of the meeting. We encourage members of the public with specific concerns or questions or complaints about our schools to reach out directly to superintendent 40. You may also email the board at our email address, board of educationps.org. Okay. Uh, Jody, are there um members of the public who want to comment? >> Yes, there is. Um, I see Kelly James. Kelly, I'm going to promote you from an attendee to a panelist. Um, when I do, you're going to see a box um scroll across the bottom of your screen. Please accept it. Once you're a panelist, kindly turn on

009your um camera, state your street address and your full name, and then I will give you five minutes to speak. And I am promoting you now. Okay, Kelly, you're here. You can turn on your camera and unmute yourself. >> Hi, can you hear me? >> A little low, but we can hear you. >> All right, I'll talk loud. >> Perfect. >> Good evening. My name is Kelly James and I live at 11 Burn Hard Drive. First, thank you for prioritizing the campus revitaliz revital revitalization project. That's a tough one. Um, I appreciate the thoughtful consideration of both facilities and long-term planning for our district. I'm speaking tonight as a parent with children currently at Herbut Elementary and Weston Intermediate School. Like most families, I completely I'm completely supportive of investing in our schools. I understand

010and agree that our facilities require attention, particularly at the middle school, which has been appropriately identified as a priority based on age, infrastructure deficiencies, and learning conditions. I'm also deeply concerned about the realworld impact of major renovation and displacement while students are actively learning in these buildings. We know that children thrive on stability, routine, and a sense of belonging. Largecale construction, especially when it requires students to be relocated or to attend school amid ongoing renovation, introduces disruption that goes far beyond physical space. It affects instruction, social, emotional well-being, staff morale, and the overall school experience, especially for elementary school students who rely heavily on a sense of place. As the BOE and district work to confirm the long-term educational model and grade configuration, I urge decision makers to prioritize solutions that minimize disruption for students

011and educators. The school experience should be weighed as heavily as cost, logistics, and timeline. Our schools absolutely need investment, but how students experience school every day matters just as much. I hope that as plans move forward, student impact remains at the center of every decision. Thank you. >> Thank you very much. >> Thank you, Kelly. Give me just a moment and I will move you back. Is there anybody else that would like to speak for public comment this evening? If so, please click the raise your hand button and I will promote you. Nope. I do not see anybody else raising their hands at this time. >> Okay. Thank you, Jody. >> Okay. >> Uh let's move on to old business. Um item A, Western Board of Education policies, regulations, and bylaws. This is the second

012read of the list of the list you see on the agenda. Are there comments or questions or other things we should know? Is there then a motion? >> I So I was just waiting to see if anybody had something substantive to say, but I just noticed um a typo in oh >> the student discipline policy um in the when you fill in the blank for parent/guardian in many places there are two s's. So I would just check that before you publish it. Okay. >> Thanks for picking that up. Okay, with the typos in mind, um, now is there a motion? Uh, >> I just want to say that I think, um, the student discipline code, which was 52 pages, was excellent. It was really well done and well thought out, very clear. And even though

013it was that long, um, it was very necessary and very clear. >> Thank you. All right, I think I'm up and I was prepared for one of the two motions and I believe Jody I'm going to get the right one since we are doing a correction. I believe it's move that the policies, regulations and or bylaws were presented for review with corrections noted. The documents were approved. Okay. >> Is there a second? Lisa, was that a second? Okay, thank you. >> Okay. Sorry, the audio. I second. >> Yeah, thank you. >> Thanks. >> All right. Uh, any further discussion? All right. All in favor? >> I. >> Any opposed, abstensions? All right. Well, thank you, uh, policy committee and staff. Um, and I agree with Lisa that that discipline policy is uh is, you know,

014very important and comprehensive and all of that. So, it um it's great that we have it now updated. So, thank you. All right, on to new business. The first item is the consent agenda and uh just a couple of highlights. Um, Julie, I know that you would like to speak a little bit about the staffing updates. >> Yes, thank you. Good evening everyone. Um, typically we don't spend a lot of time on the staffing update, but there are um, in particular four notable names on the update this evening that I wanted to just take a few moments to recognize. There are four teachers who have provided their notice in connection with the district's early retirement incentive. They will be leaving us at the end of this school year. And so, if you'll indulge me, I

015would like to take just a few moments to recognize each of these four people. Gina Arena was hired as a part-time art teacher at Herbut Elementary School in August of 2003. Over time, her assignment grew to a full-time position at Weston High School, where she has served for the past 19 years teaching studio art, drawing, painting, ceramics, photography, contemporary media design, and I'm sure I left something out. Um, so Gina, a well-rounded uh art teacher in our district. Bill Mater began his career in Weston in August of 2000. In his 26 years in district, Mr. Mater has passionately engaged students at both Weston High School and Weston Middle School in the study of history. Andrea Noble arrived in Weston in the fall of 2001 when she was contracted as a reading intervention teacher at Hurlbut

016Elementary School. In the 200910 school year, Miss Noble took on the role of curriculum and instruction leader in language arts and social studies, a position in which she has provided peer leadership and professional development to her elementary colleagues at both Hess and Wis. Finally, Amanda Acquaintance came to Weston in 1994 when she was hired as an instructional aid at Weston Middle School. In the school year, Miss Quaintance assumed the role of classroom teacher and she has worked during her 32year tenure in Weston in fifth grade, in sixth grade social studies, and in Project Challenge. So on behalf of the district tonight, I would like to express my sincere gratitude to these teachers for their many years of dedicated service to Weston's students and families and to wish them well in their retirement at the end

017of this school year. >> Hey, thank you. And thank you. And we recognize the retirees and their amazing service and contributions to Weston. They are obviously the backbone of our excellence and uh they leave quite a legacy. So thank you Julie for the overview. Um and I'm sure um I'm speaking for the board and we want to thank each and every one of them for their years of service and uh their impact on our on our kids. So thank you. Thank you. Um, next on the consent agenda were the gifts and just a just a short shout out to the Weston High School PTO for their donation. Um, this is the uh another donation to the speaker uh Harlon Cohen on uh postsecary planning at the high school. So that sounds like a tremendous draw.

018So again, we we're really appreciative of the PTO and and um all their donations. So thank you, Weston PTO. Um now, is there a motion? >> Actually, hold on. Before we make that motion, I I also I I want to recognize the fact that um the Western Educational Foundation also made a contribution towards >> I think we did that last time, but yes, you're right. >> No, I think Yeah, it was just on here. So, I just want to make sure that they got their >> Absolutely. Absolutely. >> They recognize. Thanks. >> I think they did it last time as well. It's a partnership. >> Yes. >> All right. Move that the Western Board of Education accept a consent agenda as presented. >> There a second? >> I'll second. >> Okay. Thank you, Sharon. Any

019further discussion? All in favor? >> I. >> Any opposed? extensions. Okay, that carries as well. All right, the next item on the agenda is um school facilities campus revitalization and planning looking at grade configuration. Um this is a discussion item. I want to in advance thank superintendent 40 and the staff for preparing answers to questions from our earlier meeting on facilities. Um, for those watching on the public, we the board of ed's been holding special meetings around facilities planning and we've been reviewing all the studies that have been done in prior years. We've been trying to update information and collect all the information that we feel will be relevant as we move forward. And a piece of the puzzle is great configuration. We know what we have now works. And we also know that as

020we look towards uh facilities planning, we want those spaces to be great for our kids, also efficiently used, and also um as fiscally responsible as we can make them in terms of their costs. So, with that said, uh again, Superintendent 40, I want to thank you for working with your staff so quickly to uh to give us some comments on the various grade configurations. uh these questions, not exactly in this format, but for those historians of school facilities planning, if you go back starting in 2017, uh there have been questions about grade configurations asked and uh our board has added to sort of a different um some different specifics. So, we appreciate um the staff working on those and updating updating those kinds of uh questions and and ways of examining. So anyway, with all

021that said, Superintendent 40, take it away. Thank you. >> Thank you. Good evening, everybody. Um, so this work began with a clear charge from the board of education to understand the educational implications of different grade configuration models and to work towards determining which configurations are the most educationally sound and appropriate for our district. Um, as we begin this discussion, I think it's um it's important to emphasize that each grade configuration that we examined that the board put forth, and there were five um is educationally viable. The purpose of this analysis is not to label any one model as inherently right or wrong, but more so to clearly articulate the instructional benefits, the operational considerations, and the areas of risk associated with each um configuration so that informed decisions could be made. All of the models

022that we reviewed that the board of ed provided us, the five models um were done so through the same consistent lens. uh the team um and with principal input, we looked at how each configuration supports high quality teaching and learning, developmental appropriateness, continuity of services for students, staffing flexibility and related service delivery, and equity of student experience. So to answer the board's question thoughtfully, we intentionally began with instructional and developmental priorities, not facilities, not cost, not logistics. So you're going to see a chart in a little bit what in a little bit and it uh reflects this exact approach. Each configuration was examined using a consistent academic framework and it and each focused on and it focused on instructional coherence, standards alignment, service delivery, staffing considerations, and the overall student experience. In other words, the

023work was grounded in a commitment to teaching and learning first. And so it really reflects careful attention to how students grow over time, how instruction is delivered across grade levels, how school structures can best support students academic, social, and emotional development throughout their educational journey. Um, so we all while the board didn't give us our current configuration to look into, I just want to give a high-level summary through some of these educational considerations just to get us started and then I'm going to thread the rest of the models that the board provided us through the same type of um considerations. So our current grade configuration continues to align strongly with the academic considerations that we're going to see in in a chart. the structure and the configuration. It preserves the coherent standards bands in alignment

024with Connecticut core standards K2 35 68 912. It supports developmentally appropriate instructional models including the grade 5 diad and the established middle school teameming model. It enables continuity of services for our English learners, special education students, and other related services with minimal disruption. It limits the number of transitions while still allowing students to develop leadership identity as they move through each building. And from an academic standpoint, the configuration provides a like a very balanced, stable framework that supports both instructional quality and student belonging. And I think it also allows the district to focus the energy on improving teaching and learning rather than managing instructional and structural complexity and trying to mitigate risk factors. So that's a very high level overview of our current configuration brought through some of the educational considerations formulated in the chart.

025We're going to move on now to model A. Um, this was one of the models that the board asked us to look into. Model A is a preK4 school, a 58 school, and a 912 school. Um, this configuration is a sound alternative. Um, from an academic perspective, uh, one of the most compelling academic advantages is the reduction in transitions across preK12. there's fewer transitions and it generally supports stronger relationships and increased stability and greater continuity for students and families. Um the larger grades spans also provide increased flexibility in staffing and service delivery which can support instructional consistency and really good deployment of our specialized staff. The key educational consideration in this model that may need a little bit of attention is grade 5 becomes the entry point into the middle school environment. And so while

026this can be academically viable, it represents a shift from what we currently have. Um and we would need to be very intentional to ensure that grade 5 students are supported socially, emotionally, and instructionally during that transition. Um instructionally this model uh grade configuration model would require a redesign structure in grade five and six using a diad model before transitioning to full teameing in grades seven and eight. And this shift would necessitate some professional learning um an expanded instructional capacity for grade six teachers perhaps and some adjustments to planning time and special area staffing but with a level of intentionality. um this configuration model can support strong outcomes. Um and we would just need to be thoughtful about the earlier introduction to the middle school structures um in grade 5 than than we currently students currently

027experience. And so that's a very highle overview of model A. model B, that configuration is a preK1, a grades 2 through 5, a 68, and a 912. Um, model B aligns well with a few academic priorities, particularly at key developmental stages. It allows for some strong early childhood specialization in preK1 and preserves that traditional coherent grade 6 through 8 middle school model. um and the consistency there support continues to support the adolescent development, the instructional depth and the effective teaming structures that exist there. There is a little bit of a trade-off in model B and it's this increased complexity in the earlier grades with four school transitions across a child's prek through 12 educational journey. students and families experience more frequent changes at the younger ages and the instructional handoff between preK1 and grades two

028and five is significant particularly because foundational K2 standards are split across two buildings. So from an academic and operational perspective, it it places some heavier demands on some curriculum articulation at that earlier level, some staffing coordination and um transition planning and and communication, but it is viable this model and can support strong instruction. It just requires a little bit more of an intensive lens to look at the systems and and a little bit more oversight um to maintain coherence and consistency in that grade 1 to2 handoff. Um model C was a prek a grade 1 through 4 building, grades 5 through 8 building and 9 through 12 building. uh model C. It does create a strong separation for early childhood by isolating preK and K which allows for focused attention on some of our youngest

029learners. Um but don't forget some of our youngest learners don't attend preK here. So students would be spending one year at in kindergarten at a school before transitioning to another school. It provides a clear early childhood identity for prekk. It preserves that nice coherent 58 middle grade model that al can support both the t teaming and the diad um and allows leadership opportunities to emerge earlier for students in grades four and in and also as we do right now in grades 8. While this configuration has merit, it does introduce a very early transition after students only spend one year in a school in kindergarten. um and a very very heavy transition and handoff from grades kindergarten to grade one. And that is a very sensitive point in a child's learning trajectory as foundational literacy and

030numeracy instruction really has to remain tightly sequenced. Um and it does break the K2 standards band over two schools because early grade standards are spread across those two buildings. like the instructional coherence will really depend very heavily on careful planning and coordination on the district's part. Um narrow early grade spans sort of limit staffing flexibility as well and increase reliance on shared or itinerant specialists across buildings. Um, similar to model A, this configuration would, like I said, would require a diad model in the middle school for 56, followed by a teeming model in grade 7, 8. And again, we'd have to take a look at grade five entering the middle school at an earlier level than grade six. And so, you know, while model C is it's viable, it does introduce some more clearly early

031disruption and some complexities than some of the other grade configuration models, particularly during the years when the consistency for the foundational school skills really matter most. Um, model D for the configuration was a preK2, a grade 3 through 6, a 78, and a 912. Um, model D keeps grade six with their with younger peers, which can support developmental readiness and social emotional needs for some students. Um, this model provides a strong upper elementary span for grades 3 through six. It allows students additional time before transitioning fully to the middle school environment. Um, but it it splits the traditional middle middle grade band 6 through 8 across two buildings which weakens the instructional coherence and complicates the middle school teameing models a bit. Students experience only two years, grades seven and eight in a middle school

032setting, limiting some opportunities for leadership development, identity building, and sustained relationships in such a short period of time. Academically, this type of fragmentation can create some challenges in staffing and service delivery and um curriculum alignment. So um instructional teams are going to have to really coordinate across buildings and staffing flexibility is reduced to that due to that narrow 7 through 8 grades span. So again, model D introduces some I think some more significant structural complexity with fewer academic benefits, increasing some risks without offering like a clear instructional advantage over some of the other configuration models. And then finally, model E. Um, this is the magnet school model. And before I go into sort of some of the educational things, I have a I have a colleague at the state who I had the opportunity to

033speak with relative to um magnet school funding. Um and she um was very good in helping to answer some of the questions that I had. um the district under this model would require creating a magnet school for grades 6 through 8 as the board desired. Um, however, it has to be noted that only 75% of students who currently reside in Weston in our residence would be able to attend the magnet school because magnet school funding requires the other 25% of enrolled students to come from outside of district in an effort to reduce economic and um racial isolation. So they we'd have to look to partner with more urban areas um to increase the diverse nature of the school itself. So again, if we have more than 75% of our Weston students in grades 6 through

0348 really excited to attend this middle school, only 75% of them will be permitted to attend. the other 25% of our Weston students would need to reside in an alternative 6 through eight location parallel to this magnet school program. Um, and conversely, if we don't have a lot of interest, if only 50% of our Weston students who reside here in town wanted to go to the middle school, um, we'd have to house the other 50% of students elsewhere and seek to increase the enrollment externally from sending districts to make sure we're meeting our enrollment requirements for grant funding. Um, I know there was some thoughts about, you know, the percentage on on the reimbursement for new construction. The entire school, in order to get up to 80% on um new construction, the entire school would

035have to be built solely for the magnet school program. So, I just wanted to give that little piece of information um prior to to talking a little bit about model E. And it introduces a magnet pathway which is awesome because it intends to promote innovation and choice within the middle grades. It offers like families an an alternative pathway option. Um it creates opportunities for specialized programming within a magnet structure. But from an academic perspective, we have to think really carefully because this grade this configuration with a magnet school is probably the most complex and highest risk configuration because we've got to build 6 through 8 programming outside of that magnet school setting as well for any Weston resident students who do not get in or do not attend. And so it creates two very separate

036distinct 6 through eight student experiences which can be difficult if you're looking through it as through an equity or an access or a consistency lens. Um and so to mitigate these concerns, the district would really need to duplicate and tightly align staffing services staffing um programs and services MTS structures um and any curricular alternative curricular programming in separate ways. So and from a human capital perspective, the model requires some duplication of specialized staff and and leadership ro roles and support services. So um you know it it will take some extraordinary extraordinary oversight um not to fragment the student experience if if this configuration with a with a magnet school was to be considered. um it offers great innovation in concept and it carries like you know but it carries some significant implementation and equity risks

037that we'd have to be very thoughtful in in planning in order to do it correctly. Um, so when viewed collect collectively, this analysis highlights an important reality like grade configuration matters because it can either support or complicate strong instruction and academic considerations. At the same time, the key takeaway from all of this work is that strong academic outcomes are driven first and foremost by instructional quality, coherence, and consistency, not by configuration alone. So structures structure matters most in how well it enables those elements to function. So when we consider academic and other factors presented as part of this chart as a whole, you know, our current configuration continues to provide a strong balance of instructional coherence, uh, developmental alignment and stability for students and families. Um, in addition, two alternative configurations that demonstrate some educational

038viability when examined through the same lens are model A as it can can support some strong outcomes provided there's intentional planning around that grade five to ensure developmental readiness and instructional alignment and model B which perver which like preserves the strong middle school instructional model and while being very deliberate about the coordination in the early grades, particularly around the transition between grades one and two, and ensuring that those foundational K2 standard cluster skills remain cohesive across those two buildings. Um, the remaining models CD and E, they're educationally viable in theory, but when examined through some of these priorities and considerations, each introduces, I think, more of an increased risk across multiple factors. um segmenting a little bit instructional coherence, um disjointed transitions, um some restrictions around staffing flexibility and the continuity of services and the

039equity of student experience. And so those risks would require a large amount and very significant and sustained mitigation to ensure that we're having really good outcomes for our students. And so ultimately this whole analysis really reinforces the importance of grounding structural decisions in their impact on teaching and learning. And the goal is not change for its own sake but really ensuring that any of the configurations that are viable that they support highquality instruction, stable relationships and equitable opportunities for all students over time. Just want to note that in the the chart that you looked at at the top are each one of those grade configuration models and in parentheses you can see the enrollment and that is basically an October 1 20 October 1 2025 enrollment snapshot that was just carried through each of the

040configurations. So you can see relatively speaking the size of the school. Um I don't know if any of my team members have any other thoughts or would like to interject but you are always welcome to do so. If not, I I am going to just pause here. Um, see if there's any questions or if you'd like to dialogue around anything further before I offer some final thoughts. >> Um, I'll I'll just jump in first with a um a again, thank you for doing this work. And um second, I just speaking for myself, but I'm sure most of the board, I I love the way that you laid it out so thoughtfully and put the pieces together uh with different um uh just different facets of the educational um experience for our kids. uh you know

041academic social emotional transitions uh for families uh special education services the number of transitions all the things that you have outlined here so I think it's a lot of information very well organized and presented and um so with that I'll open up to see if there are any questions I just want to put a word of caution here that we are listening tonight we're not deciding anything we are. This is more information, more pieces of the puzzle for us. And these are very critical pieces of the puzzle. And again, I love the way it's been um laid out. Uh so anyway, so I'll open it up to questions or general comments, but remember, we're not making any decisions tonight. >> I'd like to say something about the decision we're going to make tonight. No, I'm

042teasing Deb. I just had to say that. Um, now I actually I want to echo what Deb said and this is actually so well put together, but I it's this is great information and I would love to have this uh document so I can really read it over in great detail and really simmer on it. Um because I think that we do have to make some decisions and we obviously want to make the best decisions for the children in the district um for their educational outcomes. Um, so I would just love to have more time to simmer with this document, but it's great. Thank you. >> You're welcome. >> Hey, Erica, just a quick question on model A. Um, moving the fifth grade into into the middle school, let's say with six, seventh, and eighth.

043Can you talk about and and I think you brushed on if I may have missed the specifics. Does does grade five then move to a team model from the diad or how does that work and sort of what is what is the recommendation let's say in a situation like that where it's fifth through 8th? >> Yeah, that's a great question. Um like our recommendation would be that grades five through six remain in a diad model and grades seven and eight transition to a teeming model. But isn't six in a team is in a teaming mode. >> Six is six is in a teaming right now. Yeah. Revert it back to a back to a diad. Yeah. >> So you would prefer six moving to a diad versus five moving to a teeming. Just can you

044talk about just I I don't know that I I I would know the specifics as to why. Could you talk about just puts and takes to why you would do that? Yeah, I think I think because developmentally it would be it would be good for sixth graders um to experience to continue to experience the DIAD MA model beyond just one grade level, grade five. And if you have a 5 through 8 building, you're essentially creating like a lower middle school and an upper middle school. And so you have fifth and sixth graders who have sort of they're they're on their way out of elementary school and they need a little something different. And the DIAD model is a stepping stone to the teameming model. And so over the course of the four years, instead of

045fifth graders only having one year of the DIAD model, they will have two years, grades five and six. And then we transition them to a teeming model in grades 7 through 8, further preparing them for middle school. So, do you think just one last question on this? Do you think then what we have today it sounds like I don't want to put words in your mouth but it sounds like from your perspective it sounds like what we have today is is a bit I wouldn't say suboptimal but it would be more helpful for those students in sixth grade to continue with the diad in sort of their their transition. Is that >> fair to say or? >> Yeah, >> it's it's hard to say. I think I would only I would I would make the

046change if we were creating this 5 through8 school with a lower and an upper middle school experience. I think the middle school does a great job right now with sixth graders in the teameing model and the DIAD model does prepare them. It's just students are in it for only for one year. Um, and there's a lot of additional sports through the workshop that is a little unique in a in a teaming model where students can have opportunities for additional supports in all grade levels, not just sixth grade as well. um it seems to be working at the middle school, but if there's an opportunity to make a change, if a configuration happened, I think we should look more closely at that opportunity and and perhaps after surveying and and or really um investigating the student

047experience, we may find that it they're better off in the teaming model. But I just thought if you had this configuration, it provided you with an opportunity to sort of create this lower and upper middle school experience. Um it might be a a nice transition for kids to do two and two, >> right? And going from fourth to fifth to a let's say a teameing model in fifth would be a pretty abrupt change from your perspective, I guess. >> Correct. I also um I know that this was discussed in a previous budget workshop. I actually thought Miko did a pretty nice job of explaining with her personal with her own children why the teameming model is not ideal for a lot of fifth graders. I don't know if she wants to chime in. >> Yes,

048she did. Um I will just say that um it was that experience of h being able to communicate with all of the teachers as um intimately as maybe you would like to do to have that personalized relationship with parents and teachers. It it is more challenging the more staff you put on on on the team. So that I was trying to make that point that keeping it to two in that fifth grade um helps us to make sure that we can personalize that experience. >> So sorry I just so I have a lot of questions. I'll go back to them after David because I didn't mean to interrupt David. I did have a similar question to Michael's question about like the sixth grade diadverse team and I'm wondering thank you Erica for your explanation but

049I'm wondering if any of the principles have any thoughts about sixth grade in a diadverse team. >> Yeah. I mean I think like the team that we the teaming model that we have now is working. Um you know whenever you you know when you reduce teachers you are creating a little bit more personalization. I mean we the idea of a teaming model is you have four they have more teachers they do work together in tandem but less teachers gives each teacher more time um you know with their students. it creates maybe some interesting interdisciplinary opportunities too which you you can do with a with a full you know four a four teacher team. Um I don't you know I you know to reiterate what Erica Erica said I I don't know if um one model

050is necessarily better than the other. Um but I do think there is a fit like a five six fit where um developmentally they're they're relatively close. Like if you if you came up to no school and you looked at sixth graders versus eighth graders, there's there's a pretty big developmental difference between those two, but fifth and sixth grade seem to be um a little bit closer. So the model may um may work there pretty well. I don't know how the kids would feel about it. I think they like switching from teacher to teacher, but we would have to ask them at some point obviously. And similarly, I'm also curious about what Miss Demo thinks about fifth graders joining, not being in WIS. Well, of course, we would miss our fifth graders, but I think we

051need to be open to all of the options. And I I do think they're both viable options. I do think, you know, 345 is a great um curric when you look at the curriculum and that grade band, um they go very nicely together. third, fourth, and fifth, the way we teach, the way we instruct. Um, third grade are the building blocks that take us to fifth grade, and fifth grade kind of completes that grade band. So, I feel really great about how those come together and how they work together in a building, in a school. If we're looking at this from a curricular lens, um, I do think, as Jason said, fifth and sixth graders do have are very um, developmentally similar, and so they could work together as well. I think there are options.

052Um, but as a grade band, I really do think third, fourth, and fifth grade work very nicely together. um and our teachers work very nicely together in supporting each other um through the curriculum in both mathematics and language arts. >> I can also speak to um I was in a 5 to8 middle school. I was the assistant principal of a 5 to8 middle school and I started the year they brought the fifth grade into the building. So there was a lot of nervousness from the families and and the parents but it's it is doable. Um you know there's a lot of ways to do it. you can give fifth grade their own wing and uh to Jason's you know experience too there there's there are some similarities between fifth and sixth grade so it it

053is it is doable and there's schools that have done it successfully Laura while you were um unmuted I I thought you had some really good thoughts and insight relative to some of the other models um like the prekk versus the prek1 and I was wondering if you would feel comfortable just sort of sharing your thoughts on that and your reflections. I thought they were very insightful and very useful. >> Thank you. I would love to. I wasn't sure if we were done with the middle school conversation, but um I do have a a lot of thoughts about the early elementary years and keeping some consistency and some stability for the students. those early elementary years in um school are so critical and for students the m vast majority of our students come into school for

054the first time in kindergarten. While we do have um a preschool program, it's not the majority of the students attending it. So bringing students in for um one of the models was for just for kindergarten um I think is really problematic because they're only in in one building for one year many of them. um that's hard on the families, it's very hard on the students. You don't build a lot of stability with the students. And in addition to um you know, Erica spoke so well about that early elementary standards continuum. A big part of what we do in those early elementary years is help students feel comfortable and learn what school's all about. That they feel happy at school, they feel successful, they feel like it's a place where they can learn and grow. And

055that sense of belonging is just beginning. So creating that sense of belonging and in a year they're off to another school I think is is pretty problematic. Um there are some I know districts that do it and in the larger districts I've worked in sometimes you're consolidating students from kindergarten just because there are you know 12 13 elementary schools. Um but that's not you know the beauty of Weston is we really know our students well and um we're able to wrap around not just the student care but also the families and helping the families become comfortable in a building is critical too. I also believe that um transitioning kind first graders is a little early. Um, if you have a most of your students are only in a building for kindergarten and first grade and

056then they're moving on to another building, you're a transitional building. You're transitioning them in for kindergarten which takes months to build relationships with families, student belonging with students, a school community where they feel like they're part of a student body. And then in first grade, you're already working on transitioning them out. um you know, families reach out to us very early in the year um when they know that there's a transition coming. So, I've already had a lot of conversations with some of our second grade families about the transition to WIS. You know, some families are nervous about it. They're worried about it and it's midyear. Um so, it being a K1 building is very transitional. Um prek to two, you know, K2 then you have three years gives you a lot more stability. Um,

057and even beyond that, K3, K4, but transitioning with, you know, just one year in a building or two, I think has a lot of problems. I hope I remembered everything we talked about. Erica, >> yes, thank you. >> Can I can I ask a question because that I actually was going to ask you about the difference between these transitions. Um, and David, I still know that I don't want to jump ahead of you. I just want to ask questions while they're relevant to what people are saying. Can you elaborate just a little bit more on why that transition is hard between grades one to two or versus grades 2 to three? I understand that the administration like you and Mr. Pal and the special teachers like they are different but for a student they're not

058yet going to a diad model or a team model. they're just going to another home room with another class of children that they've already been going to school with. So, I'm I just am trying to picture why it's such a heavy time or such a significant time. Well, because they're moving buildings. So everything that's familiar to them, you know, getting off the bus and walking to class, getting out of the car and being greeted by the adults who may be out there, those are familiar to them year after year. So while they may be going down to a a self-contained classroom, you know, one teacher with a group of students for the day, everything else about the building would, you know, is familiar. They know how to walk the halls. They know who all the

059people are. They know where the office is. They know where the nurse is. Um, families have relationships and familiarity with the routines and the expectations and it, you know, we're creating not just it within that classroom, but we're creating a school culture. We're creating a community of learners across classrooms, across grades. And anytime you transition, you know, that even the transition from kindergarten to first grade in the same building feels big for some students and families. They're nervous. you know, this is what I know versus this is an unknown. And the younger a child is, the less experience I think they have with that and the fewer tools they have in their toolbox to manage it. It's it's similar to when children come in from preschool into kindergarten. In preschool, they have one teacher. There's

060a lot of students they're coming to her, but with from their preschool in the community, but they're entering a new building. So, it's a it it is a transition. >> Okay. And Laura, could I just add one thing to what you said? Uh that was beautiful and and so well said. And I would just say also our um support staff, so our social workers, our school psychologist, um our special area teachers, art teacher, music teacher, they really support our students in a lot of ways. Um and so when you do that transition, all of those people who support our students who need the most support are now different. And so they have to build those relationships over again. And that can be really challenging for a first grader, second grader. It can be challenging at

061any age, but I think it could be particularly challenging um for a six or sevenyear-old. >> Thank you, Laura and Jen. >> I I have a couple of questions. Um and this chart is really helpful. I think I'm going to do it justice, Julie, but I created a little rubric. I think that's a rubric um just with what I perceive as positives and what I perceive as negatives and um I don't know though how to like weigh those things. So for example, are transitions more impactful like less transitions more impactful than something else? is the the natural grade configurations where the curriculum is put together for a certain number of grades and you might not see the actual final product until that student gets to fourth grade or fifth grade. Like how do you weigh

062how does someone like myself weigh what appears to be a positive? Is one positive like a transition worth more or more valuable than something else? I don't even know if that question's pointed towards, but probably Erica or Tina. >> I I it would be hard. It would be hard to wait them, but I can tell you transitions are important and and handoffs are important. Some handoffs developmentally are at better points than others. um you know like if if it it came down to a kindergarten to first grade handoff versus a first grade to second grade handoff like you'd have to think about the developmental nature of the students how many years as Laura said they've spent in the same school and what would what would you know it's a transition so it's going to have

063an impact and and Tracy tell just told me the other day too that you know when kids go from second grade to third grade there's a a dip and a transition. When kids go from fifth grade to sixth grade, there's a transition, there's a dip. 8th grade to 9th grade, right? Just naturally. So through these configurations weighing where that transition happens and the developmental nature of the student and how well or how many experiences they've had in order to process and accommodate that change um emotionally, socially, cognitively is important to think about. I mean obviously the standards are clustered in a certain way um by you know by the state pre K2 3 5 6 8 9 12 and they're in bands um for progression and coherence um importance. So, you know, when you're breaking

064a a a cluster of standards, it's not impossible to do it over two schools, but you have to be a little thoughtful about it. and Tina can weigh in about the curricular implications and and sort of scope and sequencing or you know things that we might have to adjust from a curricular perspective or a program perspective to accommodate that because we've written our our curriculum our scope and sequence around those standard grade level band clusters. Um you know it's difficult to say is one more important than the other. What I do know is that you know while there's not a lot of research around grade configurations as the you know key variable in terms of the success of a school or the academic cognitive or or social emotional success of a child. There are there's

065research out there that says that teacher quality, curriculum coherence, um li transitions, um programming and support staff, how you're running your MTSS, like those are all really important factors in terms of um rating or impacting a a school's success. And so you know you ha we've thought it thought about it a little holistically and what may be a little bit more important at the lower levels may be less important at the upper levels. Like transition at the lower levels is really really important. Transition at the upper levels is important but it may not be as important as it is at the lower levels. So you know it it the analysis wasn't trying to rank or advocate for a particular structure. It was more about ensuring that like any conversation we're having about grade configuration is

066grounded in in this clear understanding of how instructional coherence, developmental alignment, staffing capacity and flexibility, service delivery, and all those things come together to shape what we want to be the best possible student experience ever in our school district. with holding on to that personalization and that individualization that we talked about through the budget process. And so structures like that matter because of you know and and configurations matter because of the conditions they create for all those things around teaching and learning. >> Yeah. And so I think this work really affirms the importance of stability, intentionality, and alignment. And that strong outcomes are built through consistent instruction, trusted relationships, and systems that allow us as educators to focus our energy on students rather than navigating unnecessary complexities due to a configuration. >> So you kind

067of, and I'm not advocating for model A per se, but you know, I know what we have today. So you kind of walked into my next two questions. Um, which is one of the things that I ranked as green or good was two things actually. One of them is larger grade spans support flexible allocation of teachers and specialists. And I think what you just said is that what really impacts the students is the quality of the teacher at the front of the classroom, the quality of the administrators, the leadership. So it seems like when I look horizontally across the chart, um, A was the strongest relative to the flex the flexibility, I guess, of teachers and specialists. And I'll tie in my next piece because it gives me know if I'm reading it right or

068if I'm looking at it wrong. And then when I look at the social emotional piece, it looks like what it the to me the upside to that is that uh it starts at is it larger groupings so that you're starting at a younger age or is larger groupings so that it's more diverse. um larger groupings so that I think when when Tina talked about this in the budget process so that you have more kids who you can put in the same group who might have a similar focus that may need additional supports. >> Okay. So those two things like again when I looked at it just from a lens of a non-educator and I started looking at things that to me look like a net positive. So I did sort of net positive neutral negative.

069Um those are a couple of things that stood out to me as positive. And when I looked to the right in the chart um I didn't and I'm not saying there's anything wrong with the other models but those stood out as net positives. Is that a fair assessment that those by themselves and again they're not weighted but those things by themselves the fewer transitions the better access to specialists the larger groups are social emotional learning those are net positives. >> Yes. Yeah. Those are things I talked about when I gave the highle summary and and those are net positives and each model has pros and cons. Right. With all those positives, we really need to be thoughtful about grade five now because now you have fifth graders in the same building as eighth graders. And

070how do we appropriately design the day so that it's developmentally appropriate for that wide range of of development within kids? And if my last question is uh and this might be for Jason. If you could pick DIAD versus the teaming model for sixth grade if staffing and money budget classrooms nothing was was out of reach and someone said to you Jason would you prefer the diad or the teaming model for sixth grade? Would you have a preference? Um it the short answer is probably not. I mean I I I know the teameming model better. I know what we do with you know how we approach it. Um the one thing I'll say about as you as the kids get older is the content gets more complex. So you begin to have teachers specialize in particular

071areas and there is some real value in that as we um we think about like what a social studies classroom would look like or a language arts classroom. Um you know I think the tradeoff with fifth grade is I mean with the two teachers is you get more personalization kids you know at a very um important time in students lives they they really get to know their teachers really well. So, there's tradeoffs. Um, I don't know. I'd have to really think about it. I'm I'm more grounded in the six in the uh in the four teacher model and what we can do with it, but I wouldn't say I'm tied to it completely either. So, I don't know if that really answers it, but it it just kind of ties into if we wound up

072putting combining fifth through 8th. It sounds like I think Nicole brought this up, but you may have said it as well. the sixth grade would go to a DIAD model. And so going back to like the the net positives and negatives, I was just >> this is called >> looking to see if um if the sixth grade if if fifth grade wound up in that building and the sixth grade therefore went to a DIAD model, would that be a net positive, neutral, or a negative for the sixth graders? >> Yeah. >> And I'm not putting you on the spot. >> David, I hear your question. Um I I think you know somewhere there's a cart and a horse and so I think when we get into exactly you know now we have to start figuring

073out you know our next presentation at the end of the month is about you know back to the actual facilities. So, um, what we're hearing is that grade 5 through 8 could work and that, you know, you'd have some discussions about what is the best thing to do with fifth grade, but I don't know that we need to have that right now. I think your questions are excellent, but I only think they'll be relevant later if in fact the four wall thing, the buildings, um, are going to necessitate that that conversation. >> That's that's fair. So, I agree. Sorry. didn't just didn't want to get into the pros and cons in too detailed unless unless it comes to that. >> I think this is a good start what they presented. There are possibilities, but we

074don't have to make those decisions tonight by any stretch. >> Okay. So, I have a bunch of questions. >> All right. I just I just want to make sure Peter hasn't um said anything yet. So, Peter, >> sorry. >> I just have one question. I call this a parachute in type of meeting. So, I just parachuted into the Western Public School District. I'm hearing superintendent start with her first slide and I'm like, "These guys have their act together. This is a great this is a great school district. They they're on it, right?" So, then my question is, I see all these models and questions and it's what problem are they trying to solve? I I don't even know what they're trying to solve with this because they seem to have their act together. So, that's

075the open question. What are we trying to solve here? Uh maybe that question gets answered in three or six months from now. But that's my question for someone who parachuted and he does. Wow, this is great. I wish my school district parachuted in this. >> Okay. Um All right. Thank you. Uh in terms of what problem are we trying to solve? Um, I think as we look at our facilities, we want to make sure that they're educationally appropriate. We want to make sure that they're of standards and quality that are representative of Western excellence. Um we want to make sure our buildings are efficiently used and um we also whatever the solution or the changes that might be needed around at least beginning at the middle school what happens is that we're also sort of

076fiscally looking that we're as responsible as we can be. So sometimes that means moving around the status quo. I'm not saying it will or it is or any of that but it might. So we if it came to that I suggest we have looked at these puzzle pieces and we have some answers. So we're not going to start from scratch if it gets to that point. So that would be my answer to your question Peter. Um Nicole I'm sorry I know you have lots more. >> Yeah. Go ahead. >> Um thank you. So, I do have a question or a comment similar to what Peter kind of said is um I think it would be really helpful to add our current model to this chart to compare it because when I look at this chart

077and I don't know if other people feel this way. I'm thinking I'm feeling like I have to pick a model but maybe actually the model that we have is the one to pick if we don't have to worry about the facilities reconfiguration. And so by not hearing about our current model in each of these rows and categories, I don't get to hear about the strengths of the current model. And so maybe the current model is a good model. And so I think that would be great. My second thing is that I mean this is so well organized. It's it's really digestible. I would love to talk in the next communications meeting about putting this as an attachment to the bricks and mortar because I think so many parents would be interested in seeing this and

078really understanding but also being able to understand it with the current model to understand the pros and cons of the current model. Um because when when we're all talking about these transitions from grade to grade, maybe the model that we have right now is the appropriate transition. Um but it's just hard to see that when I'm only looking at other options that I'm feeling like we're trying to choose. Um so yeah, and so it kind of made me also want to know like what do principles feel about the current model? And Erica, >> can I just say thank you for that? I will add our current model in here. Um, and I'm remiss that I didn't do it initially. Tina's like, "Aren't you going to add the the current model?" And I said, "Well, they

079didn't ask me to to research that one. They asked me to research these five, but I think you have a wonderful point here, and so I will add it in." And I I also tried to start with our current model and I know it came at the beginning of a very long comprehensive overview of many other models, but it did say um that our current grade configuration aligns very strongly with the academic considerations outlined in this chart. And our structure it preserves the standards bands right K2 35 68. It supports developmentally appropriate instructional models including the grade 5 diad and the established teameming. It enables continuity of services for our elelll students, our special education students and related services with minimal disruption. It limits the number of transitions while still allowing students to develop the

080leadership identity that they have in our current model as they move through each building, which I think is really nice for grade two students to feel like they're the oldest students in a building that gets lost in every other model, right? And then from an academic standpoint, it provides a balanced stable framework that we know already supports instructional quality and student belonging. and it really allows us to focus our energy on improving teaching and learning than trying to manage or mitigate some of the other risks that surface with some of the other models. So, um that was a great on-ramp for me just to reiterate all of that. We'll put it in the chart, but now I'll let the um the principal speak about um the model as well. >> Erica, I love what you

081just said about those leadership opportunities. Our fifth graders have a phenomenal amount of leadership opportunities. We have a wonderful student council. We um see them starting their own clubs and being in charge of them and have taking some ownership and autonomy in that. Um we see them um asking to lead different things to be supportive and we just did a whole assembly on respect and our fifth grade students basically led that assembly to support the rest of the student body. And I was really proud of our students being part of that. And I really really enjoy seeing this leadership opportunity that's really embraced uh and supports them in their development to feel very confident in themselves as they move on to the middle school. So that's something I really love about the model that we

082currently have. I would echo that at the early elementary years. It's been wonderful for our second graders to be able to shine in that way. They know they're the role models of the building. and they know they're the leaders of the building and at a very young age they're able to really embrace that and shine in so many ways academically, socially, emotionally. Um, so when we bring the school together, we do lean on our second graders quite a bit to really help our youngest learners and students who are just starting school and learning what school is all about to look up to those students who aren't that much older than them, but old enough that they can really say, "Wow, you know, that's going to be me in second grade someday." Um the other advantage

083I think of the current model is having that K2 continuum for those foundational skills that Erica spoke so much in um in depth about is in K2 we really talk a lot about um learning to read and building all of those foundational skills with you know some um comprehension of course but the focus is more on the foundational skills and the learning to read and then in 3 to five it really shifts from reading to learn Um, and we're very much able to focus on that and really wrap our arms around how, you know, those critical beginning years and making sure all of those skills and habits are solid for students as they learn um to read and also learn what how to manage a school environment with fewer transitions. >> Yeah, I think for

084all the reasons that have been mentioned, I support the um and like the 68 model as well. I think um just to add on a few other quick points um I think sixth graders um are ready for the independence. The middle school environment is different than an intermediate elementary environment. They students do have more independence. I think sixth graders are ready for that and and like that. Um, I also think we've we've started to do a lot of things where we've put our eighth graders in more leadership roles with younger students and I think it gives them an opportunity to to mentor sixth graders in some ways which I think is important for eighth graders. Um, so um that's a that's a benefit of the system too. And I also mentioned earlier just as the

085content becomes more complex and sophisticated um I think having the sixth grade um up with the seventh and eighth grade we you know we have um you know as the math becomes more sophisticated um as we're looking to challenge and enrich kids I just I think it it it works better as a model. So >> um similarly when I first read model A and you write oh this is a great option because it minimizes transitions. I'm also wondering what does everyone think about three transitions in school versus four? Is that like I know that I know that Erica like in response to David's question before you said oh well you have to weigh positives the negatives but and I mean Miss Cadence was talking about it the transitions are hard for these younger learners. So

086is it better to just go K through four prek to four prek to 5 is a very common model. A lot of districts have that. Um I had a prek to 5 school for many years. The beauty of a prek to2 model, you know, now that I've had it for 13 years, it really allows for a focus on those early elementary years and all of the wonderful things that come with that that early transition into school. But certainly a pre-K to 4, pre-K to 5 model is very common and more, you know, traditional in schools to have an elementary school, a middle school, and a high school in districts. >> Okay. Um, >> either one works, >> right? And I don't mean to cut anybody off, but I also like I was trying to say

087with David, um these are pieces of a puzzle that we may or may not need to use. So, we're not about to make a change just to make a change. We're not redesigning the Western public schools from scratch. uh we're needing to know what the educational impacts would be if and I only say if with like capital letters if it would come to that based on what we also see with our facilities sometimes within a district no matter what district it is you have to kind of figure out what's the best mix of facility and grades. Um, so that's that's why we asked for these puzzle pieces. If we a had to do something, if we had to make a change, if it looked like that was the way to go, what would happen if

088certain grade levels, grade configurations emerged? And I think Erica and her team have done a great job tonight of of putting that forth. But until it comes to needing to decide internally how a grade five through eight school works, we don't really have to get that far into so-called the weeds. The same thing with the number of transitions. If we don't have to change what we have, we don't really need to have a discussion about which is better, three or four. Um let's let also we have to hear the other pieces of the puzzle which I think are coming at the end of the month and then um you know I appreciate everybody's uh energy and interest in wanting to sort of start talking but we still have another piece of the puzzle to hear

089which is the uh report from SLAM um looking at the middle school specifically and looking at costs of renovating or building new and Then I think we'll have and we've heard from the town a little bit about um what their look at our campus facilities and the overlap that might exist with the town what that is and then it's our job to put it all together. Uh but I just don't want to get down the road too far in any one of these models right now until it looks like we really need to do that. So I just don't want to jump the gun. Yeah. Um, Lisa, I I can't see I don't see everybody's face, so I'm not sure anything. >> Deborah, I think you you've echoed my sentiment 100%. I think Erica and

090team did a wonderful job of showing us, you know, academic and social and emotional excellence is what Weston is about. And as we look at at SLAM and the choices um that we're going to have to make um that academic and social and emotional support that we give our students um comes into light and they've given us a wonderful rubric over as we make those decisions what can be an issue as we go forward. So, not only are we looking at facilities, but we're looking at continued um academic excellence and support for our students. And so, this put it in wonderful perspective because as we go into our next meeting and look at SLAM um and their report, we now have another um support as we have to make those choices. So, thanks a lot

091Erica and team. It's been really clear and really helpful. You're welcome. Okay. Um, again, I don't see all I can't see everybody who may or may not want to speak. Oh, there. Sorry. Um, so I don't want I don't mean to cut anybody off, but I also don't want to get ahead of ourselves. So, I'm trying to do that balancing act. Um, so are there any other questions or or concerns or um uh comments that board members want to make? Um, any staff members who um uh we have short changed or um I cut you off before uh unnecessarily. I apologize. Okay. All right. Um Erica and again and your whole staff, thank you very much. This is a lot for the board to digest. Um if we have questions about what does this mean

092or you know any technical questions, I would suggest that we email them to Erica and you know maybe she can uh provide some answers. and uh Nicole, I think the suggestions about communicating this through bricks and mortar or through the communication and through the communications committee, this becomes really important. Um Nicole, I like the suggestion about adding the current model just embedding it, you know, in chart form. Um if if it fits, I think that would be an easier read. Um and then we have to gear up for next um facilities meeting which is uh February 23rd and SLAM is on the agenda and I think that will like tonight that will be another um sort of rather long conversation. So I really am thankful that tonight we got to look at the grade configuration

093piece and then we have to jump change gears and look at the um sort of u middle school condition. and hear the pros and cons about um renovating or building new or whatever else SLAM needs to tell us. Uh and then if we keep to our timeline uh March I think is the time for the board to start having a lot of the conversations as we have been having tonight about well what is the best thing to do and that's where you put we start putting all the pieces together. So, a lot of work in front of us. So, I again I appreciate the fact that people reschedu tonight. I look forward to the end of the month um changing gears, but you know, again, hearing more uh parts of the puzzle and then we

094really have to start uh discussing as a board what our our best recommendations will be. So, any other comments for tonight? I just want to say thank you to the board for the thoughtful charge that guided this work. We really really appreciate it. Um and it w I I just also want to thank you for the collaborative spirit and nature of this evening. Um and for the contributions of of the principles and everyone else. Um very much appreciated. >> Thank you. >> All right. We see the list of uh Oh no, we need the updates first. Um, superintendent's update. >> I do not have any updates this evening. >> All right. Thank you. Uh, communications committee. I'm not sure you've had a meeting, but is there an update? >> Well, we did have the meeting

095where we >> developed the bricks and mortar and Nicole uh was the editor. >> Oh, yeah. I'm sorry. Right. and it got published and I heard it was mentioned at the Grammys last night as one of the best read articles or something like that. So, bricks and mortar stay tuned for the next edition next uh next month. >> All right. Thank you. Uh curriculum committee >> curriculum meet uh meeting is on Wednesday. So, we haven't met yet. >> Okay. Uh the EOC has not met yet this month. Finance and operations. >> We'll be meeting next week, next Friday. >> Okay. Um policy, we're meeting tomorrow morning at 9:00. >> Okay. Safety and security, >> we're meeting next Tuesday. >> Okay. >> Report at the end of the month. >> All right. There's um what's next?

096Uh updates from Cape. Are there Cape updates? uh am I right? >> Yeah, the January cape uh edition they have an excellent article on policy just tells you how well Sharon is running her her committee and and um so the policy gives a a real brief summary of how policy um committees work. And this edition um talks about your the educational cost sharing and seed special education and expansion development and those are some good articles. February 5th, um there is a state policy meeting the February 25th and March 19th. There are webinars on um financial oversight uh and the budget. So those might be things that you'd like to look at. >> All right. Yeah, good things to highlight. Thank you. Uh CES, is there an update from CES? Nothing noteworthy. >> Okay. And Western

097uh Education Foundation, >> we're meeting tomorrow night. >> All right. All these future meetings. Anyway, thank you all for doing that work in advance. Uh you see the schedule of our next board of ed meetings. And all right. Uh without any further comments, is there >> Can I make a comment? Oh, >> of course. I have a a real a real compliment to the performing arts. Um, Western Middle School had its musical Shortwarf, the Adams family, and they did a great job. I mean, the kids were really into it, right? They had very good direction. But the takeaway from the evening was that one of the young men got sick and couldn't perform. So the directors called upon a senior from the company to fill in with like an hour's notice or something like that.

098The young man learned all the lines, did all three performances, so he gave up his weekend to participate with the younger students and then went to the cast party. I thought that was great. >> That is commendable. So thank you. Um I I'd also like to um commend WIS their day of service um and the PTO was um outstanding. I wasn't there, but my husband was there with Kowanas, and he just said he was amazed at the organization, at the um students from uh the Bridgeport Sister School and WIS, how they organized, worked together, worked really, really hard um and did an amazing job. So, kudos to WIS and their PTO. >> Yeah, thank you, Lisa. That's great to highlight. And I also >> I don't like to make a meeting longer, but I just

099have to say that um I was so proud of the entire West community. So Lisa, thank you for that. Um that with students and families packaged 10,000 packages of soup to be donated um amongst many other things to give to our veterans, to our women's center, to pause uh to our sister school, to so many different organizations. It was truly amazing and I I loved watching it happen and be there and I really did get to watch it because it's kudos to the PTO for those friends did an amazing job of organizing it. It was our first time doing it, an inaugural event and I I really hope that it happens again. It was a it was really wonderful to see the community and the school uh community come together in such a beautiful way.

100So, thank you for shouting that out, Lisa, and giving me the opportunity um to say how great it was. >> It was great. I also attended the hurlbut day of service and I don't have the final numbers from the PTO but it was a very lovely well attended well executed event and Peter I went to the I went to the show and I also thought it was incredible how the senior student stepped in to to save it and it was it was a really really good entertaining show. Right. >> All right. >> Such great and wonderful things happening across the district. So, please when you get invitations like come. We welcome your presence to experience and enjoy um what we get to on a daily basis. >> Thank you. All right. Well, that's great to

101end on such great news. Um any other comments? All right. Is there a motion to adjurnn? >> So moved. >> Second. >> All in favor? >> I >> Okay. All right. Thanks everybody for your discussion and hard work tonight. Thank you. >> Thank you. >> Bye.