Board Meeting 4/17

001Um, Thursday, April 17, 2025, Wilton Board of Education regular meeting to order. Um, has everyone had a chance to look at the agenda? Yes. Is there a motion to approve the agenda? Motion. Thank you, Pat. Is there a second? Second. Thank you, Pam. All in favor? I Motion carries unanimously. Um, public comment. The board has set aside time at the beginning and end of regular meetings for public comments for members of the public to share their views on matters involving the Whitland public schools and to help inform the board's decisions on such matters. Two minutes will be allotted to each speaker and a maximum of 15 minutes to anyone subject. For the record, please also give your name and address. The board considers the views of citizens in its deliberations and welcomes and appreciates public

002comment. The board listens to public comment thoughtfully and with interest. The board, however, generally does not respond to public comment during board meetings by offering commentary or asking answering questions. The board also invites commentators and the public to contact the board or the superintendent directly with any specific questions or comments. The board through the chair and the superintendent may respond to questions and comments offered during public comment or shared directly and in responding may also direct members of the public to the appropriate staff member for a response. Are there comments from the public? None online, none in the room. Um consent agenda just fell apart. Um has everyone had a chance to look at the consent agenda? It contains the regular meeting minutes from April 3rd, the governance meeting of April 3rd, and the executive

003session from April 3rd. Is there a motion to approve the consent agenda? Thank you, Lori. Is there a second? Thank you, Nicola. All in favor? I. Motion carries unanimously. Um, board chairs report. Um, don't have any formal remarks prepared tonight. I just would like to say, oh my goodness, tomorrow is spring break and this year is just here we go. Um, but continue to, you know, be in the schools and walk around the district and just be, you know, amazed and awed about all um that's being done from little people to big people. And um the work that's being put in by our staff is just extraordinary. And as um we wake up to you know graduation in a minute on a lovely sunny day in June um I just wanted to wish everybody a

004restful and restorative break and um thank everybody for the final push towards the end of the year we'll be here before you know it. Yeah. So just to build on this comment really great week this week. Middlebrook had its world language week and so that a number of cool events. One was the top chef event that's been around for a long time. I don't know if you got over there, but I think there were something like 87 participants and um the food's always, you know, ridiculously delicious and the sounds like kids and staff had just an amazing time. Um this week here at the high school was the festival which is combination of world language and arts and so there were activities across the entire week. Um we had you know musicians representing various genres.

005um in yesterday, two days, yesterday, two days ago, there was an event down in the Zelner called um walk in my shoes. And so um a number of the student clubs got together and put this morning on. Um and so they provided games and activities to kind of help, you know, just teach their peers about their, you know, respective backgrounds. And so really, really well attended, really well organized. It was just a a tremendous opportunity. Um and then um we also this week had the appellet court here on site and so they came in and took over the clon uh and they tried uh two cases um and so all of our civics classes got to come and you know see the judicial branch in action um I'm told that two of the three judges

006are high school alum you Nicola was there so maybe you probably know more than judge Maul and judge Suarez are both high school graduates. Yeah. How cool is that? It was awesome. So, I mean, you were like, "What do you think?" It was unbelievable. Yeah, it was um it was dense. Yeah. I didn't hear the the the um the before they started. I believe the judges introduced themselves and and spoke to the kids about what they were going to hear. I missed that bit. So, I was trying to catch up and understand in real time what they were talking about. So, um there were appealing points of law. um and not play and it was Yeah, it was very interesting. Dance is a good word. Yeah. And that like I ran into Nicola, I came

007in late too for the first case and um they were arguing about double jeopardy, you know, which is a a key point in the law. And so I thought that was fascinating for our students to see that unfold in real time and hear the, you know, um the corresponding arguments and then to listen to the the judges respond. I've never heard that the when I walked in when we we had to do all rise when um when the judges walked in and I've never heard that many kids in the clean center be so quiet. Yeah. So, it was great. So, just in to summarize, you know, great week um to end, you know, what's been a really strong school year and you know, we're all I speak on behalf of our entire staff looking forward

008to a few days off. Yeah, I'm sure. our financial report. Um, so at this point of the year, I think we're in in pretty good shape. Um, we're starting to close out uh anything that we can. Kevin sent out a memo to all of the administrators this week and I've been working with the secretaries so that we can really get a good idea of what's left um what expenses we might have. We're just continuing to monitor things. The van for the community steps program's been received. We're um I have the inspection scheduled for Monday morning. Um and then we just have to we have to get a special registration to um transport students. So, we should have that within the next week or two. Um we have an appointment for May 8th, but I'm trying

009to get it earlier. Uh the driver's been hired. So we once we have the registration in place, we'll be ready to roll. So that's pretty exciting. Yeah. Great. Um the insurance claim with Kerma from the flood damage at the CiderMill gym has been closed. Um the total came to um well Kerma paid a little over 300,000. We ended up paying about 33,000 total, the $10,000 deductible, and then the extra for the gym floor. Um the fire claim is close to being ready to be closed. So, we're hoping to have that finalized uh within the next month or so, and that that one's going to end up being about 250,000 total, and we'll pay our $10,000 deductible, but Kermit did cover everything else on that. So that's kind of where things are at. Fantastic. Thank you.

010And those classrooms from the fire almost everything now is kind of like back online and yeah, it took forever to get the cabinetry in. Um and so but those were installed go at this point. And um there were some like finishes that needed to be added, but they were working their way through it. Yeah. And then there's a couple of there's a few small things for replacement that we got kind of late in the game. So, we're just finalizing those things and we'll finish it up with Caramel. And that process has been really smooth with them. You're happy? They've been Yeah, they've been very, very good to deal with. Refreshing change. Excellent. Yeah. Yeah. And just out of cur $10,000 deductible on all our on all incidents or claims about that. Don't put me on

011there. I have to look at the policy. Yeah. But normally like if it's if it's something like this where it's a building issue, it would be it's always going to be 10,000. Thank you. Any other questions? No. Thank you. And we didn't have to freeze the budget. Not over done yet, but but we're trying really, really hard. That was the goal this year was not to have to solve it. Bring us a check from the state. That was the reason for you're not here for any reason. On the finance committee, no one gave me a checkbook though. Well, that said what you said and to um S Constantine, our um congressional representative is here and we're going to have a state representative and a legislative update. So, thank you for joining us tonight. Thank you

012so much for having me. And I know most everyone here. It's been a while though. So, hello. Um, as you know, we are what more than midway through session. We've education, energy, and technology. They've all closed. Most of the committees have closed. They've sent their bills off to be discussed before they come to the floor. and finance. We're just wrapping up and special ed will be presenting their final bill. Actually, their first bill, but their big bill on how to fund special ed on Monday. Um, you got the email. 63 pages of um of a bill. Hopefully, you printed double-sided, right? I did print doublesided. I actually have not printed it out yet. I'll make a copy for you. But, um, you know, overall, so I sit on three different committees. energy and technology, education

013and finance, revenue and bonding. And not so much on the energy, but between finance and education, obviously there's a lot of um back and forth, but basically I I feel that up at the legislator legislature, we're looking at kind of three overarching themes when it comes to our children in education. One would be early childhood care and preschool. The other one would be kind of helping our students navigate this current world. And the third one would be how we are funding our schools, particularly a focus on underfunded special education, which has been an increasing cost for all of our districts for the state. Um, way back when, you know, let's say we were 15% 17% or you know, districts up to 20 23% of their students in special education. So, you know, it's something that

014we all need to address because of increasing costs and we heard a lot of testimony um from everybody as to how to deal with this. Um I know input's been asked for from school districts, from major players, from parents um in order to slowly improve. I mean, we love to do it fast, but you know, each step making steps to improve our system. But um first on uh early childhood care, there's uh two bills, 5003, which is the main one from the House, SP1 from the Senate. Um I I'll leave that for Cece to discuss um when she when we both come back next time. Um and then kind of on helping our schools navigate, which I know has been kind of a priority for Wilton for many, many years, um at least more than

01514 years. Uh, how long have you been here, Kevin? 11. 11. So, definitely 11 years, you know, but you know, a lot of it is with kind of the new issues that our kids are encountering, not just social media, you know, smartphones. We have a bill on trying to get schools to come up with a policy on the use of smartphones in schools because you see the effect. You guys are probably one of the leaders in limiting the use of smartphones. um and seen tremendous results as our other school districts. Uh crisis response drills, you know, ever since New Town. Um a lot, you know, we all have these crisis response drills, but a lot of them have been traumatizing to kids because more than likely kids are not going to be in a real

016situation like that. Um thankfully, but we still need to prepare. But a lot of the kids, particularly the young ones, are getting traumatized just by the kind of real case scenarios that they do. So, you know, Moms Amendment Action Connecticut against gun violence school districts, they've all been going saying like, can we have traumainformed crisis response drills so teachers and students can be prepared but without inflicting further mental damage onto our kids? Uh the other one would be you know actually and I think I don't know if you guys do this I know we have a very strong civ civics education here that we are all proud of but um one of our favorite bills uh priority for our own secretary of state Stephanie Thomas who was our representative um three people ago now is

017uh HB7009. It is establishing the Connecticut state seal for civics education and responsibility. Uh civics educ education and engagement. Um and that requires much like the seals for foreign language that I know you guys have had for quite a while. Um kind of demonstrated work in civic engagement um extracurricular in school. Um and as a reward for students who really put in the effort uh to you know like this your appellet court that you had you know the things that are important for them to learn um and be a productive member of society when they graduate which I know is part of the portrait of the graduate. So you know that's one thing and then and then on the governor's side obviously this is more of a statewide would be his priority of reaching disconnected

018youth. Um, and I think that's something as a state that we should all want to make sure that we don't lose kids in the system, that not only we make sure they're educated, but involved in schools, in their society, so that they can have productive lives when they leave school, too. Um, and actually on one of these, so I was talking about the cross-section between some of the committees and an interesting one that I learned yesterday on finance when we were hearing the the new updated uh an act concerning the regulation of cigarettes, tobacco, and electronic u nicotine delivery systems. Well, there's a new one, Zen. And I don't know if you guys have heard Zinnies. Um, I learned all this yesterday. Sure. are, you know, policy included, you know, tobacco products. Like, so it's

019a nicotine product, but it doesn't actually fall under the current definition of tobacco and nicotine, electric nicotine, because it's a pouch that delivers nicotine. You put it under your tongue and it delivers nicotine, flavored nicotine, straight into your blood system. Nice. So, um, but anyway, but it this one actually doesn't touch Zen or Zinny's. Huge, by the way, 60% increase in sales in one year. It's a $1.8 billion product sales. And where can you buy it? Just everywhere you can buy. Yeah. But, you know, it's something that kids might be using, you know, um, it gives them that kind of, I guess, more than caffeine, but it's unobtrusive. Um, but it kind of gives them that kick to either stay awake or power through and, you know, without being chewing tobacco or a jewel, you

020know. So, it just sits under your tongue. Yeah, I think so. And it just dissolves. Just dissolves. You can the p the pouches aren't dissolvable. Like you you'll see them every now and again. Like if you kind of walk the sports fields, you'll see like these white little they're kind of rectangular. There's in pouches. So they spit those out at once it's dissolved. I can't tell you how it works, but that's you find them on the ground. Wow. Obviously addictive. Again, I just you know the it's I think your point's a good one. you know, it's kind of one more product that needs to be to be monitored and kids have access to these things that's, you know, far too easy. Yeah. And this one's very unobtrusive. It's not like a vape, you know. Yeah.

021It's you can slip it in and that's it. So, but it's just one more thing that you guys have on your plate. One more thing that uh you know testimony that came in yesterday from the two chairs of public health was we need to expand this act to anything containing nicotine. You know I don't know if that's happening this year but it's a valid point. Um because it it does affect their kids. It does affect their long-term health. So you know anyway I just wanted to bring that up. I'm glad you did. I had no idea. And then the other one obviously is the bill um I emailed you about today that came out today HB7277 and it's really looking to um actually I don't have the name of the bill an act concerning the

022provision of special special ed so it's a very wide ranging bill we're hearing testimony on it for the first time or the select committee for special education hearing testimony for the first time on this bill on Monday. Uh we're interested in getting everybody's input, parents, school districts, um interested industry players. I guess we'll hear from them again. And it's really trying to look at all the different issues our school districts and parents are encountering in the area of special ed and how do we fund it? Um, I can briefly go over I, you know, this was about half the day, you know, to put this together. It was 63 pages to read. Another half my day was on finance. So, I look forward to a full read in the next couple of days. So, the

023summary I really appreciate it. I did have a longer summary, but I sent you I sent the main points that affect districts like ours. Um but obviously since we're in Wilton that will affect Wilton and that we've spoken about with um with Kevin and other you know superintendent in this area. One is that OPM the office of pol policy management will study and address special education costs and you know for outplacement by charging entities. You know, we know these skyrocketing costs by outplacement entities are, you know, whether they're midyear or they get they've been going up much faster than the rate of inflation, uh, regardless of the amount of kids that. So, they'll be taking a look at that. So, hopefully we'll be able to come to some sort of reasonable, um, working relationship where

024costs can be under control so you're not left for unexpected costs. um an establishment of the special education offset grant similar to the ECS formula but outside of ECS uh paid direct to districts um upfront for the year. You might like that. Um establishment of a special ed transportation fund grant to reimburse districts for special education transportation with a total fund of up to $50 million a year obviously for the full state. um establishment of an SDE grant to facilitate development of IND district special education programs. I know we're far ahead of it thanks to Kevin. Um but this will help other towns try to bring things inhouse. Um allowing school construction bonding for special education renovation, capital improve improvements or expansion of existing buildings. And I believe that's new, correct? Because that's brand new.

025Yeah. Yeah. So, I mean, you know, these are all different ways of trying to chip away at all the extra costs that come under your budget that you know, you know, you can raise your budget 0%, 2%, 4% this year. Um, but everything has to come under that. So, this is just some of the ways that the state will try to help. Um, let's see what else. review of teacher and paraprofessional training giving and certification processes because we all know we need more teachers in the system. We need more pair of professionals in the system and particularly when it comes to special education. We need more teachers in particular programs. Um because you know like an Orton Gillingham takes many years at least two I think. I mean one year might be I think it's

026two and a half something like that but pretty intense. So, you know, for districts to take that on and you never know if the teacher will stay, but if the school if the if the state can help in making sure people can get the training on their own or before they come to a district, um it will help expand our pool of available teachers and paraprofessionals and um you know there's I think there were about 43 points. So, just go over the main big big ticket items. Sounds like a big bill. Yeah. Well, it is. You know what? And when I heard it last week, um the chairs did, you know, they've been working really hard. They had three around the state listening tours, one on Zoom. I know they've reached out to many superintendent

027to get their input and I think it's been very well thought out. Obviously, you know, it can change. will get input on Monday and I'm sure after that as more people learn about it and the committee will go back and refine things. So, you know, they they it's a start to address how do we address the kind of runaway costs of special education. Yeah. And I I you don't mind like first of all, thank you. Thank Oh, I I did it all myself. No, no, no, no. I'm just reporting. Let me see. Yeah. It's just it's nice to know we have friends in important places and you know Saba and Cece are clearly good friends you know but this committee um and this bill in particular it's comprehensive in its nature and so um people

028who've been hanging around um will also recognize that some of the proposals are really courageous um you know that for lots of very good reasons the special education lobby in Connecticut is really really strong and one of the reasons why any um conversation about burden of proof type concerns is dead on arrival and has been for a long time because there's such intense push back and in some places for very good reasons not here. Um, and so I see some of these things as like a courageous step forward if nothing else, just putting the issue on the table. And there's tact here too, right? We're not looking to upend the entire thing, but to try to just rebalance the scales a little bit. And I I so I really am looking forward to really getting

029into the details and you know you can expect I'll reach out to um Repcon too and just you know we'll I'll share you know thoughts um and I know my colleagues will also because this is something we've been talking about you know almost monthly um so so thank you really it's tremendous they've been working really really hard on it and not just this session the people who've been on education before you know I think from the fall. You know, it's been it's been a lot of discussions and it will be a lot of discussions over the next month um at least until the end of session until something gets passed. Um you know, so just just for the process. So this bill has been introduced and then it goes back to committee. Yep. So the

030public hearing will be Monday. Probably just has one public hearing generally. I think all bills just have one and then it goes back to committee and then they vote whether to bring it to the floor. They a joint favorable where they vote that they vote it out of committee and then leadership and more people, you know, start talking about it before it actually comes to the floor. So when it goes back to committee, do they start to cut things that they don't think are going to fly or do they do they reassess the priorities? Sometimes there's substitute language after the public hearing. If there's comments or tweaks, they will do substitute language, which then makes it a JFS, joint favorable substitute, and then they vote on that. Um, it it really depends timing wise. I

031mean, all bills, you know, the deadline is the 24th. It's next Thursday, 5:00 pm. So, they'll have the public hearing more than likely. I don't know if when they have the committee meeting, whether it would be Tuesday or Wednesday. It's I don't know if it's on the calendar yet, but and then it really depends how much time and how significant the changes are. But listen, whatever like we have some bills in finance that you know there might be some tweaks just a word here or there that you'll just do later before it actually becomes a LCO after like the bill's there but there you can make changes before and then obviously you can make changes before it comes to the floor or on the floor. Yeah. So that's why that's why they told us uh

032expect to take a hotel room those last two weeks because those meeting you know a lot of these bills might change on the floor right before they come to the floor. So we'll have so just that's a a great piece of insight. So you know just speaking only for myself like I'm I'm not available to attend the public hearing on Monday. Um, but I would expect that I'd be able to kind of get my thoughts together, you know, by Tuesday to put something in writing. Yeah. For that committee. So that's and then to just email whatever that is to the entire committee or the chair for Miam and uh and Jen. Great. You know, so and you can put their Yeah. If you send it to them. Yeah. Yeah. They were great. We had, you

033know, um, Jen Leaper um, who is the chair of the education committee and that facilitated the conversation with the rest of the duration superintendent monthish ago to talk about this and so and you know it was fabulous. We took a lot of time which also just spoke to you know how carefully they're listening and you know how serious this is. So it was really left that conversation feeling really affirmed that something high quality was going to come out of the committee. And so it's great great to see. Yeah. You know, and they're balancing, you know, needs of the whole state, too. But special education is something that every district has the same issues with transportation. How do how do you fund this transportation? How do you get the teachers? How do you get the staff?

034How do you develop in district programs? I mean, Wilton led the way, you know, on bringing things in house, you know, taking it back from all the outplacement that we were doing. Yeah. Yeah. There's all upside, you know, to to that kind of work. So, nice to see too that there's the proposal for some financial incentive to continue to do that work. You know, I it's probably won't come up here, but one of the, you know, the common laments we have when kids, you know, when families choose to outplace or we outplace kids, you know, there's a quality falloff and, you know, some of these places they focus really intensely on the therapeutic supports but not the academics. And so when kids come back, we're now catching them up. And so if you can keep

035them here, you can do both. Yeah. So I really support the idea of developing more indist programs. And there might have been some talk of in district and almost cooperative programs between districts because you know sometimes there there will be kids that you know you have two of they have two of you know and you once you get eight you kind of have that uh critical mass critical mass to deal with them rather than sending them out. So it's great. Yeah. So I think you know you talked a little bit about like intersections of things and I think one of the things that's also facing um this district and not specific to this bill is you know facilities and facility improvements and um reimbursement for infrastructure improvements and um I know that some surrounding towns

036get reimbursed more than I think Norok there are two new high schools it was an 80% level reimbursement and ours is at about a 92% reimbursement. So I think as we start really kind of tackling our you know improvement needs and our facility needs um to really kind of work with you and CC and others to really understand where how those formulas come from you know how we can work within them if there's ways to kind of um understand that system better and work within it and maybe provide for alternative avenues or other types of um reimbursement scales. I mean, I think of facilities as something that across the board, you know, all our kids throughout the state deserve to be in a building that meets, you know, meets meets needs and um regardless of

037um you know, income level or tax level by by town. So, um we kind of look forward to tackling that a bit moving in in the coming. Yeah, you know, it's always an issue of money, what the budget is at the state level, at the town level. Um, you know, we heard a lot of testimony on the trip, the district repair infrastructure program, you know, and it sounds like a great program, but what astounded me, you can't access it. Yeah. Well, that one would have just been a percentage um assuming it goes forward. And I I think some of those ideas might be incorporated somewhere else. Um, you know, but when you heard some towns come to you like I mean I can see the loop the loop around you know the workarounds of oh

038you know then towns come to depend on this money because it'd be a set amount set amount of money every year but you know some towns like waterberry there you know I asked I was like or was waterberry and then another town I said okay so what would you use this money for first off and one guy said well we would repair, you know, the some mechanics on their ACs that they just haven't been able either to replace, you know, just some mechanics that you're like, it's your air handler system. And Waterberry was like, well, we look at our facilities. I said, what do you mean your facilities? They're outdoor sports facilities. Right now, they ship all their kids out of town for to access sports fields. they have no fields because they're in such

039a state of disrepair. So, you know, there's a lot of districts around the the state that you're like, "Oh, you know, they don't have the field right outside. They can't send their marching band right outside. They can't send their football team right outside. It's basically an away game every every day. Wow." And then and that tears apart of the cohesiveness of school life, of the school day. um kids participating or you know transportation home things like that. So So and I just I do I thought that the drip concept was a really good one that for some of the you know current school construction reimbursement processes or just you know ownorous to try to well and I heard that on bonding. So in addition to finance, I sit on the bounding subcommittee. So we heard

040all the schools, you know, between uh state department of education, um all the kind of the tech schools and then higher ed schools come in to pitch what they needed. And you know, SDE kind of went through their process and wow, it's ownorous for your school construction processes. Um and if something's wrong, well, you have five days to fix it. kind of want to ask, well, do you help districts fix it? I'm I'm looking at the forms. I'm like, do you need all this information? You know, because it really bogs down the system, too. Um, and they're overwhelmed. You know, they have a set amount of staff and constantly taking on more responsibility. So, you know, I think as legislators, we need to be cognizant of how much can, you know, a staff of 10

041reasonably do and handle. Um, I think that's why the drip was going to be outside SD, but you know, there's things that that we always look at. I think in general as you know you're talking about like finite resources and we look at things like you know just funding special education and facilities and um other types of programs and then um there's a continuation of mandates that are then like pushed down to districts that are unfunded. And as our costs increase on those ends that are mandatory and required then you know other other costs also we don't receive the same level as reimbursement or help for as of surrounding districts you know we get compounded more and so I think that like where we can find ways to um you know even things out especially

042in things that affect all students in the same way throughout the state is um a good place to to start. There was one bill that addresses unfunded mandates. Again, um we voted it out of committee. Then the last couple weeks I've been on bonding and finance. So, and then this week everybody was on vacation, so I couldn't I couldn't text Jen. I'm leaving her alone. Um so, I'll be following up on that to figure out like where is that going to go over the next two months? Actually, month and a half. It's six weeks. Yeah. you know, so circle back with that because I have a project probably for summer that I've been discussing with a couple people, you know, kind of looking, you know, we need to streamline some stuff and, you know, because

043when things are still on the books, but they're not necessary to do, you still have to deal with them. So, I think it's something that we should always be taking a look at at regulations and figuring out what can we streamline. Yeah, because it all costs money and maybe not actual money, but time usually time and labor is is money. So, that's all I have to say. Thank you. Thank you. Thank you. That was a lot. It was. Yeah. No, it was Well, I'm glad I spent two hours recreating all my notes because I couldn't find the other ones. I was like, I know I have the print out. is probably sitting on my desk in in heart. Well, it was very informative. So, thank you for packing us up. I'm very glad to be

044here. I'm very glad to be up there. But, um, you know, reach out anytime. I think at least half of you have my personal cell phone number. Yes. We won't use it. A few incidents in a car. So, there was that, right? So, which one? We had a few times in the car. Oh, yeah. Yeah. Yeah. Go hit the stone wall, Pam. Wait. No. Back out. No. No. Pam, stop. Yeah. Well, thanks. We don't have much on the agenda, but it's important. Don't feel like you have to stay. Karen, I tortured her. How would it look if I leave though to my dinner? No. Yeah. Thank you so much. Well, thank you so much. It was pleasure to be here. Um, obviously reach out anytime and um, we shall see you soon. If everybody's going

045on break next week, forever who you It sounds like you two might be or at least you are. I'll be around. You'll be around. Okay. It'll be a quiet day, but enjoy your spring break. Uh, have a happy Easter for all who celebrate. And I guess the final night of Passover is also on Sunday. As I found when I invited some friends, they're like, "Can't do it until 8 PM." I was like, "Okay, I'm serving I'm serving Easter dinner at 2, so that's not gonna work." But thank you so much. Thank you so much. Perfect. Yep. Bye. Bye. Yeah, you're up. Happy to be back here because we are finally bringing that artificially bifurcated curriculum review back into a hole. So, I have an update for you in four very short acts, one for each

046grade level span. Um, those of you who haven't experienced a curriculum review, a typical curriculum review, we don't typically pull out four grade levels and do them separately, but to be in compliance with the state mandate, we did that last year. So today I'm going to update you on kindergarten through the high school. Um we had um our our curriculum review last curriculum review committee for 412 was Wednesday the 9th. Um and the committee recommended um did pulled together some recommendations for K5. So for K3 they amended a recommendation from last year. So for the 2025 2026 school year, we are recommending that we be in full implementation of EEL education in kindergarten through fifth grade. This accelerates the partial implementation plan for kindergarten that was recommended by the K3 committee last year and it

047brings us into full compliance with the law for kindergarten through third grade in the upcoming school year. It also assures continuity of instruction for our fourth graders as they move from third grade into fourth grade. And um fifth grade felt a little bit left out and really was like we're seeing hearing great things from our third grade colleagues. Please please please let us do it sooner. Um so we figured out some conditions that needed to be put in place so that we could adequately support the teachers through that and we figured it out and are making it happen. So that's great news. Um we don't do our work in a vacuum though. So in the midst of this, EL education has made some revisions to their curriculum. They rei revised the skills block for K2

048um in 2024. The revisions are nominal. They're mostly organizational. So the modules are for skills block are no longer organized in modules. They're organized in cycles that span all four modules. Um it just makes ease of differentiation for the teacher. Um another great revision to the 2024 materials is um some updated station rotation materials which has been pretty burdensome burdensome for teachers as they're learning a new program to have to create multiple st differentiated stations. So the revisions provide that. Um for knowledge block, the knowledge block is being revised in kindergarten through fifth grade in 2025. One materials provider has released um those revisions already. We're waiting for open up resources to release those revisions. And here's where it gets a little bit dicey. Our current materials provider is Imagine Learning. Um, some people mistakenly

049call the curriculum Imagine Learning. The curriculum is EL Education. The materials provider is Imagine Learning. E Education is a nonprofit organization that partners with multiple materials providers. In this 2024 2025 revision cycle, they have offered exclusive access to KDUm and to open up resources. Imagine imagine learning when pressed by me sent me a canned statement that they will not be revising beyond 2017. So we're a lot of things but I'm not pl I'm not platform devout. We're curriculum devout and platform agnostic. So we're going to make some changes there. The curric the curriculum committee is recommending that we leave those changes to the enduser. So I will collaborate with each building um to make a decision about which materials provider is most accessible for the teachers to um ease their implementation. The curriculum stays the

050same. The materials provider it's a slightly different presentation. So um those are the K2 revisions. Um the knowledge block revisions are K5. So now I'm going to go a little bit out of order and you'll see why in a minute. I'm going to skip ahead to three the 35 recommendations with these revisions. We want to be super respectful of the teacher adult learning pathway. There's a lot to learn. We are shifting philosophies from balanced literacy to structured literacy. Then there's the added layer of learning how to access different instructional materials. So to be respectful to that learning trajectory where the revisions again are nominal, we are recommending that for grades three through five, they implement the revised materials in their third year of implementation. So for grade three, that is the 2026 2027 school year,

051they'll be in the third year of implementation. And for grades four and five, the 2027 2028 school year. I know it seems at this moment that hey four or five hasn't implemented yet. Why aren't we just going with the new materials? And the answer to that is because we've already started training them with the imagine learning materials. So we don't want to disrupt their learning by kind of shifting everything all around all at once. Um everything all at once has been really hard for the last four years. So, we're going to kind of pump the brakes on that. Now, I'm going to back up and I'm going to go in reverse order for second grade to kindergarten. For second grade, um I have come and reported to you before that second grade's having a bit

052of a roughier a roughier a bit of a more rough um year one implementation than our third grade friends are. So to accommodate that, um, I would like to be able to offer grade two the choice of moving to the new revisions in year two of implementation if they feel that that is more accessible to them. Um, so we're going to give them the choice of year two, jump into the new materials for knowledge block next year and um, or they can do it in year three of implementation as I would recommend. Typically, all grades kindergarten through 2nd are going to implement the 2024 skills revision starting next year. Um, and they're super excited about it. It's a little bit like holding the rains back. They're super excited. Can't wait for the materials to come

053out. Um, kindergarten and first grade have not yet implemented knowledge block, so they're just going to move forward with the 2025 um, revisions. So they'll move forward with the revisions for knowledge and for skills block next year. But again K5 allin for EL education and the revisions are nominal. Um the knowledge revisions I was remiss in this um the knowledge revisions are really offering districts um more choice. So there are four modules you'll remember module one and module four stay largely the same. They got kind of a light faceelift based on teacher feedback. Modules three, two, and three, the E education is going to offer districts two choices to either take a humanities pathway or a STEM pathway for each of those modules in each grade. What that allows us to do as a district

054is start to integrate our curriculum a little bit more, which is going to be fantastic once we get that up and moving. We've been trying to move in that direction for quite some time. So that is the K5 revisions. Um that was acts one and two. Um that was my longest. Act three is grade six. Yeah. Do you need a recess? Do you need a recess? I I'm worried about your cycle. I could talk about this all day. Ask Kevin. Um grades six through eight. We worked really hard to come to a recommendation for 68 um to address the primary need that was identified on March 12th around coherence. I am looking for a kindergarten through 8th grade coherent program. That's what we're replacing. We had a kindergarten through 8th grade coherent program with TC

055and I'm looking to continue to build that knowledge through 8th grade. Um the middle school the committee and the middle school teachers back at the entire department were able to preview three sets of programmatic resources. ELE education um SAV learning and Amplify ELA. We ruled out SAVS learning. We could not reach consensus about Amplify or EL education. Um, and the holdouts were the middle school teachers. So, we're going to have to enact, as we did with kindergarten through third grade, our fall back decision-making process. I imagine that on June 4th, when the committee reconvenes, we will have a bit more debate about why coherence K8 is best for students. Um, and then we will move forward recommending EL education. Um there were there was some concern from some committee members that because the middle school

056teachers um weren't excited about e education that it might not be the right way to go. But I remained unconvinced that um decisions about liking books and for adult comfort they were just pushing up too hard against what was best for students. So we're going to move forward and explore that a little bit more. And after Wednesday's conversation, I did some more research and I just can't find any evidence to support that not having a coherent K8 program is the way to go. Particularly when at the high school, one of the high school recommendations, as you'll hear in a minute, is to strengthen the 89 transition. If that were strong, it might be a different conversation, but we're not there yet. So, um, stay tuned for 68. Um but the committee did approve the 912

057recommendations. So they had four. The first of these is to study the new programmatic resources from the middle school to ensure coherence in grade nine. So you can already hear the high school looking down toward K8. They need that they need that coherence as well. Um the second recommendation that the committee approved for 912 is to align summitive assessments across grades 9 and 10 horizontally. That just means across courses in grades 9 and 10. They're looking to ensure alignment not just course to course but also with the standards. The third recommendation is to diversify texts in grade nine. Um, again, they want to study the Middlebrook program and then audit text assigned in freshman year um, as they begin to recommend texts. And finally, their fourth recommendation, they will be launching a feasibility study to

058offer the humanities model to all freshmen. We're very excited about this recommendation. In year 1, they plan to conduct some empathy interviews and focus groups. They're looking to be in implementation between years two and three. and in year four they will study the impact of that um decision. That recommendation originated with our student representatives on the committee and in January 15th they made a very compelling case that hey if these methods are good for honors English why aren't we doing that for everybody? So um it's not a dileing situation at this time. Um, we are looking to provide access to interdisciplinary learning in freshman English and social studies for all freshmen. So, that's where we are so far. And I think you'll have to see me one more time after that June 4th meeting, but

059then we will have a coherent K8. Um, there will be no holes in our plan and that's going to feel amazing. I would just like to um questions abound, but I would just like to take a minute because I've been sitting on this curriculum committee and so I would just like to take a minute to um you know call out Karen for the tremendous work that she has put into um putting um this program to together and really her dedication to doing what's right for our kids and making it a program that serves our kids um throughout the years um in the best way possible because it's not just about you know the implementation it's about then once we have it and um I think that sometimes we can get lost in implementation planning and

060we don't kind of look past about like what happens after that settled and we also don't think about how we always have kids going fifth to sixth and we always have kids going 8 to nine and um and we always have kids going two to three. Yeah. And so um we need to like ensure that those transitions and that coherence across the grades is solid. And then that gives I think our teachers the space and the ability to really make the classroom work as rigorous as possible and to really work to make you know the programs as accessible as possible to all our kids. So um I think that you know while there wasn't so you know excitement towards the you know the the amplify versus the e kind of reading of what was going

061on around the room the differentiation between the two programs did not outweigh the you know benefits of what happens when you have um coherence across um across the district and they're both structured literacy models and um I think we also know that we're also you know we're also Wilton and while we you know we work to make sure that all our um you know curriculum gets settled in a way for all our students and involves you know appropriately over time. I really think we will have more consensus around that table on June 4th. I had the opportunity to take two of the committee members from Middbrook to see our third grade in action and they were super impressed with their vocabulary and the quality of their writing in grade three. So, um, and I think

062we're we're going to get there quickly. And I was taken by the high school talking about their need, you know, to have, you know, more of a transition from 89 and looking at some of the um the writing um opportunities under EL being um more intensive. also looking at some of the the book pathways matching more towards what happens um in the high school and um really looking at it being more of like an inquirybased approach that kind of matches what then goes on later um in your upper in your upper grades. So, I think that there's, you know, there's a a solid footing. Um, and I do also just around that table the work that it takes to, um, it's very impressive. I mean, I echo Ruth's feelings and just to watch the teachers

063talk through and think through and sort of walk around and try to, you know, figure this all out with a lot of care and thought and and really being mindful of what they want to do with their kids. It's really, I mean, with your leadership, it's been very impressive for me to be on that committee and watch them try to put together something that will work for them, for their kids, so that their kids are successful. It's a large steering committee with multistakeholder voices and many large team to make the important decisions that are right for kids. So, thank thank you those of you who have participated. Absolutely. One one clarifying question um you mentioned I think in scene one or two uh about there was there's an ability was it ability for teachers to

064choose at the individual teacher level or at the grade level? I there's I I worked on the wording for that like three times because you're not you said it perfectly and I just you're not the first person who's asked for this clarification. It's an important one. Absolutely not. We that decision will be made with me by building. Um no one is going to be and if you're talking about the knowledge pieces that's a district level decision because it has vertical implications. Got it. Are there big cost variabilities in in terms of which programs are that's a little bit premature to say. I am hopeful that it's going to be a little bit less expensive. Thank you. You're welcome. It's a lot of work you've done. We've done we've done and just you know ju I

065want to come back to the cost implication question. Yes, there are. Um, and you know, we're moving to a program that, um, lies heavily on consumable materials and that's something that, you know, we had transition away from years ago. And so, you know, you're already seeing those costs reflected into um, our current budget. They were, you know, in last year's budget a little bit, and so that'll that'll carry forward for as long as he uses programs unless something changes. And year one is year one of implementation at each grade level is most expensive because the biggest driver of the cost are the trade books. Um so we're really working hard to inventory and protect those um for as long as they will last in little hands. No, but I mean it's really just um to

066see all the the moving pieces come together and I've through the you know was in the third grade classrooms and in the second and first you know second grade classrooms and just um seeing all the pieces and it's really been um a tremendous tremendous effort. Teachers have been working so hard and it's really showing in this what the students know and can do right now. Um it's impressive. No, it really is. And to see the kids sitting and engaged and you know working through things and like the inquiry model and really you know wrestling with things and grappling with things has just been um really um tremendous and I think that similar how we you know restructured some of our math pathways I think we will see that carry through and carry over and I

067think that's one thing that makes me kind of um excited for there to be kind of this that coherence because it really sets the stage for um for it to be about kind of like what's going on in the classroom, the work in the classroom and not learning a new method or a new model when there's a transition. And there's a lot of synergy between um IM for math and EL education for ELA. Um so that's beautiful, too. And our math teachers at the middle school weren't excited about a backbox set of programmatic resources either. And look where they are now. They're number one in the state. So I think fostering some communication between those two departments at Middle Brook will go along. Change is hard. Change is hard. So thank you for having me

068back. Thank you for all you've been doing for everything. Enjoy your break. Have a good holiday. You too. And then I think we just have a few um policies to go through. First read a handful policies. As RO said, these are first read. We continue to um update our policy manual. Um the first policy um for your consideration is um you know I'm going to go in my order but not on the agenda. Um 4120 is the abuse and neglect of disabled of adults. Um this policy speaks to our 18 to 22 year old student population. The policy does a couple of things. one, it extends the mandated reporter obligation to the students in that age band. Um, and then two, it extends the reporting obligation to all employees beyond our kind of traditional mandated

069reporters. Um right now um you know if there is suspect of abuse or neglect for this age range the um mandated reporting protocol is to go to the department of developmental services for um kind of typically or traditionally um or current mandated reporters. For folks who are not traditionally mandated reporters um the obligation is to report to me. So Brandon will have to do some training around that once that policy is in place. Um that's that one. Uh the next one 4118.5 um employee use of district computer systems. I was sharing with Ruth and Lori at some point I'm convinced we already have this policy in place and just I talked myself into this idea that when we did the change over years ago, you know, we either lost it or we had a combined

070policy that's now only speaking to students. So regardless um this policy um directly addresses um staff use of district issued technology and so um it specifies appropriate you know use criteria um and also notifies employees that you know they don't have a expectation of privacy while using district issued um computer technology. And this is also um a model policy from our from the shipment good law. Yeah. So every single one of these um I pulled from the um the shipment model handle. Um 6172.6 addresses remote learning and credit for online courses. Um the credit for online courses portion of that policy is this is really just policy catching up practice. Um we've offered access to online courses for years and years. Um on the tape back in 2014 I introduced Bristol High School um which

071is probably the the largest um premier um school um course catalog by any country. And so every year, you know, you'll see it in the budget, you know, there's, you know, eight or$10 thousand dollars set aside and students um will often take courses that, you know, they either got locked out of here because they we didn't have enough students to run or it's a course that they're interested in that we just simply don't offer. Um and so that's been in place for a long time. Um so that that portion of the policy just again speaks to um criteria, right? So, it's got to be um run by a teacher who's certified in our state or another state. It's got to meet kind of our quality criteria um and so on. The second piece speaks to

072remote learning. A couple years ago, the legislature adopted a statute that allowed school districts to adopt um remote learning programs. And so, um Norwok is currently running one for the school years 22 and 23. um those programs were uh intended only for high school age students. In this most current year, the statute expanded to include um remote learning programs um K12. We don't have any current plans to develop a remote learning program. Um but I showed them the flexibility. And so, you know, this is something I shared with these guys earlier. You know, this was something that was on Frankar's to-do list. And you know, we just we weren't in alignment about what it was going to look like, who was going to serve, how it was going to come to life. And so we

073just needed more time. Um the last two pertain to student athletes. Um 513161 um speaks to chemical health for student athletes. Um this is also policy catching up in practice. Um and so it's you know in accordance with CIA rules um NCA rules and just you know lays out what happens if students are you know in possession and what should happen if staff member or coach um becomes aware or suspects that a student might be using. And the last one 415.2 um is also you know policy catching up with practice. This is pertains to concussion management and training for athletic coaches. All of our coaches receive concussion protocols. And so we have very clear protocols for student athletes. Um we're fortunate to have also a athletic trainer on site. And so if coaches have questions,

074you know, there's plenty of available resources for them to support our student athletes. Do they wear special helmets now? the football players or there the um the the newer helmets um do have additional padding and um program does they have these kind of socks that they'll put over the over the helmets. Um I'm not sure if I don't think our high school's using them. Okay. But al our helmets um you know we send them out and they um are reconditioned and reertified annually. So are our lacrosse helmets. Kevin on remote can we on the remote learning what do you see as the benefits of having the flexibility? Is it more around having the flexibility if we find ourselves in a situation where remote learning becomes a necessity to carry out just the not necessarily at

075scale like I don't why would we want to have a policy for kindergarters to remotely so you know we have um cases where you know students might be medically fragile and can't come to school um and so we don't necessarily have a program other than you know offering tutorial or setting have some third party possibility um to educate those kids that have issues like that in in a meaningful way. Um you know we you know don't it doesn't happen often but you know we sometimes um have to expel students to and we don't necessarily have a program that's readily accessible that's you know run by us that they can just drop into. Um so you know those are two kind of simple examples. Um there might be other opportunities, you know, that that emerge. Um

076you know, yeah, I think picked me on this one. Um we send kids, you know, who go ski competitively for six months of the year. Um a remote learning program might be an opportunity for them to continue with their Wilton education instead of having to withdraw and enroll in a different school. So, you know, those would be some opportunities, you know, just as simple examples. Um I'm sure there are others. Um I would love to get to a place where you know if we had um you know multiple snow days or inclement weather days where kids couldn't be in school rather than having to tack those days um on the end of the year being able to revert to you know remote instruction. We did that very seamlessly a few years ago at Sager Mill.

077um it was you know a little earlier than this part of the year you know a few years ago and that's far better quality instruction than on June 18th 19th 20th whatever the case may be um this doesn't fully address that like this the state's really been had kind of cold feet um but I'd like to work toward you know a system where we could do it and try to you know lobby the state to give us and maybe other districts that same opportunity So I think you know having the policy in place you know in this in this model you know that remote learning is conjoined with um you know credit for online classes and so you know it's not the most important piece of the policy today but I think it's something that

078we can grow into. Another example to me is when um Cedar Mill lost electricity lost le electricricity and the kids were you know spending going to the high school for the day and part to middle for the day but I was remembering yeah I just remember and to have been able to have kept them home for two days and done the work at home would have made you know made a difference and in that scenario we were here in a meeting you were you guys were on the board Pam you were also on the board and Jose walked in the door you know probably mid meeting and said what do you want to do cider mill doesn't have power so kind of on the spot you know made the decision to just you know it

079was pretty cool how they so cider mill pulled it together and those kids move to middlebook and middlebook add it all I mean I thought it was really great they did a great job on that first day of going to remote learning um but we had to make up that day per state statute which was even though it was a a really quality instructional day um you know the second day we were closed when they were all over the place. We had, you know, an army of kids here, an army of kids at Middlebrook. You know, we made it work, but it wasn't optimal. So it seems like the real intent is trying to address like acute urgent situations to be able to provide remote learning as opposed to you know you just think about

080like I don't know years and years and years when you know if none of us are involved for whatever reason like just wouldn't want to open a W door where it becomes a regular practice to say yeah my kids you know third grade just not going to go to school and has the option to remotely learn. Sure. Yeah. I think like us I'm not sure that that's part of the mission we're trying to support. So I want to make sure there were no loopholes that we didn't think through. I I none that I'm aware. I mean the there are state guidelines around you know definitionally around what um remote learning means or what remote programs are. And so you know a parent couldn't call tomorrow and say I'm going to you know figure out how

081my child's going to remote learn. You know that that door is not open. like we have to have a program, a curriculum, you all or your you know successors would have to approve it. Um so yeah there there are lots of steps that we'd need to take uh you know to the the point you just made like my own personal interest is having um greater opportunity for flexibility. Yeah, that makes sense. Any other questions on the policies we just And there'll be a second read for um discussion and approval at our next meeting. And then um next up is um committee assignments. So, I just wanted to take the opportunity to bring to the table um first there's going to be um a short-lived um tribe board infrastructure fund community and um that committee is

082going to lay the groundwork for the um you know the alternative capital resource um to support Will's infrastructure needs. Um the board of finance has committed um I believe $375,000 to start the fund um out of this year's um budget and um the committee will probably meet like three times or so. Um I know Matt Ramandi put um for board of finance it'll be Matt Ramoundi and Tim Burch on the committee. Um for the board of selectmen um it will be um Tony Bucher and Ross Tartell and then for the board of education um I will sit on it and Lori um will sit on it as well and um it'll set the structure and the processes and the procedures about how that fund will work um moving forward. Um and the fund will is

083limited to just um infrastructure. So it's just municipal and town and school buildings. I guess town built school buildings are really municipal buildings. So the distinction is you know keep reminding everybody. Yes. The distinction is you know um in in name only not in meaning without difference. Yeah. Distinction without difference. That's the catchphrase I was looking for. Thank you. Um so that will probably kick off about next week and hopefully by the time the school year is done it will be um settled and um ready to go. Um the um second committee um I just committee assignments I just wanted to discuss is that there's been um discussion of reconstituting the TNAP committee um in June I believe is the time frame that um is being looked at. Um Pat has agreed to um serve

084continue serving on that committee. Um the charge of that committee had been two board members from each of the primary boards. Um so I'm going to serve with Pat on that committee as well. Kevin um isn't a board member. So while he will be on the committee, it's not as in a capacity as a board member. Um but what I have um expressed concerns over is um that we ensure that the members of the TNAP committee that their time and their energy is put to the best use and and is respected. So um given the scope of work that's in front of us as a town um I think it would be important that prior to that committee meeting again there is a really clear written understanding of what the purpose of the committee is

085its scope of work and also what its deliverable product is and on what time frame it is and um given the needs in front of It would um be prudent that that be looked at as a one-year and fiveyear time horizon. That you know the recommendations from that committee are not looked at just bonding for one year and oneoff projects because um the project the projects and the work in front of us really need um more comprehensive planning and understanding. And I think that we saw that um with the way some of the bonding and the understanding of how projects and prioritization worked in um with this year's committee and um not understanding how work work one year will then affect future years out um I think does a disservice to the overall um planning

086horizon. So um I have you know asked that that be completely kind of mapped out and understood and then when TNAP reconvenes there would be some type of organizational committee um meeting for within that committee to really set um the understandings and the mutual agreements of what's going to be coming out of that. Um so hopefully that'll be um rolled out you know in the coming weeks as well um coming from um the board of selectman. Okay that's what I was going to ask. So that the action on that is on the board of selectman to formally put forth the charge of that right it's their committee. It's their committee. Yes to formally put forth the charge. I know there's interest in that committee continuing from the board of selectman. just um appointed Kim Healey

087to sit on that committee and they also appointed a um community member and Jeff Rutauer to um sit on that committee um former um a former um chair of the board of finance. So um I think that um I don't know um I know that there has been a commitment I believe from the board of finance that Matt and Rudy would continue on that committee. I don't know if other comm community comm community members that have been sitting on that committee have um decided to um re-up their commitment as well, but um putting some structure and process and understanding I think would be really important to making the most out of everybody's time and commitment and really do a service to the needs that are facing our town. Yep. Amen. Do we know how how

088will those two committees that we just talked about be expected to work with one another or they're not or they're not totally I mean I know they're separate committees but is there does the fund is the fund funding stuff completely separate from what T-nap would identify or are they No so this I mean the the the initial committee is really just to set up the kind of the rules around how access I as part of T-NAP's deliberation, you know, funding streams would have to be named, you know, so what would be proposed for bonding, what would be proposed for cash? Um, so that's where you can see the interplay. Yeah. So the interplay would be after the fact. This is just setting up the structure of how the fund works. So how would access to

089the money be um achieved and what would that process look like and um how would those recommendations be made along those lines? Um, got it. Thank you. Yeah. So I think that you know part of my um you know I I would hope that part of the kind of understanding about what the scope of work is under TNAP is like committing you know resources and availability to that committee to really understanding different funding streams and possibilities and you know what you know bonding capacity is what bonding looks like how it works to really kind of set the stage of you know how do we achieve the the amount of work that's sitting in front of us in a um responsible and deliberate manner. A lot of work. A lot. It's a lot. [Music] It's time.

090But we're willing. We can do hard things. We can do it. Oh, sure. We just need a very we just need a very clear map of what is expected, right? We can't toil around for four meetings wondering what our remmit is. We communicated that. I know I know and and an understanding also of like temp of like you know priority setting and then um kind of really taking those recommendations under advisement and you know a serious way yes because we have a map from Eric Hire do we not we yeah it's I wouldn't I wouldn't yeah a map wouldn't be the description but we know we know what we know the scope of the work that way we know the scope of the work and what needs to done, right? And it's a matter of

091implementing and making sure that it gets done. Yeah. Well, putting projects together, figuring out the best way to move forward. Yeah. Yeah. I think scaling it appropriately. Yeah. And obviously funding. Yes. Because unfortunately, it's not free. Um any questions on the committees? Um, comments from the public. Um, Lindsay Mccay, 87 Oakkins Highway. Thank you so much for all the hard work that's been done on the main program. Very, very excited for this next step for Wilton. And also would say thank you to Karen. She's been on the front lines of this. Um, and very excited that Wilton will be using the assessment dibbles three times a year for all students K through three next year, which I think will also just help uh with with all of this. So, thank you so much for all

092the hard work. Thank you. Any other comments from the public? Um hearing none, I just will for future information. Um we had a board of education meeting, regular meeting on May 1st. Then the um Wilton annual town meeting will be on May 6. I encourage full community and board well the board members will be there um but full community um participation um following um the um meeting on May 6th um voting occurs and then a v voting again that Saturday. This is where the town gets a say on um the budget resolutions and the bonding referendums. So um it is important for everyone um to be there and um support in support of the budgets and the projects um in front of us. And then we have another meeting on the 15th and then one

093on June 5th. So the sat that's Saturday the 10th is the voting is the voting opportunity. Yes. And I believe it even runs believe it. You know what? I'm not going to say what the hours are. We'll check it at the next meeting because I don't want to um give anybody false information. Yes, it's all day. It's all day. Yes, it does run all day, but I don't know whether it starts at 6 or um so um meeting adjourned at 8:21. Thank you to everybody.