0017 o'clock. Let's get started. Hello everyone. Welcome to the uh September 18th Wilton Board of Education meeting. Um it's 7:00. Let's get started. Comments from the public. The board has set aside time at the beginning and end of each regular meeting for public comments for members of the public to share their views on matters involving Wilton 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 give your name and address. Do we have any comments from the public? Hearing none. Move along to the consent agenda. Has everyone have a chance to review the consent agenda? >> Yes. Can I have a motion to accept the consent agenda? So move. >> Second. All
002in favor? I. Motion carries unanimously. Reports and recognition. Uh there's no board chairs report today cuz there's no board chair. Just me. Um, so >> this is your time. >> Just congratulations on the uh 10 merit scholar semi- finalists. A great uh showing for Wilton High School again. >> Thank you, >> Superintendent. >> Thanks. Um, I just wanted to thank everybody for coming to the uh long range playing last Tuesday on the 9th. It was fun. >> It was I fun is one way to describe it. Okay, >> so we'll um share the slides. Um I I took the opportunity earlier this week to um compile all of the notes um and I took them and I I fed them into chat GPT and said give me a summary and then you know I read
003it and went back and compared and you know it was right on on point. So I'll just I'll give you uh the topline summary of what the notes um spoke to in terms of um what all of the participants said about desires for our facilities. And so the first um kind of theme that was loudest was around having spaces that um represented flexibility and adaptability. So there was a lot of conversation and certainly reflected. Um the second was around anticipating you know continued changes with technology and AI. That should go without saying that was really the overarching um message of the evening. Um there was strong interest in um better using our outdoor and community spaces and so that's something you know we don't need to wait because we have great um gardens and community
004um courtyards and things like that in several of our buildings. So that's something you know we start with the um leadership teams looking at now. Um fourth theme was around ensuring that the spaces are welcoming and support students social and emotional needs. That shouldn't be you know news or a surprise to anyone. Um the next theme was ensuring we have spaces that um prepare kids with skills needed for the future. Um emphasizing creativity, problem solving, conflict resolution, um interpersonal management. Um there was some conversation around um helping students better prepare for um vocational pathways. Um the one of the final themes was around ensuring that these spaces um have infrastructure that's um sustainable and you know reflects Wilton's green legacy here. Um and then the last piece was around equity and access and making sure
005that um we've got tools, spaces and opportunities uh that really match the kids who are in our buildings. Um so I'll send all of this to you along with the slides but um hello people. It was good. So, next steps, um, Eric Kyer will be joining our district administrative team when we meet um, later this month and then he'll be having individual team meetings at each to the schools. Um, and so we'll go through um, probably the next 3 or 4 weeks and then we'll actually have the um, documents that we can look at here. That's all I got. Isn't that the spec docs will be back here in October? >> Yeah. Okay. Anyone got any comments questions? It was very interesting. His presentation was interesting. He had some interesting thoughts and I thought it
006was very valuable for all of us. >> Agreed. I mean for those in the room, he was provocative. very >> you know there was a debate at least one table where a certain assistant superintendent and elementary principal were sitting you know debating you know the suggestion that long form literacy you know it's maybe coming to a close some things to think about for sure to guard against to guard against that's right yeah but you know I think you know for those of you who have been tracking um narratively uh Jonathan you know re-emphasized we've already heard about focusing on you know soft skills creative thinking critical thinking analytical thinking um cooperation and you know looking at the curriculuming that the curriculum and the activities are durable and you know really thinking about what is it
007that you know you can and shouldn't do with AI and you know what shouldn't you do with AI and you know, and then extending that to as we're planning facilities, make sure that the facilities match match those needs. >> It was an an interesting way of framing it. I've forgotten durable versus what was the other one? >> Vulnerable. >> What was the word? >> Vulnerable. I thought the way that was framed like the things that are still when you teach them they're going to be useful and the vulnerable skills are going to be swept away by AI leading them. That was very illuminating to me. Um I I was sitting with a selectman who was then thinking maybe we should spend our money in a different way. Maybe we should think about how that 150
008million or 130 million or whatever it ends up being, maybe we should think about that again just because of his presentation or he was just pondering it rail. Okay, moving on to uh read and discuss u public schools district goals and priorities. So you've seen versions of this in the past. Each year uh we drafted some goals. Um the district as you know has carried kind of three primary goals for multiple years. um those center around using and improving growth and achievement in language arts, raising uh and improving achievement in mathematics and then deepening our work around um school climate and ensuring that our facilities and our schools are welcoming for um all of our students. Those are three of the primary overarching goals. Um then we have a series of others. um we have
009been continuing to develop our vision of a learner and you know again just kind of hearkening back to Jonathan's presentation one of the comments he made is you know for schools you know heading into the AI age those are going to be some of the most important documents around skills and attributes that kids will need in the future and so that's work that's well underway um last year we made some good headway with some portfolio development in elementary schools this year um in 8th grade as a target opportunity to develop a portfol folio. Um I think you've all had the experience with some of our high school seniors in looking at their um capstone projects which are also um tied to the vision of a learner. Um I included some um data here just so
010you can see longitudinally around um what our growth and achievement looks like and our targets. um our absolute achievement targets in ELA and are 85% we're trying to get 85% of our kids across that threshold. Um if you look across time beginning in 2015 um we're making good and steady progress in that direction. Um for the 2025 year you saw Chuck's presentation two weeks ago. um 82% of our students um on average um hit the benchmark and then um just over 80 hit the benchmark in math. And then within that we continue to focus on the achievement gap and narrowing the achievement gap especially for our students with special needs. And you know here too it's a good news um trajectory. you know, we'd like it to be a steeper angle. Um, but we are
011um closing um and getting closer to our goal and so we're looking to narrow um the gap by another three points in this current year. Uh beyond those under, you know, whole child again, we have a range of um school climate initiatives um that are underway. And so, um, while there's not anything, you know, new specifically, um, we are looking to, you know, continue to to make that good work into the DNA of what we do. The instructional improvement practices, um, you know, again, continue to to flourish under Chuck's direction with our administrator, administrators, with our, um, with our coaches. And so the instructional improvement focus um remains around task design. Um this year we're really diving into Peter Lilia Doll's work around building thinking classrooms. That's not new to us. We've been working with
012Peter's work now for three or four years. And so it's about you know expanding and deepening. Um you've heard some conversation about a new reading program that we have and so you know that's a very heavy lift and so we're making the lift from K to grade 5 and so um lots and lots of folks here in the district are wrapped up in that and we want to ensure that all of our kids can you know read or above grade level. So that's a target area for us. the budget work um continues um to you know be what it's been and to really continue to pay attention um to how we're spending dollars, making sure that we're investing wisely and that we're u managing well and meeting that um were provided. We have good infrastructure
013in place to do that. Um looking forward to using um open gov um with all of you. So this is we've talked about this a little bit at this table. This is a new software package that we purchased a year ago and um under the direction of Laya and Maryanne, they'll be coming forward with all of us and with you uh to use these tools to help do uh a better more granular look at our budget and hopefully um you know produce some documents that make our budget easier to understand for lay people. Um and then kind of you know working down the list. Um this year is a big year for us in terms of contract negotiations. So we are in the midst of negotiations now with our teachers union and then we'll have
014our um custodians and then our parah and secretary union will be later in the year. And so those are always um you know important conversations to have with those groups. And then the last thing that I included here on this list um was really about you know some of the work of um you all and you know kind of how you want to spend some of your time at this table. And um one of the requests that you made was spending some time in the workshop and continuing to learn more about artificial intelligence and the impact of artificial intelligence on school system on our kids and etc. I've asked Bill to lead that work and take a minute now to give you some homework and to um just that up. >> So uh Kevin and
015I were talking last week and um he had mentioned that we would have five 1-hourish sessions. So, you know, being a teacher at heart, I automatically started to plan out some coursework for you. So, um, each session, I was hoping we could have a theme and AI would be the umbrella, but um, the themes would all feed into kind of our philosophy of AI and then what we want to do with how it can influence teaching and learning in the district and help prepare kids for the future. So, um I know I've talked about with you as a board a little bit already and some of it might be a little bit of review toward the beginning here, but that's always not a bad way to start a class. Um our first class, if you
016want to call it that, would be based in uh this book, Co- Intelligence by Ethan Mullen. And um th this would kind of serve as a foundation for some of our thinking about AI and kind of where we might want it to go. I have a few activities in mind for us uh for that session. I believe it's in October the first one dates on here. Um that would follow up with some subsequent sessions that would focus more on um the next one could be more about enga student engagement how AI can help serve as a tool for that and I have another reading tied in with that that I'll announce later. Um it's called the dis the disengaged team and there's some if you've heard of that book it's actually really really cool. So
017we can talk more about that. Um following that I was hoping to do another session where we could talk about how AI and digital citizenship intersect. Um the book for that would be um raising humans in a digital world and uh that's actually the foundation of our digital literacy curriculum especially at uh the middle school uh because the person who wrote that book um Diana Greybles I think she um also uh created cyber six so that's a really nice tie and we're working on including AI and instruction directly with students on how to help prepare them for that in middle school and beyond. Um and then um by the time we roll around to March, I think it'd be time to talk a little bit more carefully about curriculum and some of the implications there.
018Uh Kevin and I arranged to have Matt Murvvis come in for that particular meeting since he and uh his team at Edvance have really advanced in what they have to say about curriculum. So he can help do a presentation, help us think about that. And then in April, we have one more meeting where we kind of wrap things up and talk about next steps. So that's more or less the trajectory of um the semester, the year of course. And uh I will tolerate me handing out a reading assignment. Um I I have them for everybody by the way, so no one is safe. But um you want to pass them around. Uh if you're familiar with the book or if you read it already, great. Um if not, I I think you'll enjoy it. Ethan
019Mik is a really um well respected and well respected and dynamic expert in the field. Uh he teaches at Wharton Business School. Um can uh does all do all the board members have one at this point? >> Yes. >> And one for it down the workshops. >> What time are the workshops? >> Right be our normal time. >> So we so just in just of helping everybody be efficient. We'll take an hour of our meetings. I think over five board meetings and just this will be workshop style in a regular. Great. Great. Thank you. I don't have any more downstairs, but I'll make sure you get one. >> Yeah. >> So, anyway, uh thanks. I'm looking forward to it. I hope you are too. >> My pleasure. And so, we'll it's not an assignment assignment.
020If you have a chance to read it between now and our first um session, uh we'll do some review of this of the book and uh we'll also spend some time practicing or kind of me doing a little bit show and tell the AI tools a little bit beyond more in depth than we did last uh year when we talked about them. >> Cool. Thanks. >> Appreciate it. Thank you, ma'am. Um, anyone got any questions on the goals and priorities? Okay. So, I'll ask you to take a little bit of time over. If you don't have questions, yes, it'll be on the next agenda, you know, support. So, if I've got a couple of questions that I can get them down and you can talk about them next time, >> whatever you like. >> Yeah,
021transportation update. Okay. Well, thank you for having me. I'm happy to update the board on um our progress with transportation over the past several weeks. As you may recall, this is the first year of a new 5-year contract with STA. We uh as part of that negotiations process, we procured an entirely new fleet of buses. So, our students are riding the style. They arrived uh in spurts over the summer and Dan Pacino, our terminal manager, I think, was the most excited. And maybe second to Dan was Kevin, who had the opportunity to sit in the big yellow school bus in the driver's seat. We have some photos as we as as much as he wanted to drive, we assured him that he couldn't because he didn't have the appropriate license to do so. So, um,
022>> so the other piece that we are just proud to highlight is that we started the year fully staffed and while that may seem like a given when there's a national shortage of drivers, that's no small feat. And I want to just acknowledge Dan Pacino, our terminal manager, and our wonderful partnership with STA. I think which is part of the reason why we continue to work with them year after year because they've just been great partners in this work. I also want to highlight the work of Hela Walker who is our transportation liaison. Hela's work is continuous throughout the year and I just want to highlight that you know she's a former parent here in Wilton. She raised her children here and she knows the roots. She knows the streets. She understands parents who call
023with special requests and questions and she takes exceptionally special care to try to consider every request and provide a high level of service to all of our families. And I want to acknowledge that it's not easy work, particularly in this first few weeks of school where we're trying to iron out kinks that we don't always anticipate. and she's just exceptionally pleasant, patient, kind, and always thinks about how to deliver service to our students while also meeting the needs of our school district. Just to give you some stats over the past couple of weeks, day one, we had 23 late buses. Certainly not something that we hope for, but not unusual for the start of the school year. Here we are 18 days in. Now we have about 1 to two late buses a day. So,
024a great progression. um arrival in the afternoon, arrival home was quite late the first day, but now by day 18, we're right in line with where we were last year. So, that's really good news. What are some of the things that contribute to the buses being delayed? Um things that we really can't influence, right? Down wires. These all these things have happened, by the way, over the past couple of weeks. down wires multiple times, down trees, limbs that obstruct roads, an accident on the Merit Parkway, a truck on fire on Middle Brook Farm Road. Um, so all of these things obviously are unanticipated. We really have no control and we have to act at a moment's notice sometimes when the buses are delivering children home and we realize in some cases that the streets are
025closed. and Hela and Dan and their team work exceptionally well to try to get the message out. Is it perfect? No, because we are working in an imperfect world and an imperfect situation with all of these uh things. Some of the other things that influence the the routes particularly in the afternoons as we think about the tier that's the most impacted which happens to be the Miller Driscoll tier and our youngest students who we want to get home because they're tired. It's been a long day. Um some of the things that continue to influence some of those routes being delayed is we have kindergarteners um who are you know exiting the bus and we do have a requirement that there's an adult always present to meet them and we don't always have the adults there
026I'm sure for various reasons so those kids are returned back to school in some cases. The other piece is that some of our younger students don't always recognize their uh bus stops in the first few weeks of school. So that's something that I think has improved. But those are some of the things that influence the late arrivals in the afternoon as well. We um will continue to optimize the routes not just now but throughout the year. And um the other piece aside and apart from our buses is that we're very pleased that we have a new van that we purchased. We talked a bit about this last year, but that van I want to credit uh Melissa Barrett for really exploring that, pursuing that. uh that van is actually supporting our roots for community steps
027and Genesis in some cases and we're hoping, you know, this is our first year. We'll see what the savings are for that. We're hoping it's going to be somewhere in the realm of $80,000, but this is really our test to see uh how that goes. And and we're very pleased we have our new driver in place and uh so far it's been we've gotten a lot of positive feedback from our students. So overall, we've demonstrated consistent improvement. We're going to be optimizing our roots to improve efficiency and we know that Hela will continue to provide provide her excellent service with great care. So thank you. Yeah, she's wonderful. >> How many buses do I have this year? >> We have 33 of the big buses and three of the vans which are really mini buses.
028A lot of times we call them vans and people are actually looking for a van but it's the mini buses. So the reductions we we lost two buses last year. >> We lost two buses for the 2425 school year. So we have the same number of buses this year as we did last year, but two fewer than the year before. >> Cool. Yeah. And um the the van driver for Genesis Community Steps is employed by the district, right? that is a person who is employed by the district and we were fortunate to actually um >> well we form relationships sometimes with people. This was a person who drove for a private transportation company and so this is a really experienced driver and again we form relationships and they just want to come work with us.
029So, you know, we we hope that the places we steal people from will continue to be friends with us, but we balance find great people. >> And in the event that that person is off sick, what what would happen then? >> We've just identified a person to be the alternate and we're working through that process to get the person that we lure. >> It's not you, is it? >> Not yet. >> He's hoping busy. So, and one last question for me. Um, are there any more cameras on the stop arms or anything on these new buses? >> Is that even >> It's So, we're looking at it that the law around those changed recently. Actually, Patrick put me in touch with a gentleman at Bus Patrol, which is the company that's operating, I think, in
030Bridgeport in Danbury, uh, very recently in the last year. So, I think this week our drivers are actually um collecting data around, you know, vehicles that um illegally pass through the the reds. And so, we're it's something we're going to look at um because there are a number of steps we'll have to take in order to um to install those. You know, there's a like a a municipal ordinance requirement now. So, we'd need some things from the the town of in order to >> So, the town would have to make some changes to enable us. >> Yeah. it in the old before the the most recent piece of legislation was passed um enforcement was a challenge and there wasn't a financial incentive for us. The money went to the state and so now um provides
031Nordans we have to you know notify everybody that their exterior cameras um but the the police can take action and citations and actually the town collects the money. That's how I understand the way it works. >> Huh. That's interesting cuz I may have called the police department a few times on buses passing um cars passing buses and there always there seemed to be some resistance from either the bus drivers or the police to really pursue it. So that makes sense why they didn't want to do it. >> Yeah, I think it was hard to I think I think they they had some other challenges around prosecution. So my understanding is and I haven't spoken to anyone in these other communities where you know the this this company bus seems to be the industry leader at
032the moment where they're operating to to understand I wanted to get some local data first to really understand the magnitude of the problem and then you know like we all do we have to do a cost benefit >> was it in the news last week was it Torington they caught 200 people passing the buses since the beginning of the school year >> I don't know what time but I remember that >> it was Bridgeport. Yeah. >> Yeah. >> Could be a significant revenue driver for us as well if if we do it takes a lot of coordination, >> right? This company I mean there's multiple providers out there but yeah. >> Yeah. I believe it is a problem that people just kind of like there's another one. So that would be great. >> Well, that's
033all the questions from me. Does anyone else have a transportation question for Maria? I'm just curious, is is ridership the same? Do we know yet? Do we have counts? Is it consistent year over year? I know we do on it. I can't remember what. >> I believe we do our counts in October. We wait a little while, you know, because at the beginning of the year there's definitely a trend where some parents drive their kids to school. Um, and I think sometimes they're just trying to avoid the late buses. Sometimes the extra cars on the road contribute to the late buses because it causes additional traffic. Um, so I believe we we do the first count. We haven't done it yet. Um, but as soon as we have that in I I'll double check that
034with Hela, but as soon as we have that, we will provide that to the board and we can share that information. >> I'll say anecdotally both my kids take the bus and it's fantastic. Usually it's right around now where one of them starts showing up on time the bus and they were right on time from day one. So really good. >> We just we have some really amazing drivers who develop really positive relationships with the families. um you know, so much so that sometimes families call and are sad because their driver was switched to a different route and they didn't have the opportunity to say goodbye or they want to continue with that driver. But um they there's a lot of joy for them in doing this work. Some of them come back and work
035for us during the school day in between their shifts and they work in our cafeterias and there are recess and um cafeteria monitors and things like that. So we we're lucky to have uh a dedicated staff and you know many of them have been with us for years. So >> it seems like they're I always I feel like there last few years there's been a lot of turn there's a lot of turnover at the beginning of the year sometimes did not have not seen that >> at all yet. So it's great makes it easier to get kids to go to school for at least two more weeks. Well, I always tell the bus drivers, you know, we meet with the bus drivers periodically just, you know, there are safety meetings or um, you know, we
036want to demonstrate our appreciation, but they're the first point of contact and the last point of contact. And so, they set the tone for the day for our kids and also how they're feeling about their day at the end when they're headed home. And so, ensuring that that point of contact is a really positive one is like it can't be overstated for some kids, right? And so I just want to acknowledge the work that they do and their positivity. Um because you know as a parent said to me one year, every point of contact makes a difference, right? And you never know for a student when the bus driver is going to be the favorite part of the day, >> right? >> I always remember Henry, our first bus driver at Miller Driscoll. I don't
037um last year there was we offered um families the opportunity to opt out of saying we're going to ride the bus. Did that catch on at all or was that >> I you know I think so the spirit of that was to just try to understand ridership and you know to get to get as accurate as we could about you know how many kids were at what stops and um I think when we published that started last year I think It was misunderstood by some as you know we might have been trying to take a a right away or privilege away or deny people access to the bus and that was never um intended to be that just really want to um have as clear a sense of possible of the ridership patterns and and
038so um it was not we didn't get a strong response. It wasn't wellreceived and the feedback I did get was enough to say you know I'll ask a different question. All right, moving on. Uh, policy audit. >> Great. Um, so as you know, we contracted with CABE at the start of the summer to review our policy manual. Um, and so they did a very very good job. I'll just read to you um kind of the summary statement and you know talk through a few high points here. So this is from cave. Overall the Wilton policy manual is in excellent shape. with most policies appropriate in their current form and a minimal number of missing mandated policies and policies requiring modification. The manual demonstrates a strong commitment by the Wilton Board of Education and Administration to
039develop and maintain policies, administrative regulations and bylaws that provide district stakeholders, including personnel, students, and their families and the board of education with the information, guidelines, understandings, and structures needed to effectively work within the district. So that was great news and not a surprise because we have been working on our policy manual for all the years I've been here. Um in terms of you know kind of very concrete feedback they shared that um about 81% of the policies were good to go as is and then of the remaining 19% there were a handful of new mandated policies because of the most recent um legislative session that we didn't have. So you're voting on one of those tonight. Um there are some others. One was um remanded back to the policy committee at the last meeting
040and then we're going to you know come steadily bring forward the others. Um most of the other policies um were requiring um just legal updates. So the kind of section of the policy at the very end they weren't necessarily language changes but there were updated statute and what have you. And so there were it was a lot of technical updates. um a couple that you had voted on, you know, at the last meeting um were just coded wrong. So instead of being in the 6,000 session, they needed to be in the 5,000 um section. Um so that was pretty straightforward. And then in um you know, my own review here of the policies that they were um naming as mandated. There were several that caught my attention because these come up in the past. So
041one was on a minimum duty-free lunch period for certified staff. Another was on personnel reduction. And I had to go back and just confirm my understanding that if there's um provisions that address those issues in collective bargaining units, then a district doesn't need a policy. And so we have those. We have long-standing language in our collective bargaining um agreements that speak to those issues. So we don't need a policy um for those. So there are some things that looked like we needed that we don't. Um I I've got a you know I'm not going to bother you with the list but um I think just you know in general um our priority work will be focused on just bringing forward um whatever missing policies we have updating and correcting um those policies that need it.
042And then CAB um has a very lengthy list of recommended but not required policies. And so they're third on the priority list of entertaining and just, you know, they recommend there's a bunch of different ones um across every section of the policy manual that um they describe as, you know, good information for boards and good practice. Um so we'll just have to look for make a decision about whether we think they belong or not. >> Do you think my AI took closest? >> I That's a great question. It was a human that signed off on it. So do it in two minutes. >> So, all of the changes, all the missing ones, all of the things that we might want to consider having them all written in here. Correct. >> Yep. Yep. It's all there.
043Yeah. And then, um there's the So, you've got the summary sheet and then there's a a more detailed digest if you're interested in it. It breaks it out by the specific section that I'm on for the fine work of the policy committee. Okay. Possible action items discuss and approve policy regulation 5131.91 Connecticut school climate policy. Right. So, I'm asking the board for a motion to approve the um Connecticut school climate policy. Um, as I described a couple of weeks ago, um this policy completely supplants our old um bullying and safe school climate policy. Um the language is mand it was mandated that um K write it and it's mandated that it was adopted. So, this is not an area where you know it's a discretionary voluntary policy. Um the changes are you know beneficial and
044um you know Kim was here a couple weeks ago and spoke to it and we have worked with the administration on the school administrations on the changes we need to make and so you know the enactment of the policy is well underway >> is are there any budgetary implications for the this new policy to think about that I mean not directly um you know this is where we had, you know, practices and procedures around investigating complaints. So, you know, so that's in place. Um the deepening of work around restorative practice, you know, maybe uh time hit for our staff plan for that. >> They we've had PD already. Um we had Jessica, you know, here our district administration that brought up to the the buildings have done some work. um the facets of this policy
045and I think then the the other piece um you know no no good climate policy comes without paperwork and so you know that's been a challenge because again we didn't have discretion in how those um forms were created and you know what what the forms demand and so you know as we're working through we're discovering some things that we'd like to change so you know our plan is to live through it for a it whenever we so I think you know indirectly it's a question of time >> okay and the the school climate specialist is each principal >> correct written in the statute >> was yeah it says climate specialist or it does specify someone else but >> and so by December 31st we have to have some data that and published shared >> coming
046back. >> It will. Yeah. So, she's working on, you know, just a way to do that. >> Other client other climate committee group are they running? >> Um, they I don't know that they've all met, but run by the committee. Is it just the the principles chair? >> I think she did confirm. I asked at the last meeting. I think she confirmed that they're all up and running individually by school. [Music] I think the state wanted them back at the at the school level, but there was a district committee. The state recommended that the dis the building principles take that on and do it from their own buildings instead of us which is probably smart. >> Yeah. >> Smarter. >> Okay. So we are we voting on this one. >> Yeah. If you don't mind,
047I can make a motion to adopt um policy 5131 school policy. >> Okay. So move. >> Thank you, Lori. Second. Thank you, Patrick. All in favor? Motion carries unanimously. Thank you. All right. Another Catherine, come on up. Um, Milton High School Data Trip 2027. >> You're the star of the show, you guys. This is Katherine Luxfell, our artistic director, who is proposing a field trip to the Fringe Festival in Edinburgh, Scotland, which she participated in as a student of both high school in 2001. And uh she's been organizing this trip. She presented it to me last year. I presented the idea to Dr. Smith and we said, "Let's move this forward." So uh we're excited to be accepted into the program. Congratulations. and >> what would you like to tell us about it? >> Uh,
048thank you. Thank you all for having me. Thank you for having me on your agenda for this evening. Um, yes, this is really, really exciting news for the theater program. Um, this is to be part of the American High School Theater Festival. Um, which is then performed at the Edinburgh Fringe Festival. Um we actually are on the materials and are part of the full fringe um lineup. Um and other high schools participate in this as well. Um and so it is a great opportunity for students uh to have a chance to obviously travel, have exposure to international artists. Um and be able to perform and see another country and another culture and experience that in a way that was very very formative to me when I was able to do it as a student. Um
049so I'm really excited to have this full circle moment and to have other students now participate in this as well. Um there are just some things some business things I wanted to highlight specifically to you all. Um the costs per student. First of all the trip itself is a 2 week trip. Um yes. So this starts with our arrival in London. um is a 4-day trip in London where we will have the opportunity to do different theater workshops uh to go and do some sightseeing, go to the globe theater um and then travel to the Enbor travel to Edinburgh and then be part of the French festival and that is a whole other uh additional uh 10 days. Um so over that for that 2 week span cost per student and this is based on
05040 student participant amount we can accommodate more than 40 if the interest and desire is really there. I would say our cap is around 50 students that we can really accommodate reasonably. Um the cost per student is $6,79. Um and there's a lot of things that are included in that price. Um, but that's also why this is a 2year planning project because this is for the summer of 2027. Um, because that will allow uh a lot of opportunity for fundraising for families to make payments on a um a low cost basis per month moving forward. It would they would have if they start in October would have 20 months uh to pay for the trip over time. Um, and the parent company, World Strides, um, is renowned for being an educational travel company for this
051specific project. They've been doing this for over 30 years. Um, luckily, I haven't been out of high school that long, but um, but it's a very reputable company. They're wonderful. There's a lot of benefit to being with them. I will say that insurance is separate um from that cost. So they offer two different plans. One plan is $149. The second plan is $249. Those are both optional through World Strides. Uh students are also able to have their own independent travel insurance if those if families so choose. Um, and there is a cancellation policy in place for if you do not have travel insurance and that is on a rolling basis sort of basically from 150 days out all the way to 30 days. Um, but a refund to a varying degree is available over that
052period of time. Um, and that also applies to the school as well. The cancellation policy for us is the same um in terms of the amount of time that we would have if for some reason it was necessary for us to cancel. We wouldn't all would just lose the money that we paid it off. Um safety and security. Um World Strides offers assistance on call for travel interruption 24/7. Um, they also have a 24-hour doctor's on call program to provide phone consultations. Um, they also provide professional night security. Um, there's on-site staff 24/7. There staff members to greet us upon arrival in London and in Edinburgh. And the University of Edinburgh staff and there's an infirmary there on site as well. Um we also will plan to have a 5:1 chaperon or a 1:5 chaperon
053ratio. Um so that we because especially because it is a longer trip and I have been on it myself and I know I got sick on that trip for a couple of days. Um so that you know we have to allow for a longer period of time. Various things can happen over that period of time. So, I feel it's necessary to have more chaperones than say you would need a the ratio you would have on a shorter trip. Um, any questions? >> I think you'll have some volunteer shares here. >> Looking forward to it. >> How great. Is is there um an expectation of how much or do you guys have a an estimate of how much of the total cost of it will be uh via fundraising versus so there are fundraisers >> there
054are there's student fundraising there's a student fundraising so one of the benefits of using worldstrides is that all of the financial elements are through them and when a student signs up to participate they will automatically receive They will be enrolled into the sort of online portal of the trip and each student will receive for lack of a better phrase an independent GoFundMe page. >> So they will have an individual link that they can send to family, friends, neighbors so that any monies that they want to contribute will go directly to that student's principal. On top that that independent of student fundraising, I'm also going to be working with the theater arts association booster club and to raise funds to lower the overall principle for each student. My goal is to raise a minimum of $20,000
055which based on a 40 40 student participation would be $500 per student to hopefully bring that down. >> Great. Yeah. So whatever and then whatever is not fundraised is the responsibility of the individual students. >> Correct. >> Got it. >> Tell us tell us about a day what tell us about a day in Edinburgh and what you would be doing as a performance or as a just as a rehearsal or just describe sort of what happens to the kids. >> Sure. So they do we will do four performances and they do space it out over the course of the time. So you may do a matinea one day, you might do an evening performance the next. They allow that diversity in the schedule so that we can say take an excursion and go hike Arthur's
056seat in the morning. Um and then we can go and see the royal military tattoo in the evening. Uh which is part of it as well. Um there are various other cultural sort of things that they have set up that we are that we participate over the course of that time as well. >> So you're taking a play over there. Is that what you're So you you have a play and you have students that are in the play zooming and you're going to take that over there and then you're going to perform it. >> Correct. >> A bunch of days. >> Yes. >> Matineese and nighttime. >> Yes. >> And then also experience and be part of the international French festival as well. Students will have the opportunity to meet the other students that are
057part of this high school festival. We'll be able to go and see their shows, be able to go and see professional shows, be able to do workshops with professional artists as well. It is there's going to be there's very little downtime. >> That sounds great. >> Yes, it is very exciting. >> Do you apply to be accepted? >> Yes. Uh there's a very quite a lengthy application process. Um and it is reviewed by a panel of um collegiate level um theater makers. >> And are there any other local schools who will be attending? >> Uh well, I do know that this summer I believe Fairfield LLO uh participated this year. I don't know of students that are going our year, but also part of why they make it a two-year process is right to allow
058that much time for fundraising um and for families to be able to to pay for the trip, but also for a week next summer, a director from each program for 2027 will go for a week. And so I will go for a week next summer and be able to meet all of the other teachers and be able to see the the dorms at Edinburgh University, see firsthand all of the security and the way the whole festival will operate for the year after. Who which students will be eligible to attend? Like is it current seventh graders, eighth graders can >> it would be our current eighth grade through 9th grade or sorry through 11th grade. So 8 9 10 11 are so after our seniors that graduate in 2027 are still applicable to come with us
059then that year. Um, so our intent is that our fall play next year will be the production that we bring that following summer so that they will have already been in the play. Um, as a senior, they go through the school year and then we'll rehearse a little bit again and go in the summer. >> What's not to love? >> I'd agree. >> You going I would I think it'd be so cool to go. Yeah, other schools and to just be in Scotland. >> We need board representation there. >> Yeah, I know. I need another chaperon. >> Absolutely. >> Going I'm going to arrange a theater alumni speech. >> Perfect. Start selling lemonade. >> Any other questions? >> Thank you, Katherine. Thank you for doing this. Clearly, you're an amazing dedicated teacher to to think
060of this and to go through the application process and um >> you do great shows. >> Yeah. >> So, have you picked the play? >> Uh we we are Yes, we are planning to do a play called 26 Ples. >> 26 Ples >> by >> uh of course you're catching me to remember the >> Ericoa. Eric Uloa. Yes. Good for you. Thank you. Great. >> Thank you. Thank you. Dedication to our >> My pleasure. Thank you for having me. >> Oh, one last thing. I got to make a motion to approve this. >> Thank you. That would be great. >> Um, can I have a motion to Thank you, Pam. Second. >> Thank you, Pam. Um, all in favor? >> Motion carries unanimously. >> Thank you very much. You're doing great. >> Okay. So, um
061are there any anyone online who wishes to make a public comment this evening? No one in the room. Nope. No comments at the end of the meeting. So, um, at 7:51