001so with that change is there a motion to approve the agenda thanks laura sir a second thank you all in favor okay great comments from the public this is my standard speech for comments from the public is that each comment is limited to about two minutes and that as frustrating as it may be the board of education does not respond directly tonight but will follow up if appropriate i want to remind everyone that the district has a civility policy which i'm sure you do not need to be reminded of so with that comments from the public and also if you could identify uh your name and address thank you for the record so my name is jared martin i live at 26 laurel lane i want to express to the board i appreciate you guys
002sharing the 2021 standardized testing presentation uh last week or two weeks ago it was a sobering reality of the challenges that were created from decisions made over the past 21 months even more concerning is that the performance particularly within mathematics has historically underperformed i asked the board to take commonsense approach and engage with the district relative group schools that consistently outperform our district and adopt their best practices additionally on the back of a discussion with a local blogger i asked the board of administration to send out a parent survey in order to gather quantitative data around the engagement of outside tutors or educational institutions by educational institutions uh by grade and subject the information will help better reflect the true performance of the applied curriculum and teaching methods to focus improvements going forward secondly the
003community would be much more understanding of the application of critical race practice employed by the school through diversity equity and inclusion as well as emotional social learning should the actual outcome be reflective of a globally competitive society the opportunity cost of teaching k-2 science every week is weighted against the benefit of them playing interlands mindful mountain one to two times a week at the library telling kids what information they should and they should not share with their parents and friends as if we want more screen time for our kids anyway to be clear the administration must consider proponents of their agenda our supporters or agnostic in the attempts to convince our town crt is not in schools be honest is an ethos created insider mill and i asked the board and the administration to live
004up to the same opposed to asking a blogger to run cover for clear unpopular positions persuade the community or adapt to the community's principles lastly we should collectively refute the mindset of asking the community to lower expectations the board and the administration should strive to live up to our expectations or make room for someone who will we are failing our children thank you other public comment um i have two that were written comments sure okay so the first one is from uh linda d matteo delepin 252 mountain road hello in light of what is on the agenda today in regards to vaccines and waiving wilton's liability hello in light of what is on the agenda today in regards to vaccines and waiving wilton's liability if anyone is injured by them which may be an inclination
005that the board is trying to pave the way to mandating the covet vaccine or any vaccine for that matter a new article came out showing quote the food and drug administration asked a federal judge on november 15 to give it until the year 2076 to fully release the documents in its possession tied to the approval of the pfizer biontec covid 19 vaccine the fda's request was made in a filing as part of a freedom of information act lawsuit by a medical transparency group the government told the court it has 329 000 pages of documents responsive to the foia request and proposed releasing 500 pages per month to allow for redactions of exempt material at that rate the fda would fully release the records in question in just under 55 years this is extremely alarming and
006common sense would deduce that they're hiding something considering in 55 years the majority of the population will be dead either by age disease accidents or natural causes it is still experimental and only permissible under the eua therefore it is against the nuremberg code to mandate it for anyone the writer then goes on to publish in her letter here the nuremberg code and then finishes with covid will never be eradicated completely just like the flu and cold haven't we cannot allow this to change our children's lives as much as it already has because it is never going away the flu has a vaccine yet still exists mandating or requiring vaccines to participate in life is illogical and goes against science considering the above statements warm regards linda di mateo delepin the second letter is from nicole
007stacy nicole writes dear board of education i am requesting a review of the visitor policy of the schools this is discrimination and really has no basis not allowing non-vaccinated parents in schools is stressful to families and students we are missing out on pta meetings school conferences book fairs volunteer opportunities asking healthy adults to jump through hoops only to wear a mask anyway makes no sense especially if you believe masks stop infection and spread the school doesn't require slash mandate staff to get vaccinated why would this policy hold any value the students live with us cases in the district are very low the last 10 day period reported zero fairfield county positivity rates are at two percent fairfield county infection rate is 1.29 this policy has no meaningful value to our school community please consider reversal
008of this policy thank you nicole stacy that's all any further public comment okay uh the consent agenda is there oh i'm so sorry i didn't see it come on up and identify yourself thanks hi my name is florentianica from nine forest lane my family and i moved here not too long ago from new york city and in light of the survey that was sent out regarding the vaccination cleaning clinics in the schools i'm very concerned because i don't know some of you may know but in new york city they're studying to pay students a hundred dollars or and can be for them to be vaccinated and i don't believe children are old enough to consent and so i want to really stress my concern that if there are clinics in the schools children whose parents
009did not consent and the craziness that may happen will be taken and vaccinated and so i hope that the board considers certain errors and no accountability and liability that the board of education is trying to to not have um regarding the vaccines and then having vaccination clinics in the schools that's it thank you all right thank you all right thank you any further public comment i just want to make sure i don't miss anybody okay um consent agenda sarah moved to approve the consent agenda thanks second thanks glenn all in favor okay all right the next section is reports and recognition our first item is salute to excellence this is a tradition not that old but begun by a former board of education where we pick out points of pride for the district can be
010from any any direction any sector and tonight we are very proud to uh make our salute to excellence tonight to be our retiring board of ed member glenn hemerly [Applause] we want we also want to take this is a moment to celebrate within the salute to excellence absolutely right so we've just prepared a very short program and a couple of presentations for you so we know you've been a very strong supporter of all of our programs particularly our music and athletic program so i asked uh mr cuddles to come and bring in a few of our singers who are going to pour uh perform a number uh on your behalf so uh mr codley's come on in students come on in let me get out of the way i just gotta make a big yeah
011we're going to rehearse because we have the the radio city this sunday so i figure we'll tie a rehearsal into this right afterwards and we can use the other side too altos if you want to go over there and you can go all the way down you know you can all right amy why you take the sopranos down that way a little bit we'll make room for these guys um so thank you all for uh inviting us uh you've been such a big supporter glenn over the years that um dr smith when he reached out and asked if we could present something i thought it seemed like a no-brainer to us so we have a selection or two uh from what we'll be opening up we have to sing at radio city to open up
012for the rockettes they do a christmas spectacular so they invited us to come open up for them uh hopefully the audience won't leave after we sing or we want them to stay for the dancers so we'll see how that goes but uh in the meantime uh just thank you all uh very much for all the support i know you've given uh all these students here uh in the uh arts and as well as athletics so i just really appreciate that hope you guys don't mind us doing a quick number for you um and uh and it is quick actually so uh jingle bells it is gonna be christmas themed because the radio city is christmas spectacular so we had to do what they wanted all right one two three [Music] oh is [Music] i thought
013[Music] is [Music] jingle bells [Music] jingle bells jingle bells [Music] whoa thank you so much that's fantastic it's our pleasure and thank you again for giving us a moment of your time tonight and uh come out to see the rockettes on sundays yeah maybe you can leave us out there [Applause] you're going to rock radio city [Laughter] been our number one warrior so we want to present you with warrior jersey this i will treasure absolutely so glenn i'm here representing wilton high school athletics chris is at an athletic director's meeting tonight so i'm here in instead this evening we honor you as the ultimate wilton warrior and a staunch and dedicated supporter of wilton high school's athletic programs legions of warrior student athletes have benefited from your presence your encouragement and your cheering over the
014years your involvement as a fan and on athletic booster clubs is nothing short of admirable our student athletes and coaches have been very fortunate to have you always in their corner thank you for being someone that we could always count on to have a positive influence on our programs as you care so deeply about our schools and all of our students there's a thank you card here from chris and it contains a gold lifetime membership card for wilton athletics real gold a gold interpreter it reads this certifies that glenn hemmerle is an honored member and entitled to all the rights and privileges to all wilton high school warrior home events glenn this has been dutifully earned by your long-term dedicated support of all wilton high school athletic programs once a warrior always a warrior we
015can never thank you enough and we appreciate your support over the years [Applause] it's been my pleasure no we're not done [Laughter] oh gosh all right so now it's my turn this is from the board of education it's an honor to recognize glenn hemmerle for his long and extraordinary service on the wilton board of education glenn was elected to two terms on the board but he began before that he served on the superintendent search committee that ended in the very wise selection of superintendent kevin smith glenn also served on the business operations committee one of three board standing committees and has been committee chair since its inception the business operations committee includes board of finance members and glenn has helped build relationships and increase communication and understanding between the two boards another major undertaking for
016glenn was serving on the miller driscoll building committee a complex and challenging project the resulting renovated facility is now a point of pride for the community other board of education projects include serving on the opeb committee the energy commission participating in several contract negotiations and being liaison to the special education pta for the past two years glenn was elected vice chairman of our board glenn has a positive outlook and open mind to the board he asks good questions provides helpful insights and considers all issues carefully glenn is a great listener he takes parent and community comments to heart he advocates for the needs of teachers he respects and supports the professionalism of our district leaders glenn both pushes for district improvements and is quick to complement district successes most importantly glenn's focus is on what's
017best for the students he is a well-known athletic program booster and knows the progress of the teams each season he takes obvious and great delight hearing about student projects and accomplishments off the field as well he also has advocated for district initiatives that support the social and emotional needs of students and ensure a strong positive school climate in each building he is the first to support new and creative ideas such as our genesis program that help bolster student engagement and success glenn has always worked to address the needs of all students we will miss his energy and warmth there has never been a stronger or better champion of our schools than glenn hemmerle so thank you glenn before your swag thank you yeah okay yeah well it has been a long but certainly enjoyable 10
018years it's been i look back on it with uh just great memories i mean it's too many to recount here but i think the two things i feel most proud of was being on the selection committee that chose dr smith as our superintendent that's the first and secondly was co-chairing the military school building committee that was a challenge and we did build just a fantastic elementary school uh we came in significantly under budget and which is a good thing and i it just uh the amount of work and effort went into that by a ton of people it was just well i i can't go there but it was really those two things really stand out as things i'm most proud of and obviously all of our athletic teams yeah you got three three guys
019going to army going to west point this year i mean how great is that it's just uh you know so thank all of you for your help your cooperation your understanding and uh don't want to miss it i really will miss it and we're going to miss you thank you thank you thanks great we also just wanna we have a uh just a token a token thank you to laura schwem who has already been uh vetted for her terms but she has stepped in for the last few months with us and we really appreciate it yes thank you have to share the chocolate part yes should i just pass it over right we'll have it tonight okay thank you for pinch hitting yes thank you okay all right i do not have a board chairs
020report superintendent yeah very briefly um is um kind of falling on the heels here of um glenn's comment we want to congratulate our girls field hockey and girls soccer teams they'll both be playing in the state championship games this saturday we also want to say uh so if they're up in i think hartford and weathersfield respectfully uh respectively so if you're free uh midday saturday please make the trip they can use all the support they can get we're expecting them to come home with two state championships we also want to congratulate our girls volleyball team that made a run and they made it right through to the quarterfinals and then went down in a tough game against uh greenwich which is so that recognizes the best team in the state so really exciting fall sports
021season we also want to congratulate our wilton high school debate team that earned a first place finish in a tournament last weekend gay three kimmel and philip shim won fourth and second place speaker awards respectively and then took first place in the championship round so congratulations to them and we look forward to hearing more about their success and then lastly we also want to congratulate two of our high school video production students lucas magnum and finn rider who each won the just drive psa contest lucas won first place in the popularity category and earned a two thousand dollar prize finn won third place in the creativity and popularity categories and earned a 1500 prize so congratulations to those two on great work that's my report yeah good news that's a great program we have one
022that's one of the best programs we have it really is okay uh committee reports um teaching and learning did you meet okay um we talked about parent homework surveys which we touched upon in the past we actually put a survey together it's all ready to go and it'll go out to families the monday after thanksgiving um with a possible return date of december 10th we talked about instructional time we on the board have talked a lot about um kind of preserving instructional time and not jumping off to different assemblies and whatnot and i think that kevin spoke with all the building principles and kind of came up with cider mill and middle brook seemed to have the most or had the most in the past kind of interruptions to schedules and both schools have successfully
023found ways to minimize them and still have allowing the kids to have some fun things to do but also giving us a few less interruptions and it seems like at miller driscoll and the high school there's just less of that going on so it wasn't really too much of an issue um middlebrook schedule came back up again um i know you guys have been trying to figure out if we're going to make a change or not make a change and what would that be and trying to figure it all out before budget season and there's possibly two options on the table but we're still working on that and then the last thing we talked about was transdisciplinary learning um at middlebrook um and fran kompar was there today to just kind of share she actually
024started all the way through k k through five and then we kind of talked about middle brook a little bit as well um and it's a very long discussion and the main point of it was us trying to find ways to have creative hands-on learning in addition to our typical teaching format um and us as a board maybe being supportive for some out of the box possibilities and more to come in the future okay thank you policy we did not need it okay all right glenn yes uh business ops we met this morning uh the two primary points of discussion first was uh kevin provided us with a fairly thorough and a pretty good analysis of our budget performance over the last uh ten years and going out for the next five years and all
025this discussions and centers around getting uh beginning our budget process coming forward uh so we have that to look at and that and analyze and the other piece was a a fairly significant spreadsheet comparing uh our teacher contract with all the other schools systems in our dirt and trying to compare we're good where we're at we're missing whatever because our contract will probably began negotiating next august i guess this coming august as the contract expires the following year so we had a weekly discussion about both of those topics and then a brief discussion about the capital expenditure program that's underway uh or the uh renovation expense program that we're here on okay thank you yeah it's the beginning of budget season so your season's here we're teed up um okay that brings us to our
026review and discuss section uh there are several new course proposals they come out of the teaching and learning committee so jan did you just want to tell us a little bit about that um that's our last board meeting committee meeting all of you presented to the teaching and learning committee just about what your class might be and all the different aspects that go into that so tonight you're here to kind of talk to the rest of the board about it and i guess in part it's an awfully long process and although to the public it doesn't seem like a long process it actually is and i thought maybe either marine biology or gbt or the intro to excise exercise science and sports medicine you guys are the newest um kind of courses and i thought
027maybe you guys could talk about how long it takes to go from having an idea of a course to actually coming in front of the entire board um if you guys wouldn't mind just a minute into your longer discussion sure absolutely all right great thank you so much we have uh yeah kick it off however you want some around math science wellness um and social studies and so i'm going to turn this over to bob now who's going to introduce each course and the people who present so as chuck said we have seven new courses and we are very proud of these courses and the work that went into them the planning and the expertise of this outstanding group of educators so we'll take about four minutes to present the courses give you an opportunity
028for any questions in between and then we'll bring up the next presentation so we have our very own dr trudy denton here for our two math courses algebra one and geometry accelerated and geometry algebra ii pre-calc accelerating dr denton thank you for being here thank you good evening um i was just sharing this is this has been a long time in coming but we're here to talk about two courses i'll take them separately and then there might be moments where some of the descriptors descriptions apply to both the first course is geometry and algebra geometry and algebra one and it is an accelerated course that is designed for students currently in eighth grade pre-algebra the premise and the research and the planning that went into this is based on the decision that emanated from the
029math curriculum review committee in 2018 and that that change that was recommended really focused on the need to shore up and provide a better foundation for students in middle school in order to be able to succeed in high school once that occurred then we built in opportunities to accelerate math courses later in the high school eighth grade to ninth grade year and that's what these two courses are we introduced the revised course sequence beginning in the fall of 2019 and those students have worked their way up they are now currently in eighth grade the first course combines algebra one and geometry and it is aligned with the common core the objective really is to allow students who are ready to participate in an accelerated course who weren't ready for two years earlier to engage in
030that work these are students who would be demonstrate some mastery of algebra one concepts in pre-algebra and are therefore able to move forward in an accelerated fashion from that ninth grade algebra and geometry course we would expect students to roll and enroll in some form of an algebra 2 course students will be placed recommended for placement based on a range of data that we have and based on current estimates we probably think in year one we're looking at one section of 20-ish students the costs associated with the are purely based on development and materials they will involve summer time revision work and new materials probably drawing on what we look at what we consider as integrated course materials in terms of comparisons there's a lot of experimenting going on weston has an algebra one geometry
031course and the data shows across the country a lot of school districts are looking at alternative pathways and ways to provide different experiences by combining more traditional courses and that's what this will provide we expect to introduce the course in the fall of next year we will tweak it as we go we will review and revise the course as needed based on input from teachers and students and we're looking forward to that did you want to ask questions about this one or do you want me to present the other one and we can ask questions together whichever is better for you i guess i think it might be better to get a picture of both okay the second course is a two-year course and it will cover geometry algebra ii and pre-calculus and the students
032for that course are the students who are currently enrolled in algebra one in eighth grade again this was designed to provide additional acceleration opportunities that didn't exist three or four years ago and we are looking at the same sort of demographic and early estimates are we're probably looking at one section to start with this year and we'll see we'll see how it goes placement will follow the same principles that we use in middle school and we'll enter we will consider a range of different types of data to recommend students for placement in the three and two geometry algebra 2 pre-calculus course one of the things that's worth mentioning why does this make sense is historically when you teach particularly algebra 2 and pre-calculus there's a lot of overlap of topics typically in algebra 2 we
033don't go as deep into some topics and then when we get to pre-calculus we go in more deeply and you can achieve some efficiencies by presenting and studying the topics together again the difference in terms of development this course will actually be developed over two years because it is a two-year course so we'll have the ability to plan and set up the first part of the course and then the next summer finish out and have the benefit of having experience that first year when we finish the course costs will be up front in terms of writing the course and curriculum time and additional materials [Music] we would expect students who leave this course to enroll in some form of calculus either ap a b calculus a p b c calculus or the non-ap calculus course
034as juniors there's also anticipation of an off-ramp so if students find they really don't want to continue in the course at the current pace they can move into a regular full-year algebra 2 course at the end of the first year and get a full year's credit for geometry where are these courses taking place ridgefield and brookfield high schools in connecticut have had combined algebra 2 pre-calculus courses for several years john jay high school in westchester has a similar course called three and two which does cover geometry algebra ii and pre-calculus over the course of two years for both courses this would not involve any change to fte it will change the distribution of courses that students take but it won't actually increase either the number of classes or the number of teachers required to teach
035those courses questions comments yeah and both of your presentations there are a series of questions do the students how are the students chosen to get it in do they are they interviewed and do they have to respond favorably to these questions to demonstrate knowledge or about how what's this no we'll we're going to look at um different types of data first and foremost we'll look at testing clues average in their current class as indicative we will consider the map scores as in terms of what are students ready to learn and where do they where do they sit with respect to the entire group of students in their cohort we're going to be administering in some cases when the three and two course because of the placement timing requirements at the high school we will do
036a performance task and then we're also going we're designing a validity test to really drill down and see how well students have mastered the current content of the course they're in so that will be true for both courses so they will have to do some performance to get into these courses yes and there's no override there is no override correct okay great that's we do we it's the same process we followed in placement from sixth to seventh grade yeah okay good um you mentioned that you anticipate one section about one section yeah of course um do you know what percentage of the kids that would represent um it's probably around 10 maybe just under 10 if you're looking at roughly 300 students in a grade um it would be just under 10 percent okay what
03725 students yeah yeah i noticed that there's an off ramp for when you're in the three and two program is there almost like an on-ramp into that program from the algebra one geometry for that second year if someone is kind of accelerating and then feels like they could take on calc in junior if like the student seems like it could be a junior year calculus achievable um well keep in mind we have three different calculus courses at the high school two of them are the ap courses one is the non-ap calculus course so certainly it's envisioned that a student who does algebra one geometry as a freshman right as a could take calculus in high school algebra one geometry freshman year they would do algebra 2 sophomore year pre-calculus junior year and then senior year
038would could be in a position to take we would expect probably students would consider that so they will get to um there is the opportunity to get to calculus or other ap courses not just calculus we have ap statistics there's computer sciences so there's a range of courses that students can choose from it's probably not the same type of course the three and two course is envisioned to be a much faster pace of course the the question the issue that we looked at in great detail was providing more ability for students to reach those courses if they're ready and they so desired it right and then after the three and two course if you decide to go the ap statistic throughout your junior year yes then you could go there's just nothing connecting to your
039senior year but for your senior year you will do well there is there are several things that students can do most students who who will choose to do the three and two course would almost certainly do ap calculus a b or calculus bc as a junior as a senior they would have the multi-variable calculus course if they wanted to stick with these most of the kids who do this are kids who lean more towards the engineering and sciences and would likely choose that course anyway in my own experience and i think it's true in wilton high school as well many students who take ap calculus double up and take ap statistics as well okay well this is great because i was on them afterwards so it seems like this is going to go up um
040but you know i'm aware of all the work and also it felt like it was a five-year plan but you really started working out a long time ago and um i think it's a great example of innovative and the hybrid of you know existing curriculum and creating curriculum and really addressing the needs of our students and the different levels and it was another curriculum review still one of my favorite curriculum review committees because of the students participation and they're different you know they were so they weren't you know usually it's the ap kids compounding and these were kids with all different backgrounds and the social emotional component of it i thought tied in beautifully and i really was impressed with what you all created so thank you judy i'm glad i'm here for tonight thank
041you yeah and i like the way that it does open up more choices for students um because some of them will come later to math or or just get inspired a little bit later that oh i really you know want to pursue this and there's there's a lot of great options so it's flexible and um yeah students should be able to find a successful path through math through high school that's the goal that's the goal thank you any other questions or comments yeah yeah i want to go back you know i've made this ask this question a number numerous times before not only about math but in other areas we know the districts that outperform us in math can at some point i think the board needs to see a comparison of what are they
042doing versus what we're doing now that's this in different areas a number of times i think we need to really look at that and figure it out are they doing something differently that dramatically different from what we're doing that is enabling job performance to meet us consistently they have performance and i i don't know that we've ever i'm not aware that we've done that deep dive maybe you have and it hasn't been shared we haven't seen it but it's certainly done during the curriculum review committee meeting and i think some of the recommendations reflect some of the learnings that we have with that but glenn if if you're interested we could review that again with everybody yeah i think i think you just can't put too much emphasis on it you really can't okay it's
043the okay but one of these classes isn't the cohort that's right i mean the these are both classes that are pretty rigorous yes yeah this isn't the students that we're concerned about they're test scores oh i understand that yeah these are necessary but we're talking about math yeah so the question is raised right what if anything are they doing that we're not doing that we shouldn't be doing periods and i think i i sent a question in a little bit related which is you you talked about the middle brook revised math course sequence and unfortunately coven happened kind of in the middle of all that so whatever data we could glean from the older structure and this newer structure i'm not sure it's touching data exists but as time goes on i guess we'll see
044more but that's important too because that's uh that's unfortunate that we implemented the changes about the time cover hits so it's really hard to but i would point out that our eighth grade which historically has been underperforming this past year had its best performance and that's the group that that started yesterday okay well if that's uh it's encouraging it's anecdotal i mean you can't no yeah not yet but we could look at it closely all right so thank you okay thank you thank you thank you so a few short years ago we had a vision for developing a model asl program at the high school and we were fortunate to hire amy broderick our outstanding teacher who was just revered by students and parents and it's wonderful going to see the way she teaches and
045she might demonstrate a little bit tonight amy is accompanied by christy higgins who's one of our instructional leaders for world languages commonly recognized as the best german teacher in the state bar none so uh this is a powerhouse team right here amy thanks for being here and christy so what would you like to tell the board about the new about level three good evening everyone i'm not going to sign the whole thing i promise thanks to you all we we really do have a very thriving asl program here even given all the restrictions we've had in the past year um we currently have two very large asl one classes and two level two asl classes and all of those students range from students who have never taken a language before or have never had the
046experience of taking a world language and are thriving and students that are taking multiple languages we have several students this year in iso one and two that um that are just taking asl because they enjoy it and they really like languages and then we have students that want asl to be their language throughout high school and and use it in the future as well so we have a great variety of students that are taking advantage of the program when we asked the level 2 students at the beginning of the year how many of them were interested in taking level 3 35 of the 36 said they wanted to continue with the program so and i think the one might have been a mistake so that's where we currently stand they are all very motivated to
047continue the program and they also there are several students in the asl 2 classes that are currently pushing forward to create an asl honor society as well so if that happens which i think we will do i think it's going to we will have the first um it's a national program but we will have the first asl honor society in the state of connecticut so that's kind of cool for us and the students are very excited about that as am i so um yeah that's it for the content part we would really like to just advance in level three doing a lot you know more conversation and more in-depth language doing some more readings a lot more literature um getting into poetry and storytelling and um and some travel and and topics like that so
048and in terms of budget the world language budget was just completed this past wednesday and there is we did account for the materials for asl 3 in our budget we factored that it would be twenty one hundred dollars for the materials for level three um amy also we recently put in for curriculum writing days and we requested five days so it would be about one thousand two fifty 250 for that and looking at the section numbers with the enrollments we project that it could be 1.2 fte for american sign language next year and this is enough this all the course courses in alignment with the niask recommendation from a few years ago to increase and broaden opportunities for all students to reflect diverse career paths and an interesting fact is that american sign language began
049in west hartford at the school for the deaf in the early 1800s so you know we're one of the trailblazers in this area so this is really exciting what do you think draws students to this um i think several reasons um one is future career opportunities i have several students that want to go into education i want to use sign language in their in the classroom um students that are interested in speech pathology that they can also use sign language and audiology and i think also that it's very different it is something that is unlike any other language that is is currently offered anywhere and they just see it as a different mode of learning and it's something that's you know different from what they do all day long as well many of them say
050it's just such a different feeling and a different way of learning so i think it works for a great number of students because it is so different from some of the other languages i i think it's fantastic i really do the more we can get out and stay in front of this i think it's just phenomenal i mean you look at all the politicians when they're giving speeches and all there's always somebody there in the background some of them are pretty flamboyant in it but but i think it's great i mean just it's intriguing that our students have an interest in this and i think it speaks well though yeah and it is it is everywhere that i get emails almost every single week from students saying i saw a target commercial has asl the
051google commercial has asl in it um i saw an interpreter you know when the president was speaking the governor was speaking and they did this and they asked questions they they really they take it upon themselves to get excited about in movies there's so much asl and movies right now as well and they always send me emails they're like this is what i saw the field hockey team was just up and they passed by american school for the deaf in west hartford and they sent me pictures of it and sent me an email so they really they're very excited about it in washington it's washington dc yep yeah that's probably the most well-known i think or watermelon yes it's the only deaf university in the world yeah we're studying that in asl 1. i think
052it's great i think it's great that our students have interests it speaks well our families involved in the students of wilton yes it does and our teacher yeah i think it's very good and i loved reading the student comments doing the course proposal well it's really fun because my last fall was when asl one was introduced and it was still such a it was a real risk where we didn't know it was going to whatever and it's so exciting when jen said oh we heard about asl 3 i'm like gosh i guess things kept moving after i left but um again just so excited i think high school has a program norwalk i had some sort of a program that that is there as well um a couple private schools in the area offer it
053in fairfield county open near hartford there are several other programs in hampden across um in that area and then i do someone from fairfield public schools also reached out to me this year because they're looking to they're proposing a program to start as well so more and more schools are recognizing it and offering it as as a world language i think it's great absolutely i think just just one suggestion and it's really not your course specific it's more to every everybody um when it comes to evaluation um where is it yeah i just think something as basic to include as course enrollments and course grades you know like percent passing or something just that would just be a blanket it's so obvious that you probably just didn't write it but um it might be just
054a standard that we can stick in a lot of different courses absolutely all right any other questions or comments that's great perfect thank you okay so our marine biology course which we're very proud of we have a marine biology expert in sue stethem we have an outstanding science teacher and katherine doomler who is by the way with the high school valedictorian and of course you all know jim lucy who leads the science department with such expertise and uh we're proud to introduce this course this evening so great um it's nice to see you all in person i watched you all year last year on zoom so this is much better the proposed marine biology course will be a semester-long elective for juniors and seniors offered at the high school why marine biology now well you
055were asking how long these courses take this is something that i've always wanted to propose and with the last couple of years of disrupted education we decided to wait until now to get this moving forward there's not a day that goes by that we don't hear about some aspect of ocean life in the news that's being affected in in some way from climate change causing sea level rise to ocean acidification and in turn how this affects all of us long island sound is in our our backyard but if we ask our students anything about the sound they really have very little idea of its ecological value and how can we preserve something that we don't know anything about so the course will fulfill a current gap in our science offerings by focusing on the physical
056and biological aspects of the ocean which covers 75 percent of our planet it will be hands-on lab based and semester long and that'll be a welcome addition to our already popular stem courses course is interdisciplinary even though it's called marine biology because we will be covering aspects of chemistry geology biology and even some physics we'll explore tiny phytoplankton that provide probably half of the oxygen on our planet to the largest animals that live in our oceans we'll take advantage of the many existing resources on our schools campus that are already here by incorporating the norwalk river and our trout tank into our curriculum which really hasn't found a home anywhere else as well as the maritime center in norwalk and some other local resources so this is a great opportunity for project-based learning and student-centered
057support we polled our science students and we were kind of surprised by the result because we had interest among 65 percent of the 400 students who responded so they were interested in taking the course and some of them were interested in taking the course who wouldn't have taken another course because it's a semester so it fits in and then many of the students were interested in taking this in addition to another science course so it seemed like it would be popular way to at least increase enrollment of among some students who might not take a science course their senior year because they couldn't fit in a year-long course yeah and so while we were talking about this course and sort of designing ideas for this course we also found that it fit in really nicely
058with the portrait of the graduate framework um you know everything from when they're researching and investigating ecological importance of those oceans that's really getting at that active socially sensitive citizen strand when they design solutions for the coral reef impacts they're developing those skills to be creative entrepreneurial thinkers as well as courageous ethical leaders and honestly it fits into all of those so nicely i won't i'm mindful of times i won't go over all of them but in so many aspects we just felt that this course is allowing students to develop those skills that they need to not just be successful students but to also be successful beyond high school and then in terms of cost for the course in our proposal we included uh fifteen hundred dollars for summer curriculum work so that would be
059about six days uh seven thousand dollars for a textbook and related supplies for two sections um and then another seven thousand dollars for lab supplies equipment technology and field trip support so that came to a total of about fifteen thousand six hundred dollars um and then the other great thing about the course is that because it's a marine biology course it's requiring just the biology certification so we wouldn't need any other additional certifications or special training to be able to teach it if i'm a student taking this course what do i take the next next other semester what typically is is there a natural relationship between rebiology and chemistry or whatever well but we we're also looking for developing some a research course that's coming for a semester or for a year we're also looking
060to look at some chemistry electives like the chemistry of cooking so as of now this course would stand with our forensics course and and other elective courses so it'll give genetics human biology so the students will have an opportunity to take this and then another semester course would this ever evolve until a full year of course it possibly could it possibly could or haven't been biology too yeah i mean there's a ton of stuff yeah absolutely um we you were saying how you would evaluate the course as we're going along to determine the topics that the students were most interested in so develop along those lines there is a textbook and there's a kind of a standard curriculum but we live in such a perfect spot to really take advantage of some of the natural
061resources right in our backyard there are students when you ask them where does the norwalk river go you know it's i don't know the ocean they they're not making that connection between what they do fertilizing in their own backyards and seeing how that fertilizer might be adding to the nutrient load and the sound in norwalk harbor so um it's it's really a nice opportunity to make those connections i think this is great and i had no idea we were actually raising trout already we call mr lucy the father of all if you can look i have my fish socks on for ichthyology so although i will say his first but they all died but that was trouble risky [Laughter] i do remember a former principal at a faculty meeting asking me in front of the
062faculty how many died this week so these are things that one never forgets maybe it was the principal's fault i think this is great all these things we're doing getting our students just unique opportunities is fantastic um we're actually one of the few schools that's not currently offering some aspect of marine biology uh when we surveyed uh ridgefield and westport and why not the one school that didn't have anything with sequester and i think it's because they're such a small school yeah because it hasn't there and so we're run behind okay thank you [Applause] good evening good evening so we have dr kelly holtz our il for health and physical education and eric bailly one of our teachers at times and one of our athletic trainers to present the uh exercise science class here and
063this is the first elective course we're going to introduce in the department so kelly thank you for your leadership yeah well so many thanks to everybody in the teaching and learning committee of course still allow us to present before we are happy to present our first elective for our department um it's been four five years or more in the making um some of our main hesitations with pushing something for it sooner is because all of our courses are uh required or state mandate and and we're always afraid of asking for more teachers to teach more courses but we felt like it was time to start adding some more so a lot of it was based on student interest some of our students their favorite unit is cpr safety when they can do hands-on um lab
064type of uh training and they really seem to like the idea that they know how to help somebody an emergency or what to do and sort of those like protocol policy check call care look with and feel but they they really like to use their hands and do something again like somebody else says a different sort of feeling in a class of learning so um this class would prepare students for taking courses in any exercise science program post-high school the plan is to bring professionals in have them learn anything from athletic training simple maybe not simple taping procedures to getting more into anatomy physiology a lot of science connections chemistry math health and human sciences sports psychology nutrition there's a lot of interest in how to be fit and how to prevent injury and then
065how to not be stubborn when you're nursing an injury afterwards for many of our athletes so um there there is a lot of student interest and um eric had surveyed um some students a couple years ago and um they were recently graduated and asked if they if this course would off was offered when they were here if they would take it and it was a 65 sort of yes of course we have a large athletic population as we know and so um many of them come down and and pick eric's brain anyway just to kind of like be in the room and be with the equipment and kind of know what's going on so we'd like to offer this as an elective for 11th and 12th graders to begin with um one section uh maybe
066two which would require um additional fte .83 i guess it was um the startup uh for cost would really just be the materials of the tape and anything else which would not be more than 300 safe it was only one section and then starting out with some initial introduction to exercise science sports medicine textbook there are curriculum days that would be required to put the whole class together but we're following outlines and guidelines from existing courses that have standards that are already approved and recognized in the field as the kind of top of the line if you're offering a course like that let's see [Music] this fits right in line with our the national health education standards healthy balanced living curriculum framework but again i think the the biggest of course is to get a
067class where it can be hands-on they can work alongside professionals and really get an idea for a future career whether it be teaching exercise science anything in the sports athletic training field physician assistant nutritionist and these are some of the things that come up in regular health classes but they could actually live it a little bit more and get a taste for what that what that feels like but we have a lot of kids that want to be helpers they want to know things so they can like you know jump into action so um and this would be an introduction introductory course so we didn't have an idea to have any prerequisites at this time if we were to extend it out or go a little bit further some other schools do require a health
068class to be taken or biology or something like that um schools in the area that have courses that are similar between joseph's and trumbull greenwich has the course um i think it was norwalk high school and brian mcmahon newark and and stamp and yeah and stanford as well um so this would be our first successful questions um you said it's not it does not satisfy the health requirement it would not yeah is there a reason for that or it just isn't the same or i know it's not the same but it it wouldn't qualify no the um the requirement for the adolescent health or class that it is right now is comprehensive so it goes through every single topic and this is more um pinpointed towards the science for medicine part of it and when
069you said no prerequisites um is there are you recommending it for any particular grade level um we were thinking 11 and 12 first and then if there was more interest we could open it up we were thinking that we were talking to some of the school counselors and some classes for for stem requirements if at some point that could help be a class that could satisfy one of those uh requirements as we move forward but 11 and 12 first i think it's great to have an elective in your department i mean yes expanding the choices of among the electives is great not everything you know i think there are a lot of thank you we'll take it thank you yeah yeah i think there'd be a lot of interest and i like the fact that
070it's future career oriented so it gives kids a chance to see to look at different applications of what they're what they're studying even right yeah we don't have anything that's health sciences or what you can do if you pursue health science is that also kind of a natural direction then hopefully being able to bring in different professionals from the fields allow the students to interact with them and kind of get to know them a little bit find out more about what they truly do kelly is there a certification requirement to teach the course or do we have some latitude with so these are courses that any um certified health and or physical education teacher would take they take intro to exercise intro to athletic training intro so um a certified health and p.e teacher would
071be yeah even better for athletic trainer too that's great okay yeah great course thank you thank you thank you everybody thank you kim zemo our safe school climate coordinator to introduce the dialectical behavioral therapy course dbt so if i look like i'm shaking i'm not nervous it's just freezing yes it is i'm really excited to be here to present this course this is about five years in the making we trained our mental health staff at the secondary level actually across the district about five years ago but this is really geared towards secondary at least this curriculum and so we've been working using dbt skills um in small groups and individually with students for our mental health staff so the idea of an actual course where kids are pulled out of the academic curriculum we're really
072excited we know that adolescence is a time of emotional difficulty for many youth and the onset of many mental health disorders and we also know that not all students have the skill development to manage these difficulties which we know impedes both academic and their social development so the what about this course is that it's really designed to support the social and emotional needs of students and how by providing students with the skills necessary to engage in active problem solving to make better decisions to cope and manage with distress and to identify understand and manage their emotions before they engage in problematic behaviors and so this is really designed as a preventative way of skilling up our students early on so they can better manage their academic environment as well as our social and emotional environment
073and we know that these skills are the pre-requisites really prerequisites it's hard to talk with this mask tonight that are needed to be available for learning and if our students aren't available to learn they can't consistently access the curriculum so the course provides students with the skills needed to manage again both their academic and their social and emotional health and frankly these skills really prepares them for the world of work and life and so the dbt steps a curriculum is a prescribed approach that's delivered in schools so the word dbt stands for dialectical behavioral therapy but this isn't therapy this is skill development and it with this specific curriculum is developed to be delivered in schools does not have to be delivered by mental health professionals teachers can deliver it and the reason why it's
074such the perfect setting is because the skill acquisition and then the students can practice these skills in the setting with real life um scenarios so the skills are explicitly taught and geared towards the issues and stressors that face um our teams today so um the domains that dbt covers is mindfulness which helps our students be able to increase their awareness about self their attention and self control emotion regulation so they can learn to manage emotions more efficient effectively in their relationships as well as decision making interpersonal effectiveness skills and that domain is helping them to better interact in their interpersonal relationships both with their peers and adults and then distress tolerance which helping our students understand how to sit in with their uncomfortable feelings and decrease their impulsive responses all helping them to make better
075decisions and be more available ultimately for learning uh the financial impact uh in the first year it will require more of a financial commitment to train and onboard our staff to be able to teach the dbt stuff say and then there'll be some summer work um which will be minimal as well to allow staff the time to kind of pace the scope and sequence and then there's some minimal cost for um materials which so the students have binders that they use all the skills they track their progress using diary cards the way the course is structured the skill is taught they practice it for homework they come back in and talk about how it how well it worked um where the successes were and then moving on and developing over uh 30 skills in total
076so that's really the summary of what we're looking to do any questions so it strikes me the first thought through my mind the students who choose to take this course are they going to be stigmatized by their peers hey what's wrong with you why are you having to take that course and how do we present it the way that the events happen i i think the way we present it to students is important so they understand the benefit of it i can tell you the kids uh the pilot that we're running now um the idea to take time out and focus on this they see the benefit right away and like where was the kids were like i wish i had this course sooner those that oh participating mike the question is i mean how
077do we we've got to be careful and really thoughtful about how we present it to the students so how they're recommended or you know yeah why are you taking that course what's wrong i don't think anything happens your kids can be brutal sometimes yeah and i think a lot of dealing with that upfront or how he presents could go a long way to how to how that's handled or how it's approached that was the first cell came into my mind as well what's wrong with you why are you taking the course well those discussions are are certainly done privately on an individual basis um i think all of our teenagers can can benefit from skill development and you know helping them to understand it's skill based yeah it's not treatment-based yeah um but it's a
078good point thoughtful about that i mean i think i don't know how conversations we've had about dbt but you know my daughter had a chronic illness you know barely you know without dbt she would not have been able to graduate from high school she's four years later she's going to be graduating from college i mean just it's deals with not just i mean it's not i know kids will be cruel but there are other ways that dbt works i mean to deal with chronic pain well it's been a lifesaver we just need to be very thoughtful about how it's presented how we announced and how we well the title of the course is a wellness seminar for that reason i should have pointed that out in terms of calling it dbt which you know could
079i i don't know i don't understand what it is or not could have you know right connotation but yeah by the way everybody oh there should be a requirement well no right nora was taking it you know to deal with pain but it's still the same skill set and so grateful to it i mean i when i saw this i was you know once again mindfulness wellness dbt a lot of this has become very normalized in in schools just because of the way things are developing in society so glenn i think i agree with you i think you probably even a few short years ago it may have been even more in the specter of you know why would you be taking this course but i i i've just seen a shift in both students
080and families and it's and it's a healthy it's a healthy shift towards um you know building the skills we need to be successful in the course but it costs across the curriculum so i think it's great i just think we'd be mindful of that very aware of what could you know that that possibility could be something negative sure that's all thank you but that will take a step towards i mean you know i think the more i understand completely what you're saying but i think the skills are just so great and i think they're probably used by every one of our students um you say the course will be offered as a mini and will not impact scheduling what the heck does that mean so um it will be a course and bob you might
081need to help me with the schedule or um brian um but as a mini uh they don't have to choose that and lose another elective or another full course so we have quite a few minis we're backing up against science now so we're we're making it work and this would be another one okay so they don't have this would not count as one of their course load i mean if i say it'll be a course but it won't be in the way of any other selection that they might make won't take up an otherwise a whole period thank you so much got it yeah you have questions or comments well i must say i was i was struck a little bit by the curriculum turning this into sort of curriculum um and so i'm glad
082you raised the distinction between a therapy and really teaching a set of skills explicitly that are basically life's well not life skills but sort of like wellness skills yeah so it's kind of like health only in a slightly different arena it's the skills yeah it actually actually and kelly was from dbt um and we talked about it you know this so you teach the skills to then address the unit that you're talking about and help and so they kind of merge together as a kind of tier one approach to it so um it fits nicely together okay not just talking about substitutes here are skills you can use to combat that right or other types of help yeah it's it's not like teaching substance abuse right and the skills skills to to manage it or
083address it or realizing the risks and the benefits and the personal decision making and all of that perfect okay any other questions or comments all right thank you thank you thank you so there's a lot of excitement in the social studies department about our black and latino studies course and we have lara fayette and molly palmer and of course david willock our instructional leader to introduce the course tonight and uh one of the social studies teachers were recently saying how excited people are to teach this course and people will be lining up to do so so what would you like the board to know this evening well i'll just open up i thank you for your time and letting you know that the state of connecticut in 2019 passed a law requiring all high schools
084in connecticut to offer a course in black and latino studies and pretty much as soon as that law was passed lara and molly reached out they're very excited to engage in the work and they've been doing so pretty much since then so i'm going to turn it over to them to kind of give you the details and if you have any questions about the budget which is basically for curriculum days and a little bit for materials i can take them on the other side okay so i'm just going to talk briefly about the structure of the class it's going to be a full year elective and the way the curriculum came to us from the state which is pretty robust that they've already provided us with it divides the year into two semesters the first
085semester being black and african american history the second being latino and puerto rican history and each of those are one sixth units and the other is five units so that's just kind of the overall structure yeah so um the course was actually piloted this year some districts chose to do that so we've already been hearing some feedback it is like molly said a robust curriculum there's a lot in there so that will be fun for us to kind of dig through the summer and unpack so the class needs to be offered but it will only run if there's enough students to actually fill the section and molly and i both you know have like dave said participated in um you know the state presentations uh we chose to also participate in the community of practice
086over the summer um just speaking with other teachers you know all over the state and you know we're looking forward to other kind of developments and opportunities to really work with the curriculum um can you just clarify for me the the the curriculum typically we write sort of locally we write our curriculum and then sometimes you know there are state resources so tell us a little bit more about why you chose this particular to use the state resources i don't know if it was a i didn't know it was a choice i thought it was mandated to do this and we would use the curriculum days to kind of to hone in and adjust at the local level so i think that was the message i the message i got from the seminar that we
087set in the zoom call we said and with steve armstrong who's the state social studies coordinator is that the units i think are mandated there's like flexibility within those units as to how we deliver our instruction okay all right so i i understood it that was my misunderstanding i understood that it was uh it was mandated to offer a course but i did not realize that you were also expected to use the um can we clarify that yesterday that's accurate we are they are expecting us to follow the state curriculum yeah but they're you know like anything else they they've provided us with units i think we have a great deal of latitude in how we choose to implement them what particular materials we need to use yeah okay so when you looked at the
088state um materials you you're all three certified social studies people did were you inspired by it do you feel like okay this is this is good to go or were you or you did are there any areas lacking or anything obviously that you would want to do differently i mean i think the way the units are structured and the topics that are highlighted are great are good i think they provide some materials that will be useful but i also think you know like with anything it will be good for us when we're writing the curriculum for our you know district to um you know explore some other things that we can supplement so i think that's what we're anticipating doing where could we see it's linked in the document too that there's links in the
089documents that they sign okay and then my last well one of my last questions could you just explain what the relationship is between us history and this course uh do you mean in terms of the content or like us history would be a prerequisite for them to take this okay um this we assume that this is mostly going to be seniors that would take this as an elective so the u.s history is a very rigorous uss is a junior class engineer yes yeah so the focus of the units is there's a little bit about kind of pre-history before people came to the americas but most of the units are focused on what's happening in the united states yeah yeah yeah no i and this is just philosophical because i am so old i just remember
090um when we were talking about history and like well what role did women play well you know there's women's studies over here for you and it you know sort of leaves the integration part of the whole story thing so i i'm just wanting to make sure that u.s history in and of itself you know what does that address and then is this in in more in depth is this is that is that the answer to the question it's more in depth yeah it's more in depth and it centers these particular groups of people right so um you know if you look for example at like the first semester that covers the african-american history portion you also get a back history of like ancient african civilizations before you know we even have people coming to the
091united states or even the colonies that would eventually become the united states so it's it also has like more of a global perspective as a result of that does that make sense okay but our u.s history course covers populations that aren't white men it absolutely does uh this is just going to go into way more detail because we have an entire year to focus on it okay you know we've just had nothing nothing is expected to change about the u.s history requirement and the curriculum that we deliver in the u.s history as well okay um and this is based on and who signs up do you have any sense of interest level it's an excellent question and thank you for it i don't know how many students are going to enroll some of you very
092curious in the springtime when we sit down to see if we have enough students to run a section or two what's the what's the number i think that we would take a look at that and compare it to other cutoffs that we have for any other electives that we run but that's a minimal number to offer and for enrollment you know we usually it's usually 12 to 14 is kind of where we think okay can this course run or not there are a lot of variables in play if you don't go too deep in the you know if if a course is a succession of courses we don't pull the rug out from underneath kids so we would offer you know a third year of a language for example so we'll see you know we
093generally in social studies you know we cap courses at 27 and so we'll see what enrollment is and whether it's you know one section two section three sections that we'll see it's an upper-class elective will there be any attempt by like the 11th grade history teachers to encourage students to take this class or is it just going to be offered like as we have to we usually like will advertise to other classes especially with the upperclassmen electives like sometimes people put a little video together or a little blurb or a pamphlet if you're interested um come visit so i think we would definitely um be advertising to the students any of these courses we would publicize on curriculum night and also in our program of studies so we would you know all the new courses
094look did any of the surrounding like any of surrounding dark schools that were they part of the pilot do you know if any of this is i don't know which uh districts piloted i'm not sure it may be in that really really long dock that we got towards the end i remember reading it when we first received it if you look at it it's pretty uh pretty voluminous i didn't hear any of their counterparts say that they would participate or if there was an opportunity then before you start doing some of the curriculum planning to talk or discuss with people who piloted it yeah and the community of practice that we participated in over the summer we have um you know i get emails from them periodically checking in surveys you know more zoom meetings
095to check in so there are those opportunities the ceos is offering some training in january to recharge to any connecticut teacher that wants to attend any other questions or comments yeah okay thank you thank you thank you thank you for your support of all of our programs we really appreciate it thank you ready all right uh class size report we all received this and thanks to lucille and company for putting all this data together just briefly so we sent this to you several weeks ago it contains staffing and student information broken down by school through the report you can see individual class sizes patterns across grade levels staffing including professionals and all of the other staffing that serve our schools this is a linchpin report for us every year because we're building budgets we're looking
096classes we're looking at enrollment uh we're looking at distributions and um you know we're monitoring just the the function of the building and the classes through us so um happy to take questions there's a lot of information here so i'm not going to spend any time going through it you have it but know that you know this lives on my desk yeah it's great information especially with the history of average class sizes and then you can see the range of class sizes how many are in the smaller different format yeah it is easier to read yes yeah we had a good recommendation from a former staff member yeah we're just going to look at some of the older models he's a much better person all right so this will be sort of a reference test
097yeah okay and or if it brings up questions you can always shift them over okay possible action items uh first one is attendance of non-resident students this is our second reading um any policy committee or dr smith did you want to add anything nothing to add as i you know explain the first time around i'm just looking for a little flexibility as we encounter families moving in and we need to apply some flexibility i'd like to have that opportunity to do so okay any other questions comments is there a motion to approve absolutely thank you glenn is there a second second thanks laura all in favor okay [Music] next one is policy 5141.3 health assessments and immunizations um okay you want to take us through that and again this is our second read um right
098so as i explained at the um when we first presented the policy we've had um this policy has been on the books for for a long time there was a change in the law last may uh to require in a particular uh immunizations beginning at preschool so when the policy committee uh met to add those changes we reviewed the policy again and then looking at the language we compared that to the shipment and goodwin model that we often reference and the shipment model just presented much more cleanly and so i supplanted a lot of the old language with the new shipment language so they've signed off on this ship oh yeah so there's so that's really messy because you see the old reviews right and the substantive change is um reflective of the changes in
099the law as of last may and can i be honest of course not actually read through the entire thing can we just table it till the next time sure um and point of just a question there's a whole list of the requirements for vaccinations um and i this does not have anything to do with the covet vaccine no it does not this is um reflecting the changes in the law and so reflects current law all right so nothing to do with the code of vaccine to be clear nothing to do with the covet vaccine okay all right so on jen's request let's table this time okay then we have future business and information items our next meetings are laid out there brings us to comments from the public are there comments from the public okay
100do you see many um the other isn't wasn't there december um uh yes thank you yeah included yep yeah that long long range planning portrait of the graduate long range planning right yeah all right so we have that yeah we can add it to this but yeah we've gotten notices of that okay great all right so we've gotten through our agenda um no comments from the public so our meeting is adjourned thank you everybody you