BOE Meeting (23 September 2021)

001I'd like to call the Thursday, September 23rd Board of Education meeting to order. Um, has everyone had a chance to review the agenda? Yes. Is there a motion to approve? So moved. Thanks, Glenn. Second. Thanks, Jen. All in favor? Hi. Hi. Comments from the public. Are there any comments from the public? Okay. Uh let me give my standard speech if you don't mind, which is certainly we welcome comments from the public. Uh each comment's limited to two minutes and you may find it frustrating, but the board does not directly respond. We'll follow up if necessary, but we don't respond. So, come on up and introduce yourself with your name. Thank you. speak off or do I speak with it on speak? Oh, sometimes it Okay. We came here for the exceptional school district. I have

002never felt an overwhelm. Excuse I just want to interrupt one little time. Could you just introduce your name? Kristen Jacobson, 11 Bay Lane. Thank you. We came here for the exceptional school district. I have never felt an overwhelming need to send a concern to the board of ed about anything, but we now feel compelled to do so. The two most important groups teaching education are parents and educators. There needs to be transparency and accountability from the board of ed and teachers to parents about new and modified curriculum before they are presented to our children. Biased leading opinionated teaching is inappropriate and wrong. It is possible to be a great teacher while eliminating your personal opinions on politics, religion, and sensitive health choices in the classroom. In seventh grade, our son experienced very uncomfortable classes, which

003were prefaced by a statement from the teacher. If you feel uncomfortable, you can look away or get a drink. Our son is a polite and respectful 13-year-old who cares deeply about his grades. He did not think he would be allowed to leave during the presentation and worried that his grades hinged on him staying. There were a few Zoom meetings with a guest speaker who introduced very sensitive topics. Our son was given an assignment on schooly about gender identity and was asked to complete it. He was told, "Your gender identity is what you want it to be, not what you are." This is not age appropriate material. Gender identity and sexual orientation are personal and private matters and should not be taught as an academic topic in middle school. He was also given a survey in

004another class to determine which political party he aligned with. The questions were ridiculously biased. They didn't accurately represent the policies for which each political party stands. For example, a survey question was, "What do you identify with more? One, treating people equally, or two, some people are better because of their race." We teach our children to be kind to all of humanity. However, this survey made Republicans sound like a cult of racist, sexist, condescending bigots. What child would want to be a part of that classification? Underage minors do not have a political party? There is a reason why our children in middle school do not vote, drink, drive, vote, or serve in the military. Please teach them facts, not opinions. Thank you. Thank you for your time. My name is Bianca Mkeley. Um I live at

00528-year-old Highway and I'm a mom to two kindergarteners at Miller Driscoll. My husband grew up in Wilton. Um he went to Millerris school as well when he was our daughter's age and um actually graduated from Wilton High. Um, we've been excited to send our children to to the school district and this has been um a a great impact in in our reasonings for choosing to live here. Um, however, I'm concerned uh about the recent announcement that visitors who are not fully vaccinated against CO 19 will not be allowed into the school building. Um, this is discriminatory. This is not based in science but in fear. And this new implementation will not protect anyone. and it will only cause harm. To treat anyone as though they are a less than human is wrong, especially when these

006are parents and caregivers, people who deeply love and care for their children. There are many reasons to choose to not get vaccinated to this CO 19 vaccine, and they are valid and personal reasons. Of the few that I know who have made this choice, it has not been taken lightly. Many pros and cons have been weighed, and it's a difficult decision, one that is personal to one's own personal health and beliefs. Also, as I'm sure you all know, the vaccinated can still get the virus and even spread it. I know people personally who've experienced this. And if everyone in the building is wearing masks and supposedly those are protecting people from spreading the virus, then why would this recent change need to be implemented? I'm seriously considering pulling my daughters out of kindergarten. I never

007thought I would do that. Um but I feel it's wrong and I'm going to find somewhere else for them to go um to school if this doesn't if this continues in this direction. I implore you, please make decisions for the entire school district that are based in science and not fear. Thank you. Thank you. Okay. the uh consent agenda. Is there a motion to approve? Thanks, Jen. Uh Glenn, you got a second. All right. All in favor? I Okay. Um I just have a very short report. I just want to congratulate and thank Dr. Smith and the leadership team, our worldclass faculty and staff, our motivated kids, and our supportive families. We're off to a good start. We still have mitigation strategies, yes, but we also have full-time in-person learning. We've launched our accelerated learning

008model, and we've become energized around portrait of a grad graduate. So, thanks everyone uh to such a good first four and a half weeks. four and a half weeks. All right, Dr. Smith, your report. Great. Thank you. Um have a number of updates this evening. Um, first I'd like to take a moment to acknowledge that this week marks the onset of one-year anniversaries of the tragic loss of several muchbeloved community members. Our former plant manager Cesar Himenez, um, student George Draco, and um, next week will mark the one-year anniversary of the loss of student Jacqu Lucas. Our high school has implemented support plans for those most impacted and we keep close in our hearts the families of those three community members. This past Tuesday we hosted an hour-long webinar with Dr. Andrew Gerber from Silver

009Hill Hospital who spoke about resiliency in both adults and children. He spent a fair amount of time talking about the importance of simply acknowledging and naming the stressors we experience. um as a beginning step in fostering resiliency. Um he also named the importance of adhering to good habits around sleep and diet and exercise as well as the critical importance of staying connected with friends and family. Um I found the information shared by Dr. Gerber uh to be very helpful and would invite all of um our interested community members to access that webinar. You can find it on our website under um the student support page. There's a link for uh resources for responding to grief and loss. Um on a more upbeat note, we offer congratulations to the six high school seniors who were named

010National Merit semi- finalists. Avery uh Bal, Katherine Campbell, Gavin Fusco, Edwin Gregory, uh Ria Ragavan, and Ria Ranowala. Um so congratulations to those six students. Um, also just as an FYI, um, niche.com released their 2022 rankings and, uh, Wilton Public Schools was ranked number six here in Connecticut and the high school was ranked number five. Um, we received some initial feedback from the state on our ARPs grant. uh grant reviewers uh first requested that we uh craft a smart goal for um our priority three which was addressing social and emotional and mental health of students and staff. Um so part of that process was to to provide smart goals. So um we've gone and done that um already. Um and then the reviewer from the state noted uh two things. first was um the very

011proactive interaction uh with Maryanne Salvado who is our business office manager and manages one of the grants. Um she wrote to Maryanne and said you know Maryanne and Wilton uh kind of were out in front of the grant applications and she was really grateful for just how thorough our uh preparation was. Um and then the second was a commendation for our efforts at community engagement. So that was really welcome news. Um, and then, um, just a quick note too, I wanted to acknowledge one of our Miller Driscoll teachers, uh, Jacqueline Brunettto, who has been engaged in a children's book and teddy bear collection, uh, in, uh, support of, uh, Wilton's Circle of Care, which is a nonprofit that provides support to families dealing with childhood cancer. So, we wanted to give her a tip of

012the cap. Um, and then just a couple of other very brief updates. Um we are um searching for uh epidemiologists here in the state to um do some consulting with and uh we have not had any luck yet. So we continue to um conduct outreach and shake some trees and I will um update the board if um if we can uh identify somebody. Um we'd also um pose some questions to the state about the um test and stay program that Massachusetts is running. I think it's running in a couple of other states and u we haven't gotten any um positive feedback yet from them. Can I interrupt? Yes. It would be unusual but just because you mentioned test to stay. I was on a cave call today and um uh brought the question up to

013them. Um and so hopefully it will be addressed in the next Tuesday uh webinar call with DPH and the State Department. Um and I also just because I I want to cut down on the need to quarantine for days if possible if we can do it right. Um I'd like to write perhaps a letter to DPH saying could you research this and provide us some guidance on it. So I I may do that and just send you a draft. So it's not it's not we're it's not we're going to do anything. It's just I'd love DPH to perhaps not wait for the CDC because there are some other states who have embarked on it. So maybe they can talk to those DPHEs. So anyway, sorry to interrupt and didn't mean to. Is there any reason

014we can't do our own thing? Are we liable for any reason to what the guidelines are? was so um liable I think probably not. Um however it's been our practice from the onset of COVID that we adhere to um guidance from the state department of education, state department of public health. So um you know at this point in time personally I would be uncomfortable veering away from the guidance particularly from the department of public health um because we've been I think well served so far. So that that would be my hesitation. Okay. So let's see if what they Yeah, let's see what their response is. Okay. Maybe they should they should act with some urgency about exploring. Yeah, that's all I want is just like give us an answer. You know, look into it faster

015than than you might otherwise. I just We've been pretty lucky so far, but I'd hate to see it turn a different direction. Exactly. Have our hands tied and not be able to do anything. All right. Well, let's try this first step. So, all right. Yeah. And then just the last um update I have for this report is just a note about buses. So, um we have been working with the uh Wilton Police Department. They've been on campus and in touch with the the principles. We continue to monitor traffic through campus. Um, I'm told we're making, you know, incremental improvements, but, you know, we are still, um, a fair number of minutes off our, you know, typical, uh, run times from, you know, 2019. So, you know, we're continuing to look at it, but, um, you

016know, we're not making at this point any kind of significant headway and really, you know, either reducing traffic through campus or speeding up the buses, uh, moving, you know, from one school to another. So, um, I'll continue to update you and, you know, hopefully we can, you know, come up with a better solution. But I think the, you know, the key issue for us is there's there's just a lot of volume on campus, um, in a, you know, condensed period of time. But there's there's, you know, I think the bright side is, you know, we've got some a fair number of good, smart people working on it and looking at the problem from a number of different directions. That's it for the update. Okay. Committee reports. Um, teaching and learning. Did you guys meet? We

017did. Um, all right. We talked about a bunch of things, so I'll try to talk quickly. Um, Maria joined us. Um, and we had some personnel conversations about substitutes. Um, currently there is a long we're looking for a long-term sub in high school biology. Um, and those parents have already been notified. Um, there is also a substitute in PE health in high school that, um, I'm sure eventually we will notify our families. Um, and we talked about maybe having a rule of thumb of one week if we're going to have somebody other than the expected teacher being there that they will be notified by building principles or somebody in administration. Um, we talked about equity and inclusion. Um, I have a feeling that will be a permanent part of our discussions. Um, there's been some

018conversations about uh what our kids are being taught in class um and whether or not that is what we would like for them to be taught um and notifying parents prior to some of those issues coming about. Um, we also talked about curriculum and parents can go online and look to see what uh the curriculum is in that class and possibly what the books are that they're reading. And if they have additional questions, they can reach out to the teachers. They can reach out to Assistant Superintendent Smith. Um, they can also reach out to us and share their concerns. We're happy to hear them. Um, and we will direct them to the right place, but we're more than happy to listen to what the concerns are. Um, we also talked about there were some concerns

019about um a pronoun question that went out to our students in the first couple days of class. Um, I think after all of us talking, it was really truly just a get to know me um from the teachers and it was via emails to our students in many of their classes. Um, and it was just a way for the children who wanted to share how they identified with to share that with the teachers. Um, we also talked about prior to doing that in the future that maybe we can give our kids a heads up so that they know what they're looking at. Um, but also maybe reaching out to parents. Um, because I know a number of the kids were a little takenback. Um, and maybe a little uncomfortable with some of the questions because

020they weren't expecting it. Um, we had Ken Zemo join us. She helped us with some of those questions. We also talked about the bullying process and um again we discussed what that process is um what happens if our system fails um and how do we kind of rectify that situation um and making sure that in the future I mean mistakes happen but around those areas they probably shouldn't happen and making sure that we are a little um maybe tighter with our plans months, for lack of a better word. Um, we also talked about Middlebrook, the schedule that's possibly changing. Um, changes wouldn't go into effect until next year. Um, the committee I think met this week to start. Um, they are hoping to have some sort of decision to us maybe by Thanksgiving. Um I

021asked maybe by um budget time so that if there were any changes that would have any implications in budget that we would have something to look at. Um and there was also a question that we brought up about um where was professional learning coming from formic awareness and phonics training. Um and Andrea helped out with that uh that um it's coming from some from teachers college, some from uh the Hagerty and then we also have um our speech pathologists in the building working with the teachers um because it's really their scope of practice and they're the right person to be um having teachers reached out to. And I think that that is it. Okay, a lot to cover. Yes. Or a lot covered. Thank you. Yes. in policy. Yeah. So um we met on September

02214th and we discussed uh policy 5141.3 which is health assessments and immunizations and related regulations and noted that changes are necessary to bring the policy and regulations into legal compliance with public act number 216 which revised the religious exemption to the immunization requirements for school attendance and also with um two other public acts. regarding vision screening implementation and reporting requirements for children with asthma diagnosis. We also had an initial discussion on diversity, equity, and inclusion. We discussed how policy should work in support of the district's mission and recently adopted portrait of a graduate and build upon the ideas and understandings discussed at the recent board workshop. We discussed creating and sustaining learning environments that embrace respect and dignity for all and where students feel valued, respected, and safe to learn and grow. We reflected on

023the importance of the work and need to ensure that it is done with care. We agreed we should concurrently review the district's policy and regulations on non-discrimination and bullying and intervention, including the safe climate plan. and uh we will continue to work in subsequent policy committee meetings and provide updates accordingly. Okay. A lot of work there too. Thank you. And business ops. Business ops. Uh at our last meeting as I discussed before our primary topic of discussion was creating a an accounting change or accounting shift to handle our major capital improvement projects. So, uh, from that meeting that we had, we then met with, uh, the board of finance this past, uh, Tuesday, week ago, and had a really great discussion with them. I I I think it's safe to say they're all relatively in

024support of making the change and adopting the plan. There's still some discussion they have to have, but, uh, I think it was positively received by them, and there's a certainly the rationale we're doing it makes all the sense in the world. So hopefully uh as we move forward into this next budget session, we'll be able to segregate our major capital projects out and deal with those as a separate line item under the uh towns and the board of Sleman's operating capital budget which will give us some uh assurance that we will be able to complete these projects. Okay. It was a positive meeting. Yeah, it was. There's some follow-up work, but that'll hopefully happen in the next Yeah. Yeah. And away. So, we're going to try to get it on the books for next week

025or at the latest the week after. Okay, great. Um, speaking of finances, um, you want to postpone that? Yeah, I'll just I'll give you a brief overview, so I'm prepared to do that. So, um, as I mentioned just a second ago, Ann, uh, is, uh, taking a a much deserved vacation. Oh, absolutely. So, as you know, she does double duty and works endlessly on behalf of the town and us. Um so just briefly and um when we meet again in the first October meeting, Ann will be present and she'll provide a comprehensive um review of um the end ofear spending uh for fiscal 21 um current year spending as well as an update on our various uh grants. Um but just to preview that for you um we ended last fiscal year with a surplus

026of a whopping $342. Um so we we spent our money um for this year. Um we are currently on track. Um we'll have a you know a clearer picture of any variances uh once we hit October because then we'll have um you know a full month of our 10-month employee payroll. Um so that'll be an important update on the 7th. Um our ARP and ESSER grants have been filed. Um the SR2 grant uh as you may recall that's the grant that's funding the CiderMill math interventionist as well as the part-time high school social worker. That grant has been approved and uh those funds are currently being expended. Um we are anticipating approval very shortly of the um ARP grant. Um and as I noted earlier, we did receive some positive feedback about our application. Um,

027beyond that, we also received an additional appropriation of $184,373 to address special education COVID related issues. So, that came through um this ARP idea fund uh that was established. Um, and so Maryanne and Andrea and Andre Sema are working together um to figure out how best to plan and um expend those funds. And then um we also received another uh $20,000 grant from the state to um address uh special education services. And um Andrea has um dedicated those funds to uh services that were provided uh this summer, summer related services. Um and then you can just know that when Ann's here, she will give you lots and lots more details. Okay. Yeah. I'd like to um just kind of now the dust is not settled, but at least yes, we have a better sense of

028um grant money and where it's going. So, next time will help. So, thank you. Kevin, you mentioned that intervention. Any luck? Um we found as many as we were hoping for. I I don't have I know we've been hiring. Um I don't have and I'm sorry, Maria is not with us tonight. So, um I can find out and email that to everybody um and see what we have left to hire. Thanks. Um Kevin, I think you should just keep going. Keep going. You got it. So CO update we're on to review and discuss and the first one is CO update which um well go ahead our favorite topic here uh so number of things um so last week as you know in our COVID update um we did share plans to ask visitors uh who

029are coming to our schools to confirm that they're vaccinated and so uh certainly while some view this as unnecessary um our thinking is that you know it's one more step in a layered mitigation strategy um you know really to continue to provide safeguards to our students and staff against CO 19. Um over the past 18 months, as you know, our mitigation strategies have ranged from the most restrictive um full closure of schools, intermittent remote learning, um moratorium on playground use, moratorium on allowing any visitors into the school buildings um to now less restrictive measures. So, a return to more typical class sizes, um, activities and classroom configurations that are, um, you know, more typical continuing universal masking. Um, we continue with school cleaning protocols and increased v ventilation as well as utilization of outdoor spaces

030um, and imposing social distancing during lunch waves. We also continue um to contact trace and quarantine as necessary um and provide you know routine reminders for all of our school community members about the um efficacy of vaccinations. So, while we're continuing to find more ways to make our school day and our schools look and feel more normal, we also continue to implement protocols to safeguard against the potential risk brought about by returning to some of these um in-person and more person-dense activities. With specific regard to visitors, um we absolutely want to welcome visitors into our school buildings while also ensuring that we're taking reasonable steps to protect unvaccinated students and those who are medically fragile. Asking visitors to confirm they're vaccinated helps to provide a reassurance that we can reopen our buildings to visitors while

031also continuing this layered strategy approach. Um we do recognize that some prospective visitors may qualify for an exemption and in those cases we're directing prospective visitors to contact um Maria Coleman. Um I just lost my second page. Um and Maria serves as our co liaison. And so working through HR we think that's the most appropriate um person to um to engage with. Um Maria will consider each request and then um make decisions on a case-byase um basis. Um this is a um you know approach that we're going to continue to refine. Um we're trying to be consistent with the governor's executive order around mandated teacher vaccinations. And so um you know we're also uh creating an opportunity for visitors who may not be vaccinated um to provide a negative COVID test. um and that would

032um provide, you know, clearance for them to be able to access our our um school buildings. So, you know, we're not looking to be overly restrictive. And we also recognize that people come to our schools for lots of different reasons for um you know, uh you know, whether it's to volunteer in classrooms or, you know, to do more routine business. Um and so we're trying to be flexible. Um but we do think it's important that you know we have this as another strategy in our suite of strategies. Um so I'll if you have questions I'll just I'll stop on that one and then I can continue with the uh co update. Is there a way that we can just any person who does not have a vaccination card or doesn't choose to show one or

033whatnot. Can they just talk to Maria about what day they need to provide as opposed to why they're not vaccinated or getting approval to then be allowed to come in? Yeah, I think so. You know, again, this is a it's a refined strategy and you know, we also want to protect people's confidentiality and so um you know, I think you know, Maria in her office also needs a little bit of time. So, we put in today's CO update that protocol just to reach out to her and you know, like I said, we're not looking to um you know, unduly exclude people um but trying to strike that balance of ensuring safety um and providing access um I think just requires a little bit more attention. So, is it safe to say then that anybody can

034go into our schools if they have a vaccination card or if they provide a PCR? Yeah, correct. Only because the way that you're saying it, I know the questions are going to come back. Yeah. So, I think that's it's I'm glad we're we're talking about it. So, um and I I think just it's it's healthy just to pause for another minute and if you have other questions or clarifications, let's surface them. Okay. Well, because we just had a public comment about it, maybe just reach out to that person and just say, you know, hi update. Okay, that would be perfect. Yeah, you got it. Um and then the update went out um This afternoon. Okay. I haven't seen it yet. Yeah, it somewhere around 5:00 or so. No, and you threw attention to it in

035the top. So, it's in the top. It's good. We're trying to take feedback. I missed it last. That's okay. I usually just look at the numbers and I don't go beyond the numbers. Yeah. Yeah. Yeah. Yeah. A lot of people did. So, this time you open it up and it lights up or flashing. There's a flash in your face, but it lets you know that it's coming to go look past the tracker. Yeah. That there's something else. Okay. That's great. And I think this is, you know, so the the, you know, there's a lot of details to communicate and so, you know, we're always taking the feedback and refining the process and just trying to, you know, get the right information to the right people at the right time. Well, the whole goal is to

036be safe and if there are two or three different pathways to get there, what I hear you saying is we're going to use them. Yeah, that's right. Okay. Yeah. Um, so just the the next uh update here is on staff vaccination rates. Um, so we've uh nearly completed the certification of vaccine status for all of our employees. Um, we have um about 26 staff members so far who are still unconfirmed. And you know, these are people who are um were in our substitute ranks but are not um currently active. Um a couple of coaches who are, you know, coach in the um you know, spring season, I think. And then the majority are um contracted workers who come to us through continuing ed who are not currently working. So we're just, you know, continuing to

037reach out. But the the universe of everybody else, all of our full-time employees, um all of our other covered workers, we have that information. And so of our total staff in that entire universe um except for the 26 I just mentioned, we're 94% vaccinated. Um which is it's it's an extraordinary number. Um we're in the you know high high 90s at Miller Driscoll and um Middbrook and then I think the mid to low 90s um at SK was I think high 90s at Miller Driscoll and the high school and low to mid 90s um at Cider Mill and Middbrook. Um, so we're I think that they um I don't know 94% is great um when you consider all of the folks in our system, you know, that work uh in our schools. And so, you

038know, to me, I was encouraged by that number. And I think that reflects a very strong commitment to um health and safety and the health and safety of our of our um kids and our staff. Um, unfortunately, we learned this afternoon that the surveillance program we ran last year and are relaunching soon does not meet the testing requirements for uh, executive order 13G. So, our hope was we could use this process to test at least weekly our unvaccinated staff. And so, the um, Tom St. Lewis, the epidemiologist at the state, responded to my question today and said, "Per the executive order, this approach doesn't work." Um, I did follow up with an email this afternoon to the commissioner of education explaining again what the process is. And, you know, for my part with respect to

039outcomes, I see no difference between what the executive order is requiring and, you know, what this approach would achieve. So um you know I I don't know that we'll get anywhere but I'd like to get some flexibility here because um I think the challenge you know for us and you know espec even given the fact that we have so many high such a high percentage of people vaccinated um the logistics of managing and collecting information weekly you know even from a handful of staff members um could be challenging and so you know we'd like to make it as efficient and as effective as possible. So, you're going to ask again? So, we're just gonna, you know, I think right, we'll just keep asking. We'll just keep asking. All right. U, so, you know, I think

040again, you know, to to Jen's point a second ago, um, we've been fortunate so far and have had relatively uh few exposures and quarantines. Um, unfortunately today, if you saw the CO update, we did learn of a a positive case today that's resulting in the quarantine of a staff member at Middlebrook and then uh nine students, eight of whom are at Middle Brook and one who's at the high school. Um, so that was not welcome news. Um, that's the CO update and that might be uh a good segue to the next agenda item, our quarantine. I ask you one question about before we jump, please. How are we so kids our kids um can be cruel at times. How are we approaching our kids when somebody tests positive and other children have to quarantine because

041of it? Um I would defer to the principles on that question. I don't know that we are and I I mean we have a couple here in the room that could probably answer that better than I can. Um but you know our I think you know I would say you know we fall back to our culture and climate expectations in the school and that's the expectation that kids are you know kind and respectful. Um and then you know in those instances when they're not we do have um you know policies and procedures in place to respond. Um but I would you know if you don't mind I'll I'll turn that question over to uh Jory and Bob and then um Jen and Katherine can weigh in. Jen and Kathy can win if they like. Well,

042I can I can share that at least at Middlebrook the the kids themselves are the ones who are advertising the fact it's me and so they're not shying away from, you know, I'm corn, you know, they're texting and notifying all their friends, hey, I'm the one that, you know, brought it or I'm the one that's going to be out or uh kind of advertising it in probably a very naive way. But, uh, from what I've heard and seen, I have not seen an issue of of other kids blaming or making that a a difficult thing. It's kind of a, "Oh, gee, that stinks. I'm sorry. You got to be out." Okay. I guess I'd only if we as an administration when we're sharing that with our kids who then we pulled into a room and

043told them they're going to be quarantined. If you guys could just reiterate that that this is nobody's fault. It's not this person's fault who ended up getting it. Any of us could get it. Thank you for saying that because we do. That is exactly what we do. There's, you know, there's a that's a club you don't want to be a part of. And uh they recognize that, too. And especially for kids that go through it multiple times like they did last year, it's um it's frustrating. It's frustrating to be caught in that spot where they recognize they got to be out for a while. So, um we do an awful lot to make sure they understand there's not a blame here. Okay. Thank you. Yeah. And we we haven't had any cases this year so

044far, fortunately. Um that was a concern we had last year, but it never came to fruition. You know, I mean, we were wondering, you know, would students want to um single out a person who maybe was exposed and exposed others and um to the credit of our kids, it never happened, you know. So, I'm just very proud of them and realizing that, you know, the message that we're all community and we're all in this together and this is not somebody's fault, I think is an important one to ring true. Okay. Quarantine. I think you're you're still on the roll here for number two. Yeah. Quarantine. Yep. So we have um tonight uh Fran has been um the chief facilitator working with uh district staff as well as the building principles and their staff um to

045craft our quarantine learning plan uh which remains in draft form but um Fran's going to take us through the high points tonight. So Fran, welcome and thank you for being here. Thank you everyone and um good evening. Um, as Kevin was saying, this is actually a collaboration um with basically everyone. Um, there was collaboration with Maria um Eric, Andrea um and every building uh administrator has collaborated on it and a number of teachers um number of teachers that have already um been um actually implementing this um for the last couple of weeks as we've had some students in quarantine. So let me just give you some of the context and our thinking behind um this plan. Um we started with you know what was our purpose and um we wanted to keep students engaged in

046learning while they were out for the period of time that they are during quarantine period. We also wanted to leverage the technology that we put into place last year including schooly um and all the resources that we were able to put together. Um and we also really had in mind um a sensitivity to um ensuring that we didn't um do what we called hybrid instruction which was um the model that we used last year where um teachers were in a sense doing dual teaching is what I call it because you're teaching to the students at home at the same time as the students in front of you and engaging them in such a way where you try to make them uh actually be together and interact interact. So, um we also needed a way to

047be very flexible because there are different needs at every different building. Um it's actually different for different classes and certainly um individual students. So, we had to develop a plan that was going to actually check all of those boxes. Um and so we um started with some themes and one of them was um we were going to use Schoolagy as our communication and instructional delivery system. and um actually use a lot of you know what we've called asynchronous learning and having work available for the students that are at home uh to be able to engage in. We also wanted to be able to have students that are at home for that period of time to at some times be able to engage directly in that classroom. So rather than making it hybrid, we um have

048a term called live stream, which what that means is if you think about webinars and how they work, although it's not set up exactly like that because our Zoom um program is not really a webinar, the ones that teachers use, but we've got certain settings and we've set it up in such a way that students can have a window into the classroom but not necessarily uh be interacting because that would take away from what the teachers are doing in person. So we wanted to balance those two. Um and um then we basically looked at you know how this would be implemented at each of the schools and that's where our you know principles came in and there are details in here that are really school by school. We have a Miller Driscoll version, we have

049a Cider Mill and then there's a 612 secondary version. Um like I said a lot of it is similar. So there are trends in all of it that's that are common. Um, but there's a few differences that make sense in terms of what that, you know, grade level appropriateness is. Um, and then of course there's information on what do parents do in terms of helping students out with, you know, being home with the technology, what where should they go for the information and what are the expectations. There's another commonality in there about attendance which is different than last year. Again, um what we're doing is we're um making it about work completion within Schoolooly. Um and so there are work assignments that are provided and based on um students being engaged and completing the work

050um they are able to be um what we're calling quarantine present. So they're marked as being present um in the classroom. Um, and just, you know, I think the the idea that this is in draft form, I think needs to be also reiterated. We're continuing to receive feedback. Um, like I said, we've had um, as you all know, we've had a number of students um, already in uh, quarantine and uh, receiving instruction from uh, some of our teachers that have been out front and, you know, pioneering this. And I think they're going to be perfect um, candidates to do focus groups and really talk to them about how did this work? how can we make it better um as we kind of move forward you know with hopes that this isn't something that continues and

051and is big but we don't really know so I think that having this plan into place and being able to you know serve the needs of students that are quarantined I think is very important um with that I take some questions do you mind if I just offer a couple more details and then we can get into questions so part of the um the work and the refinement around this plan um has been also to listen very carefully to the feedback we got from teachers last year and you know thematically as we were talking with staff they said a couple of things and France hit on some of those one um obvious and you already know about it was just the the challenge the real challenge they had about managing two environments simultaneously and so

052that's why we're electing to avoid hybrid um there within that um you know teachers of course have lots of flexibility you know to manage manage their own kids in their own way. And so we're going to provide these supports and structures. Um but the teachers going to have lots of discretion, you know, with these tools to support their kids. Um the other piece that I think is really important and the teachers are asking um for really clear um guidance about this is who gets to qualify for quarantine learning and this is um a a question we've had a lot of conversation about. Um so to um just kind of take you back in time a little bit, we made a choice a year ago during the pandemic to be really permissive with who gets to

053engage in um remote learning. And so if people were quarantining for travel, if they were quarantining because they were exposed, if they were home for another reason, we allowed them to engage remotely. And you know, personally, I was okay with that because there was so much uncertainty in the environment. Um, this year though, we're drawing very clear lines in the sand about who can access this kind of learning. And that's really um to support our teachers and to reinforce with kids and families that if you can be in school, it is our expectation that you'll be in school. And so we're really um fostering that mindset that, you know, kids need to be present if they can be. And so, um, the quarantine learning and even, you know, we're not calling it remote learning as

054a choice. We're calling it quarantine learning because this, um, opportunity is reserved for kids who are having to quarantine because they're exposed to CO 19. And so, we're, you know, kind of refining, um, exactly what that trigger is. Um, we're, you know, presuming that, you know, the nurse will have a list. Um and I think as part of that too in service to just you know providing a little bit of support so teachers can plan appropriately um and I think you know maybe we can use today even as an example. So we learned late this afternoon that we have a handful of kids that have to quarantine. Um there may be for some of those kids some lag time tomorrow um before they're actually um accessing their classroom via live stream. And so, um, what

055we're, um, setting up with our teachers and we're going to need to provide them some additional time to do this, um, is through schooly to ensure that they have at least initially some asynchronous activities that they can engage with, you know, while the teacher has a little bit of time to make contact while we get the uh, quarantine specialist set up, which I'll talk about in just a second. Um, and then they'll have the schedule where they can access via live stream their classes. Um, and so, you know, we don't want anyone, um, to be mistaken that this is, you know, somehow going to be a proxy for actually being in the classroom full-time. It's not. You know, what we're trying to do is just, you know, keep kids engaged and, uh, afloat while they're

056having to manage their quarantine period. I think, um, the other piece that's really important to note is, um, we're going to be leaning heavily on, you know, this role that we're calling a quarantine support specialist. and um you know by uh type you know what we're imagining is this will be you know kind of a a permanent building substitute um and so these people are not yet all in place we're just having difficulty you know finding full-time people so um you know we're working as quickly as we can to put them in place but um we're imagining that um once these folks are in place you know this individual will be the first point of contact for a child when a child's out on quarantine and so you know just imagine you know a facilitator

057you know, Jory um today when we were talking about it referred to it um the role as a triage nurse and you know that's probably apt because we want someone to check in with the kid, make sure that a child has um access to his or her schooly account um can find the assignments and then is clear um you know what you know the respective schedules are so they can access their live stream and then um if a teacher is teaching um and you know can't um respond to a question from a kid that's on quarantine we'll have the fallback that the kid can access the um this other person, this quarantine specialist. Um and so I I don't expect it to be perfect. Um and I certainly as Fran just said, you know, we're

058again deliberately describing this as a draft. Um so, you know, as we get more feedback from, you know, the teachers who are managing quarantine learning, we'll continue to refine and improve. Um but our goal is really um just to try to keep kids, you know, engaged and keep them from falling behind terribly. So, um, you know, I think so far, you know, we've had a handful of folks at Cider Miller who've had to quarantine and, um, again, I wouldn't say it's been a great experience. Um, but I think it's it's kept kids moving. Um, and then, you know, similar, we have some kids over at Middlebrook today who have been quarantining and, you know, I think the teachers too have been, you know, keeping in touch and just trying to keep them in the curriculum.

059So, thank you for that. How where are we currently in this process? So you said there was the middle quarantine that came through this afternoon. Are those kids starting tomorrow, starting Monday? Are are the is the Yes. New only already up and going. Uh so I I don't know what teams those students are on so it's hard to say. Uh and this is just me talking. I don't have the information in front of me. And so I would say it'll probably vary depending on where they are. So, if it's another uh child that's, you know, on a team that's already providing quarantine learning um and there's not a lot of setup, the kids probably will be able to jump right in. Um but if they're not, then there'll probably be um some lag time, you

060know, for the first part of the day tomorrow at least where they're going to have to engage with some asynchronous work while that gets set up. And we're moving towards the point where that won't be the case that all all classrooms will be, you know, quarantine learning ready. Um yeah, I don't I can't say to you, Ruth, in fairness to um you know, just to the the range of staff we have that um every teacher will be prepared at some point in time to immediately jump to quarantine learning. That's why we also have the specialist in place or will have the specialist in place just so there is um an immediate point of contact but more like even if the teacher but the infrastructure yes we set and ready to to go. Yeah. And so

061there's no lag on on that on that end. There ought not to be. So the the other part of it is that there is a lot of prep on the teachers part that isn't in schooly. So, if you think about what's already in there, we've got our units, we've got our learning resources, that's been in there since last year. And, uh, teachers continue to update, you know, as time goes on, but if a, uh, student or students in that classroom are quarantined, they also have to set up like a schedule and updates and, you know, put the information in terms of when they're going to be live streaming and when it's going to be asynchronous. So, that in of itself might take time to just start up. And I think to Kevin's point, once there's

062a quarantine learning specialist, the um coordination of, you know, meeting with those students and saying this is where you need to go today and and getting that set up in the morning um will facilitate having um that happen sooner. Yeah. And I'll give you an example of why, you know, in some instances there probably going to be a bit of a lag. So, we were doing some brainstorming with some of the Middlebrook staff and so um understanding that they they operate on a team. Um one of the staff members was imagining, you know, if they've got, you know, multiple kids on that team, but they're in different classes that they'd want to regroup the kids that are on quarantine. Um so, they follow a similar schedule. So, when the math teacher is um you know,

063teaching a lesson and has kids that are streaming in, they're all together at once. and then similar you know for each of the other teachers as a way to just manage you know some of the efficiency of the technology. Um so you know those are pieces that I think you know still require some refinement and you know if you can imagine you know working you know whether it's through an administrator or with a quarantine specialist kind of on the fly having to reorganize kids days you know that would certainly invite some lag time before they're you know fully ready to go. All right, Kevin, I understand that part, right? I understand there's so many kids. We got to figure out their classes. I'm not I'm struggling with the the live streaming part. Why are teachers

064aren't ready? Like what what's the lead time between them knowing that a child in their team or class has been quarantined to them being able to flip on the camera or whatever the program is and how it work? Yeah. I don't know that it's so much a matter of simply flipping on the camera. you know, one of the um teachers I was speaking to yesterday noted that um while he he's got his camera, you know, if you remember last year, we had like a multi-creen setup. And so, you know, there was some, you know, just some, you know, like technology considerations about how you flip through different screens, whether you're broadcasting the Smartboard or whether you're streaming through the camera. So, I think some of those are some of the things that um you know,

065they just need to sort out and this is why the teachers just need time um to to figure all of that out to make sure that they're ready. Um so, you know, in terms of how much of a lag time, you know, I really can't say that it's I wouldn't imagine it's extensive. Um but I don't think that it's simple as simple as just turning the thing on. Um and that's what I heard. That was some of the feedback I heard yesterday. Okay. So, it's different than our kids zooming in. I mean, I get that they can't communicate. They're just watching, but we're not. It's not like we're zooming in and that's what we're doing. It's something different. I'm just Well, so yeah, and I I think so here's I guess that's it's a great

066question and you know, this is where I think we all just need to um remember and I'll I'll use myself as an an example because I think I was coming into this this summer as we were thinking and planning and talking about it, you know, thinking, well, what's the problem? you just turn the camera on and the kids are there and they can watch and things are happening. Um but you know I'm not a teacher in the classroom and you know the feedback that we're getting from the teachers and you know is you know the classroom environment is dynamic and so there you know there are some classrooms in some moments and so we'll just use the um the math teacher example you was in talking with this gentleman yesterday and you know he said

067in his case right he would want his camera on the smartboard because he is directing lessons at the smartboard he's modeling and so on but that's not necessarily true you know for every teacher in every class and so for some other teachers It might be you're zooming, you know, through the computer screen, you know, or you might be, you know, looking directly at the teacher. And so it's just some of these, you know, I don't think there are significant variances, but, you know, there are enough that they require some additional thought and planning. Okay. I guess I just thought based on everything we went through last year that this would be a little bit of an easier transition. Yes. And I I completely support not doing hybrid. It's not fair to our teachers. It's not

068fair to either set of kids either. Like everybody's missing something. So, I do think this is a better way. I just I guess I'm struggling with the Yeah, fair enough. And a more smooth situation. I do think that it's going to change as time goes on. I appreciate that. My point is like we know this is going to happen. Like our kids are going people are going to get CO and we are going to have to quarantine. So, I'm just wondering is there a way that we can get ready so that we're not waiting for it to happen and then we're trying to put a plan in place. Yeah. Well, Jen, I wouldn't say they're they're not ready, you know, and I think, you know, when we talk about a lag time or, you know,

069readiness, we're also also reflecting just the the dynamic nature of teaching and learning in the the classroom because it's, you know, you're hitting class periods at different times and they're different, you're in different phases of instruction. Um, I think, you know, to your to your point in wondering, um, if we think about the Ser Mill example, and I'll use my son as an example, he was quarantined, um, a week ago. Um, you know, in his class it was almost instantaneous, okay? You know, and so, you know, they were ready. I I think I have to imagine that there probably was some scrambling in the background. And I'm sure and I would totally expect that. I guess maybe I'm hoping that our norm is that it's instant, but we can expect that on some occasions that

070there will be a lag as opposed to our norm is that there's going to be a lag and maybe and I I think hopefully what you're hearing from me too is I also I want to manage expectations because not everything works perfectly in every case. And so, um, I'd rather, you know, frankly, underell than oversell, um, and and that I just want to be realistic about, you know, we we're talking hundreds of teachers across, you know, that many classrooms and, um, it's just it's not perfect in every instance, right? Just want to make sure that there's a way that we can be ready that we're ready. Yes. And so, I will tell you, you know, the um, lots of people have been working on this and the administrators and the teachers too are um, are

071committed to that. Okay. I I think one of the more important pieces is the idea of quarantine present and what the criteria is for qualifying and I think that communicating that out directly and succinctly and how that works um will be important. Yep. And the teachers have been a very big part of um you know developing what the assignments would be and you know how to check in and ensuring that that students have um really engaged in the learning for that day in order to mark them quarantine present whether it be asynchronous or synchronous in terms of their participation. If a teacher has one student who's in quarantine, would he have the option to do a hybrid arrangement where this the kid they can talk and participate? I mean, why are we saying no to

072hybrid? I I I'm it basically um hybrid is something that is you know as you know we did last year and um it is um it wasn't a perfect situation and well but I'm sure there were some teachers who did it quite well and if a teacher feels comfortable in doing it and having the student participate being there and why can't the teacher I think this is an example that it's it sounds simpler than it actually is and so some of the the the overwhelming amount of feedback we got from staff across the upper three schools was when they're attend this is what they're saying to us and you know I I I accept that you know there's also you know a continuum of effectiveness across our our staff but you know what I heard

073loud and clear was our teachers felt ineffective because their attention was divided and you know what contributed to that you know could you say it was you know because there was more than one kid or only one kid I think you know that probably comes down to individual circumstances, but thematically, you know, that feedback was overwhelming. Um, and I I think also, you know, we based on that feedback, you know, we're trying to set up some structures that, you know, again, far from perfect, but are, you know, hopefully supportive to the student, hopefully supportive to the teacher. And we also know that, you know, we have highly professional staff who have their students best interests in mind and are going to make choices that are in the best interest of their students, you know, and

074it has to be all the students, the students in front of them as well as, you know, the students who are stuck at home in quarantine. And then I think to Kevin's point, it was overwhelming with their teachers, but it was also many of our kids felt the same way that whether they were at home or they were in the building. They kind of felt like they were missing half because the teachers divided or they're talking to this person, but they're looking this way. And it was it was just a lot of last year was different from this year. This year we're talking minimal numbers of students, one maybe two. I mean, last year was classes, half a class or whatever, right? And this year is very different. the teacher wanted to do a hybrid

075arrangement with one kid. Why couldn't you do that? Right. Well, again, I think, you know, I think this is a a starting place. Yeah. No, I'm just waiting the question, right? And I and I have to say that um I I'm on this cave list, this Connecticut. So, anyway, I see a lot of questions from board chairs or board members like, "What are you going to do for quarantine kids?" A lot of the answer is we're going to give them packets of material, right? So the fact that we have I think a plan that you know certainly was collaboratively developed, it's grade level specific, it's subject area specific and it does use a range of tools I think is a tremendous credit to our faculty. No, I I know they pulled off miracles, but I

076was in classrooms last year just a little bit to watch the hybrid. there are so many balls you have to juggle to do it correctly that um to open up a camera at all this year I understand sort of a little bit of like oh my gosh because you don't want to take away from the in-person learning so I think if we can open the camera to visual and listenon mode that's going to gain the most for the kid distract the least from the um kids in the class and be as smooth as possible for the teacher and I think that's all we can okay hope for besides no quarantine right we definitely need to hope for no quarantine yeah or a minimal amount of quarantines can we end this segment on a positive note

077yeah I think they've done tremendously here speak on the from the middle school perspective and the high school perspective because that's where my kids are the number of teachers who are doing paper teaching as opposed to being on a screen has been a that and I truly appreciate it for getting our kids off the screens. Um so those of your teachers that are doing it, thank you. Um but it's been quite a few of them and the buzz around town is um is happy about it. That is a great positive note. Good way to end that section. Do you have the next one too? No, I'm just kidding. school plans, Middle Brook High School tonight. Great. So, welcome Jory, welcome Bob. And we'll uh we'll start with uh uh Mr. Higgins. Thank you. Good evening

078everyone. And I'm happy to hear speak about work and what we're doing, exciting things that are happening. Thank you to for taking care of the document for us as we we work through it. But as you as you look at the the document, the very top of the the language here um hopefully is nothing new to any of you that Kathy and Jen spoke to at the last meeting and it provides the overarching perspective from the district point of view and the sense of care uh for students and building self-efficacy in them is based in all of this work. The nurturing of a culture of collective ownership and shared leadership, the engaging families and community as partners is kind of the overarching umbrella from a district perspective. I want to pause for a second because

079at the very top it it talks about we if we and um and talk about this for a second for what that means because we're blessed to work with incredibly passionate and caring dedicated professionals who create this culture of care for their students. And it's important to understand all this work that is going to that you're going to hear about in a minute must incorporate that social emotional well-being of the students and as mentioned a minute ago their self-efficacy or or if you will their confidence and desire to do their best uh and understand that we stand ready to help them when they need it. uh just this week and give you a wonderful example of this. Um an eighth grade social studies teacher who when she hears this will be very embarrassed that I'm

080pointing this out, but uh eighth grade social studies teacher shared that the team has been emphasizing the importance of um taking notes, note-taking and how to do it and how to do it well. And she said, and I quote, she was blown away by the high quality of notes the students were able to produce. And this is on the enlightenment, not an easy subject. and she said students of differing abilities were able to produce awesome notes that were focused, organized, and well thought. And she was advertising this to her teammates to say, "Hey, look at what our kids are doing." So, it's just a a quick example of how teachers go about celebrating what the kids are doing. So, that well-being for the students and our collective desire to help them build that uh help

081them feel good about it is really the the basis for all this. And honestly, it it whatever else I say about the action plan uh then it wouldn't matter. So that we at the top is very very important. So from that district theory of action, what does that look like at Middlebrook? You'll see similarities again to the work that you heard from Kathy and Jen last week and you hear from Bob momentarily. uh the collective ownership and shared leadership around student success using the accelerated framework, the assessment information to plan instruction that's responsive to students academic and social emotional needs and then engaging families in the and the community as partners in the children's success. So we have from there we have the essential question to nurture the culture of collective responsibility and then goals

082to make it happen. So with the goals, the backdrop of the accelerated learning and student performance is demonstrated on standardized testing and reading and math. The culturally responsive instruction by increasing interactions with materials and activities that reflect the cultural differences of our student body and connect continue really to connect with uh our families in a trusting, respectful, supportive relationship with families and students. So, if we as we drop down to the action steps, just a quick reminder of the the format here, you'll see the corresponding goal to the left and then the action steps. Reading across, you'll see the time frame, who's responsible for doing what, the resources, and then the potential barriers and results or outcomes. So, I'm not going to read this to you, but I just want to highlight aspects of the

083action plan to bring it to life for you. We've already started this work uh to encourage that shared ownership of success already in our building. We want to make sure not to lose sight of that responsive lesson um lesson planning u throughout our scheduled professional development this year. All the teams, the administrative team, the IETS, we all need to demonstrate this through our efforts throughout the year. Uh an interesting aspect of initially sharing this with our leadership team was that you know our focus was really with our humanities and math departments and our leadership were very clear to say hey wait a second let's make sure we're including stride uh world language our support services and uh keeping all of those departments in the loop and quite honestly it was kind of a wonderful feeling

084that they they really were saying this is going to be a team approach across the building it's not specific to just math and reading so we had already introduced the acceleration framework to some of our staff last spring and that's thanks in large part to the work of our coordinators uh Karen and Trudy. So it wasn't brand new for everyone this fall but as we introduce or for some or introduce it to others this fall we're making sure to hold steady to our scheduling for professional development and keeping a focus on that schedule. So after starting with the introduction of these frameworks and making sure that we have a common understanding of the language as well as paying attention to the potential barriers and anticipate some of the pitfalls you know the old idea of

085the imperative versus the important competing with each other. Um so next we want to encourage it specific uh in specific planning to improve the student growth and achievement. Just this week we had professional development specifically to look at the results and then how that does how that's going to inform our teaching and learning. I'll give you a couple of quick examples. Let's say for example that uh students struggle with analyzing the relationship between dependent independent variables. We want to work uh to point our instruction towards the units of instruction and the standards we're trying to reach um to make sure that we're keeping alignment or potentially compressing certain grade level standards into instruction. And the main reason there is because we know the standards continue into the next grade level. And there's um and keeping

086the students at grade level work is the important work here. Uh a non-math example would be if we recognize that a student or group of students struggle with analysis uh within or acrossformational text. We want to make sure that we realize that that learning didn't stick for those students. So that we want to make sure we address that as well. So throughout this document, you're going to see those sorts of things where we recognize and name the potential barriers uh mostly of the time stealers. And by naming it, we're hoping to also keep our eye on that prize in the in the end. Uh we'll measure our success constantly. We should see it in the richness and depth of not only the conversations that lead to the shift in planning, but ultimately in our instruction

087that in turn will positively impact the student performance. So sliding down a bit, we want to make sure we increase and improve the use of interim assessments, keeping in mind that there are months between the administration and the MAP assessment. So we want to make sure we have the ability to track progress along the way and make the necessary adjustments to be successful, help the kids be successful. And then as we monitor the the three MAP assessments, we want to make sure we identify areas needed for targeted instruction. Our coaches will be important resource to the classroom teachers in this effort. And we're going to work with that with the IETS as well to make sure that they look for observable work, examples of evidence for example of scaffolding or what are we putting in

088place, how's it working, how do we know. Um we're also scheduling administrative participation in IETS regularly but specifically monthly to to look at uh the student progress. So throughout the year we've planned the professional development. We've got the modules in place to support the work on the acceleration framework and we're going to track that progress through a results-based coaching tool. The last action step attached to these first two goals is really to create opportunities for reciprocal observation for teachers. Um that's focused on an element of the acceleration framework and it's uh it's a critical approach if you will uh where smart individuals can come together and observe each other and discuss strategies for improving instruction and refining it as well. So shifting to our last two goals. I'll I'll try to be a little quicker

089through this, but you'll see and hear language that's similar in all of the buildings across the district. So the third one, culturally responsive teaching. The action steps include incorporating culturally diverse literature and providing interactions with materials and activities that are reflective of the cultural differences of our student body. uh identifying connections within the curriculum and then with opportunity to incorporate a more diverse contact content uh where culturally diverse lesson plans and content are created and implemented. And then in addition, our district equity and inclusion committee will be developing and providing professional development uh throughout the year as well. And then our last area and then I'll stop talking, pause for questions, is our family school partnerships. uh students cannot be successful without that third part of the triangle. Uh students, teachers, and families. So, you'll

090see and hear from us and and the district that any any of our open houses, you'll hear from every one of the teachers how communication is key and creating the opportunities for clear and open communications for school and home is nothing new, but it's a renewed focus and uh for supporting our children. And one example certainly at Middlebrook is our Friday letter uh that goes out obviously every Friday. you might have guessed. Uh, additionally, in conjunction with our wonderfully supportive PTA, we're coordinating and engaging our parent community in meeting the academic and social emotional needs of our children. Uh, quite honestly, we wouldn't be successful without that partnership. So, our team will engage with organizations outside the um community to provide support for our youth, and we're going to create opportunities for parents to meet

091with our resident experts as we have in the past. But um you know the examples in the past might have included things like how to better understand schooly or powers school. Our SRO's have provided information to parents on social media and and look for us for parents. In the past we've been those been known as coffee with the principal and those that know me know that I don't drink coffee. So I just want you to know I'm okay with the title. It'll be all right. We'll keep it that way. And uh and finally, I just want to um add that we're really excited by this work and we truly appreciate the weight, the importance of it and uh happy to answer any questions. Sorry if that was too quick. Um, sure. I think this question

092came up last time and this is sort of more global and perhaps better for Chuck, but um with our goals the percentage of students who will meet or exceed grade level standards um I I just keep wondering if if it could be pushed up a little bit and um I don't know whether it's better to be aspirational or or what, but it implies a fairly large percentage of kids who might not And sometimes that seems a little high when you do the math and you go, Mhm. if 80% are making it, that means 20% aren't. And I don't think we would be happy with that. So again, I'm trying to be realistic. I don't want to be driven by numbers, but I'm just wondering what our goal should be there. That's all. And I think

093it came up last time, so I not trying to pick on Middlebrook at all. Thank you. And just asking a very general question. Okay. Um and then um You know, I I sort of I'm I'm in the be careful what I wish for framework because um one thing we talked about last year was sort of using data more regularly and there's so much data in here that um I hope it it Do you think it's the right amount? Um or do you think we're over overloading? Well, do you know do you know what I mean? I I I think I do. You know the counting too I mean it used to I mean I was always saying we need more data. We need more data. And so here you're getting even more formal about your

094IET data teams, etc., which is, I think, great and important. Um, but I just hope I haven't wished for too much of a good thing. Well, admittedly, I think that's that's part of the shift for us. You know, administratively, we didn't necessarily sit with any kind of regularity and look at the uh the student scores and say, "Okay, now what?" And we're going to be doing more of that. We'll be doing that more as grade level teams, as IETs, etc. So there's a there's certainly a heightened awareness about all of that, but I think um you know the professional development that happened yesterday and that was thanks to Tim Neville who came and spoke to our staff who really um identified how you can take a score and then what does that mean and then

095what does that mean for your instruction? What are the specific standards that these children are demonstrating a lack of understanding on? And that way our unit instruct units of instruction and our standards can be aligned so that it's not a it's not a guessing game as to this child is in this arena of the maybe the 20%. What does that mean? It's what are the what are the skills that they're demonstrating they're not uh meeting benchmark on. And then I I thought the description that Kevin shared with us yesterday on IET team was was great. So, um, I just, you know, thank you for all the sort of in-depth work and, um, all of that. So, yeah, it's it's carefully thought out except for maybe the goal number itself for me. Anyway, thank you. Other

096comments, questions. Yeah, I I want to second the goal, the 80% thing. Yeah, I mean, if we're going to go I think we were sixth in the uh ranking according to niches.com. Okay. How do we get to third or fourth or fifth? Is 80% is accepting 80% the number that's going to get us there? Well, if you if you read the article, they also um devalued SAT and ACT. So, but I I take your point. Okay. Yeah, that that's all. It's just I mean, how do we get from sixth to third? Yeah, I I think that you know that the challenge is we hear you. I definitely hear you and it's a conversation that's you know, not it's it's it's not a a done deal. And I think um you know understanding where our kids

097are too is big. And so um I think again you know we want to it's that that balance between you know being truly aspirational and overshooting the mark and also um you know under reppresenting our our So um so I think we're it's we're in conversation about that and we we hear you. Okay. Um, you know, if you don't mind, I just So, um, Jen, you made a comment yesterday and it was one that, you know, I I take very seriously about, you know, sometimes at at this level, you know, we talk about things and then you just wonder like, do they actually come into play in the classroom? And so, you know, I thought, you know, you made that point again yesterday with the description of the IT, but the the focus of these

098plans, like really the the thrust of this work is classroom teacher work. And so, you know, the effort is to set up the the structures so that our teachers are best equipped to have the information in front of them that they need to make, you know, good real-time decisions about kids. And then, you know, for all of us to be able to step back from that and look at growth over time and so, you know, I it's, you know, my intention as part of this to invite all of you into the classroom to see some of these things unfolding in real time so you can actually um, you know, see the connections. And I think the challenge as Jory was describing, you know, some of these practices while they're not new practices for everybody, the

099new for some. And so our challenge as a district is to bring them to scale. Great. Okay. Any other comments from Middle Thank you, Dr. Smith. So, we're pleased to report on our Wilton High School Warrior action plan. And we're going to focus as well on the accelerated learning framework. And as you can see from our theory of action that applies to goals one and two, these are our math and ELA goals, which are clearly important goals for us. So, um, process-wise, we met at the district leadership institute and we agreed that we would adopt this accelerated learning framework. U, we really bought into it under Kevin and Chuck's leadership. So in our own Wilton High School leadership institute, we presented this framework to the to the Wilton High School um leadership team. Um they

100lot they really liked it. They adopted it and as Brian and I were talking earlier, they they gave it quite a warm embrace. Um it was very wellreceived. So at this point, the instructional leaders have rolled this out during initial department meetings and also in their IES for our teachers. And we've got some really good coherence right now across the departments around this accelerated learning framework. Um, as an admin team, we always go out and we participate in the IETS. And right away, we heard conversations around some of the tenants of this accelerated learning framework that I'm going to discuss a little bit in our uh theory of action. In addition, the administrators and the instructional coaches and the IELs are working to educate the staff about the framework and how to implement it. And

101this really is part of the work as Dr. Smith said. And I would I would reinforce what he said. If you want to come out and visit our classrooms, come out and see the wonderful learning going on. I had the opportunity just in the last couple of days to be in science and math classroom. Um the red carpet is open to you. Okay. Um so Lucille, as I go into the theory of action, I'm going to ask you just if you would just click on that link to the accelerated learning framework, that would be helpful to us. The PDF. Okay. Sorry, I have it in front of you. So, um, if you have the language in front of you. So, our theory of action for these important goals, the math and the LK goals are

102really focused on these important constructs in the theory of action in the Excel leader learning framework. So we talk about creating highquality formative assessments using data teams in a collaborative setting around um district and course and classroom assessment results. Um reviewing current academic tasks to ensure alignment to standards and appropriate level of rigor at this time and also identifying the necessary scaffolds that learning is accessible to all of our students and they're supported in trying to reach their high learning goals. um we're engaged in progress monitoring and then really what's really important is to make the students aware of their growth. We try to take a strengthbased approach so that their growth areas in addition to their strengths and build their self-efficacy which is one of the constructs of the accelerated learning framework and we

103feel that's very important. So our goal, our goal and our theory of action is to accelerate learning, have students show higher academic growth, less variability across classrooms, and then just be confident about their work in the school setting. And then finally here, just in terms of our theory of action, we really want to actualize the portrait of the graduate. We're starting to roll that out in the school community. We believe if we do these things, these aforementioned items, students will meet the goals of the of the portrait of the graduate. So some of the specific action steps under mathematics and I'm going to talk about mathematics and Brian will talk about Brian will talk about English. Um specifically our goals here our goal in mathematics is to raise our achievement on the kinetic SAT which

104of course is our um benchmark assessment from 76% to 80%. Um in spite of the previous conversation that is an aggressive goal right now that we're working with these students. Um, if we can get to 80% with this cohort of juniors, we will feel very good about that. Um, and we want to raise the EVRW, evidence-based reading and writing, from 92 to 94%. Uh, it's noteworthy that actually our our our goal our our achievement last year in um on the SAT, we actually in spite of the pandemic, we raised our achievement. So, um, in terms of literacy, English, and social studies, we're very proud of that and our teachers are very proud of that. So specifically in mathematics and this work is already ongoing. I mean our teachers embraced this work under our leadership right

105at the beginning of the year. So the math teachers so I'm I'm on the action steps now under mathematics in in the lefth hand column. So the teachers are engaged in these IETS these instructional effectiveness teams and they're working on ensuring that they can get together and work on this acceleration framework. um you know analyzing data and and doing what we call data team training. We actually did the data team training last year with the support of CES, cooperative educational services with the math department. So the math department was able to hit the ground running this year. We actually use that model as we rolled it out to all the instruction leaders as we try to propagate and promote this data team model throughout the different departments. Um we have already built into under under

106Mr. competing expertise with the master schedule taking over. Um we've got common planning time for teachers in algebra 1 and algebra 2 and geometry so that they can get together and implement these strategies. Big piece of this right now is monitoring the progress of students in the two-year algebra 1 class which is already ongoing in that class right now. And then just in terms of the data analyses, you know what we're doing. We analyzing the 2021 PSAT and SAT data to identify the students who did not meet the benchmark and then identify what do we need to narrow the gap instructionally. And as teachers engage in what we describe as common and formative assessments also to identify where students strengths and weaknesses are, they're more in tune and can be more granular about specific personalized

107instruction for students, which is the key for all of the students, not just the students who are not meeting benchmark. Um, this next step is new. We had some success over the summer with the Horizon program. So, we will be administering this very soon to all of our juniors and we feel that this is a good step to get good feedback on student performance. Um, it'll be a benchmark assessment that we can assess where the students are, get a sense of where their skill sets are, where there may be gaps and weaknesses and then use that to inform instruction. So, in addition to the PSAT, we'll be administering the horizon program. we'll get real-time feedback which um you know based on the feedback we've gotten from Trudy Denon is really quite granular and quite helpful

108to our teachers. So we're hoping that's going to be an excellent step um towards really again personalized instruction for a mathematics student. So, um, we're looking forward to that actually, of course, as you would imagine. And, um, couple couple more final steps here. And this is the key that I've alluded to, you know, using these data points to, um, personalized instruction for the students. The idea that each cohort of a certain section of a course is different and that there's a range of learners in there and how do we meet all the students needs is going to be the focus for our teachers. Um this is not a new step, but as as you're aware, you've heard this. Um the math department will will implement um SAT type strategies and problems into the regular curriculum.

109We've always prided ourselves in not taking students offline for um a number of weeks as these important tests approach, but rather integrating it thoughtfully into the curriculum so that we're moving the curriculum along. So, um, just that's a big part of just our ethos and our belief of how we have high quality instruction in the Wilton public schools. Um, and then analyzing the data from these CFAs, the common formative assessments again in the IET. So, when I was discussing this recently with Cindy Jericho and and Dr. Evelyn Sable, um, they were they were really quick to point out, you know, this is already going on. they have the work in place and the model in place for the um for the data team process and talking to Cindy earlier in the week on Monday she

110said you know what we've already administered our first count in formative assessments and by Wednesday these teachers will be engaged in these um these this data team work in these IETs so just for example there there are IETs in um in geometry in algebra 1 in algebra 2 in pre-calc so the teachers are engaged in this thoughtful work to try to ultim imately just help all of our students achieve. So there's a lot of really good work going on. Um it's thoughtful. It's based in the accelerated learning learning framework. It's researchbased and we're looking forward to right now administering the horizon assessment and also get the PA PSAT data so we can keep moving forward. Mr. Pet, uh just to add a little bit about um the work going on in Matt because I have

111been involved in in those efforts. Uh, I do just want to um say a few things about our instructional coaches. They've been helping out with um all of our planning and uh the all of the groundwork that needs to be um laid out for our uh analysis of the data. So one thing that has been um uh clear I I hope in our plan is that we are going to collect and analyze a lot of data and that is uh you know fitting into our acceleration framework so that we can um you know figure out what our priorities are and then have our um uh our analysis uh with the results and then have our responsive teaching. So uh one thing that uh like Dr. O'Donnell had mentioned, one thing that I have found quite

112um uh refreshing is that uh in spending time with the math teachers at department meetings or in their IETS, uh there's already uh an adoption if it hasn't already been in in their just pedagogical approach. Uh there there already is an adoption of this type of cycle. So, we're frontloading a lot of data collection and analysis at the beginning of the year. And I think that it will lead very nicely into um our our design um um task uh work that we're going to do too. That's part of our acceleration framework. um then to to take that and and dovetail into what we're doing with our uh ELA efforts and um that for the most part comes with our English department but also with our social studies department and uh I know that there are

113uh all all departments are working towards our understanding of these skills that we're measuring uh with our ELA work and the SAT and PSAT everything contributes to it. Uh just to highlight like like Dr. O'Donnell uh did um and as you see here uh as noted with the number two in the far left hand column you know we do have some PSAT and SAT data from previous years and we will be uh taking a look in December when the uh October PSAT results come in we'll be taking a look at that information to see where we do have our strengths and where we do have areas of growth where we can focus and have our responsive teaching efforts um uh really pinpointed. uh we definitely will be doing that so that we are uh identifying

114those students especially those that are right on the cusp right um often referred to as our goal huggers um to make sure that where we can boost specifically that group of students who are very close to achieving goal we're we're we're smart and strategic about it but at the same time uh we want to make sure that everybody is um making growth too so it's not just those students that are right on the cusp of entering that new um category for their performance. But um but all and uh I I I believe that um it was mentioned when we were talking um about the Middlebrook model. One thing that we want to do especially with English and social studies is make sure that uh as we have many electives in both departments that we are

115aware of uh what we would say are the alignments and the progressions from 9th grade to 10th grade 10th grade to 11th 11th to 12th so that we aren't duplicating our efforts for what we say is priority. And so that uh leads to just uh the our third um item here with the number two next to it. Reviewing the written curriculum that we do have to make sure that we are aware of what we are considering to be grade level so that we're pinpointing our efforts, not duplicating unnecessarily possibly recycling, but uh making sure that we have uh that vertical alignment to maximize our time and efforts with with our students. Uh, another thing that um we've already started talking about, uh, the English department uh, um, I've stopped into some of their department meetings

116and their IET time too. And the idea that we will be spending time looking at how to better shape some tasks so that we have more uh pinpointed um um tasks for students uh content for them to to wrestle with learning and comprehension uh to gain and then uh information for students to for teachers to look at to see where we go next uh and how we are responsive with that. Um that's also part of our uh process and uh although we have not um taken uh steps to really enact that just yet um we're on our way. We've been spending more of our time with common formative assessments to see what data um the data presents to us for where are our students and how can we help to scaffold them uh scaffold the

117learning that they're doing. Um, another a few other things that we're doing uh uh just to make sure that it um is clear too, very much aligned with what we're doing in math. Uh we wouldn't want to just teach to the test as as Dr. O'Donnell was alluding to. It's something that we don't necessarily want to do. However, the uh English and social studies teachers have it um blended into the curriculum. So, these skills are part of the curriculum. It's also valuable for the practice for the SAT and PSATs. And it's also what they would consider to be valuable skills that the students would gain from the time in class. So to uh take work that they already have uh uh and some references we have in here to already released publicly released items uh

118for the SAT that can work separately and discreetly but they also have plenty of assignments that they've already worked on that match up and align to those skills that we want the curriculum to make sure uh the students um are following but also that we measure with the SAT and PSAT uh they've already got that embedded already working on that And um lastly uh I would say that both math and English uh so this goes to Yep. Thank you Lucille. Uh this goes to the next uh one. Just to reiterate that our instructional coaches um uh Michelle Maher and Eric Mendelson have already proved themselves to be invaluable with how they are helping um uh you know really pyramid out our work for how the data team process uh will be most effective and how

119they can support the teachers uh with doing a lot of the heavy lifting with the initial data curation so that the teachers can then um have an easy time with getting to the granular level. Would you like us to do a very brief overview of goals in three and four, parent partnerships and culture responsive teaching? Yeah, as long as long as it's brief. Very brief. So, um the the third goal here is is really all about building a welcoming community and a supportive community with our parents based on open communication, family and and uh community engagement. um having some feedback from parents on shared decision- making and engaging in school programs and a really inclusive environment. So, just a couple brief examples, Lucille actually already has them on the screen. We already held, for example,

120a parent panel for all of our um freshman parents and any parents new to Wilton High School. Uh we've had a group of our veteran parents there who were presenting about um the wonderful program here but also how to navigate the system and the programs and understand um how their students can be successful in the program. We have a very very cooperative and supportive relationship with our PTSA president or PTSA and we do often talk to that you know that group about um you know just ideas and use them as a sounding board. So, um, and in in here a lot of these other action steps, we'll talk about just community engagement with, uh, partners in the community, including the chamber of commerce, the SRO's, the Wilton Police Department. There's a lot of great work

121going on between the school and the town. And, um, you know, we pride ourselves on that, and we're going to focus on these parts of the action step. And the culturally responsive teaching is even a little more brief. Mr. committee. Uh without a doubt, um we have already uh put into place some work with our tri chairs uh where we have been uh talking about professional learning that's going to uh be put into place to make sure that we're sharpening um uh any efforts uh with culturally responsive teaching and uh any of the thought that goes with that. And we've also um uh spent time uh planning for um uh how our instructional leadership team will um uh be able to provide feedback and and um uh work with the teachers as they're going through

122this. So uh without um without spending too much time and trying to be brief, we've already got the groundwork laid for um efforts in that direction. Questions, comments? Yeah, just just one uh as it goes to there are eight different action steps or categories that you have listed under goal two and the only common thread that runs through all of them is the barrier of time. Every one of those time is a barrier. Sure is. So I I guess my question would be of those eight could it be six or could it be five and you have the time then to ensure that you accomplish I mean I I would challenge you to go back and look at that this is the only one where every barrier of all eight is a barrier of time.

123So can you effectively do all those eight things as opposed to all right what what are the most critical what are the top five things we want to focus on make sure we get those done I I would only ask challenge you to go back and take a look because time is a barrier for all those yeah um it's a point well taken the the challenge we face at the high school is that um the amount of time allotted for IETS is um relatively minimal and they all take place at the same time yeah I know I know I mean So you got to sit down and be hard nose about all right look we just we're not going to be able to do these three but these other five if we really focus it

124and do it well we can make it we can make the progress we need to make that's my question my challenge thank you Mr. Okay, it's yours is the only one that in every one of the barriers time. Other questions, comments? Thank you for your time. It's very detailed and very ambitious and all four of the plans. Yeah, all four of the of the buildings. Everybody's to be congratulated on amount of work. in terms of next steps, do we hear like an update midyear? I mean, what's So, before Chuck and I were talking about that yesterday and so I think, you know, one of the the challenges um that's in front of us is, you know, really establishing uh data review cycles and as the board talked uh maybe the last time we met or

125after the accelerated learning workshop, um there was a commitment at that time or a request to have more routine updates. So, um, what Chuck is planning, uh, across the schools are, um, kind of district level data review cycles with the administrators at about six week intervals. And so, we have to get it set up. But what I'm anticipating is um I will follow up or we will follow up with all of you and about that cycle and we'll actually you know hopefully have some stuff to talk about um because we're at least at the um you know 38 level um we'll be using um the interim uh assessment benchmarks and so we're thinking we should be able to um accurately monitor progress, report that out in between some of those um bigger benchmark assessments, right?

126And even if it's just the high notes, you know, the highlights or the most notable something from the the latest round. Sure. You don't want to create more work just for us. No, I think but here's the I think you know so you know thinking about mindset shift this is also part of the work and something you know again I I I know I'm not the only one that's been thinking a lot about this and um I I don't want you to get the wrong impression that you know you know somehow we're you know we're not going to be focused on teaching because we're focused on data that that's not the case um but we we need to really implement and monitor these systems and so we do have, you know, at the teacher level,

127at the student level, at this level, um, as clear understanding as we can possibly achieve of where, you know, groups of kids are and how well or not they're they're growing towards our goals. Um and so I think having you know this this extra um you know for lack of a better term kind of you know accountability opportunity with the board I think it'll just be you know one more piece that helps keep us you know focused in the right direction and when we're confronted with distraction to you know again push us back and keep us focused. So I'm I'm I'm very comfortable with you know again you know don't hold me to it tonight but about 6 week intervals where we're providing you know some update around data and certainly you know in between

128those moments we can also provide you know more qualitative information just to you know keep you a breast of what's happening and you know what challenges we might be uh confronting. I think they kind of go hand in hand, right? I mean, you can't can't effectively teach an entire group of kids if you don't somehow assess them and know where kids are in their learning process. That's right. And then also how they're responding to what you're doing, get them to the next. Yeah, you you got it. You're absolutely right. And that's something, you know, I mean, we we know, you know, assessment is not separate from instruction. It's part of instruction. And so, you know, to be, you know, jargony, we talk about assessment for learning. And that that's absolutely right. And so again, it's,

129you know, it's a question of, you know, implementing some of these practices at scale, you know, with fidelity. Um, okay. Now, we're going to talk about facilities, specifically Genesis. Yes. Thank you. Um, so a little bit about that. Yeah. So, I I wrote to you um a couple of weeks ago um and I'll just I'll just review um you know the high points here, but at the end of the uh school year last year, the Genesis team approached me and asked if um we could consider um exploring a new um site location for them. And so they've been, you know, very happily inconced in uh trackside. And trackside um has been a wonderful partner for us and I think, you know, mutually beneficial. Um but they in their request they highlighted uh two um concerns.

130One is they are anticipating that program growing and so they did um express a concern about just outgrowing that space. Um I think the more um pertinent concern for them in their day-to-day lives was just the the natural tension that comes with uh cohabitating a space. And so one of the challenges for our staff and I have to imagine it's a challenge for Cindy as well is our folks have to go in and set up every morning and break down every afternoon so they can leave the space um for the trackside folks and the trackside folks have to set up and break down as well. And that I think is um as they were describing has really just become especially as they've grown um deeper into the program and more established um with some of

131these projects they're running that's just become you know a significant challenge for them and so um in you know listening to them I thought sure of course we can go and just take a look around and so we did so we engaged a commercial real estate agent here in the region um we looked at a a number of sites um at the very beginning part of the uh downtown, you know, in the area of Wilton Library. And then um in August, we looked at a couple of sites across the street here, the u we looked at the Fidelo building, which is behind Canon Graange, and then we also looked at the ABC house, the boys, the former boys ABC house. Um and the team thought that that site, 15 Canon Road, um would be of

132the all of the different sites we saw, the most appropriate. And so we're in the process of um pursuing that now. And so there are a number of steps um that we have to take. Um and I wrote to you, you know, just the the questions that I had that we needed to answer as we kind of move through this process. Um and so the first was we're in a multi-year lease with Trackside. And so how do we negotiate that? So I've had two conversations with the um board president Forest Close. And you know, the agreement that we have um is that you know, if at some point in time we're ready to vacate that and move to a new location, we'll give them four months notice. And um I'm comfortable with that. Forest is

133comfortable with that. He has spoken to Cindy Moser who's the executive director over there. And you know, again, this is a it's a community agency. Um you know, I think we have a good partnership with them. And you know, we want to make sure that they have enough time. So as we are withdrawing, they can um you know, backfill with rental opportunities. And so, um, we'll now, you know, kind of reduce that, um, agreement to writing, but I don't yet have a, you know, kind of a a date zero where we begin that four-month plot because we're still working on the other side. Um, so that was that was one concern. Um, the next is just going through the process um to make sure that the um the facility across the street here um is

134actually, you know, going to be um suitable for us. And so, next week, uh, Chris Bernie is um, bringing in ATC. They do um you know physical plant inspections for us. They you know test for lead, test for asbestous. So they're going to do some inspections across the way. Um I've reached out to an architect in town to assist with the um application. Um so it's the the same architect that um prepared the application for um Kahal Academy. Um you may recall the story that Heather published in Good Morning Wilton. There was a private school from out of town that was looking to occupy that space. um that architect, you know, put together a really solid application. So, I called him and just asked him if he'd be willing to assist us and so um

135we actually spoke today and he is um so we'll get the application process underway and so working with town, you know, working with Chris Bernie, Mike Grin, etc. Um we'll get that process moving. Go ahead. Did they get zoning approval? The Well, that was the process they were going through and um they terminated the um Okay. They terminated the pursuit before they actually got to that point. So the I think the application was prepared. They were setting up for a a public hearing and um you know what I'm told is you know that uh this came from Chris but you know they were very um pleased with the quality of that application. So so we should just duplicate that replicate that and hopefully yeah to the extent that's appropriate. Um and so you know I

136think we'll be in very good hands um while we're pursuing that. Um I think you know some some of the other um you know pieces that are still you know coming together. Um the um proposed uh monthly rent in the lease for 15 canon is actually um less than what we're currently paying. Um but I'm not necessarily anticipating that we'll have a savings offset because you know we'll also have to make sure we're covering um some custodial costs as well as some of the utilities costs or all of the utilities costs. So, we have to get estimates and have a full cost um a total cost estimate of what it's going to be to occupy that which um I'll share with you once um once that exploration is complete. Um we thought initially that um

137we might have to put in a wheelchair ramp in the front of the building to make it ADA accessible, but um the architect told me today there actually already is one. So, there's a savings that we won't have to uh incur. um as part of this um proposal coming together, we're also interested in having um a permanent location for our community steps program. And so this building is has ample square footage to accommodate community steps as well as Genesis. Um the upside, you know, from the instructional standpoint is, you know, they'll have in addition to having their own space, they'll have it 12 months of the year. So, you know, they won't have to vacate in the summer um to accommodate the the trackside programs that run over there. um if they wanted to run

138evening programs again, we have the space. So, you know, we want to do that, we we could um there is a a garden in the back that they're attracted to and there's, you know, ample outdoor space so they can take advantage of that. Um so, I see, you know, right now, um a lot of upside if we can get it together. Um I don't have a firm date where um we'd be ready to um move in, but I'm thinking, you know, sometime um maybe mid- winterish. Um and so that's a that's a second semester. Very rough estimate, I think. Yeah. So, you know, in the early part of the second semester perhaps um you one of the other questions I was in touch with uh Lynn Vandereslice um about this and just updating on kind

139of where we were and what we were thinking. And so one of the questions that um she was going to pursue and come back to me and I have to connect with her still is you know officially who's got the authority to sign a lease agreement is that a board of ed or is that a board of selectment? She was thinking probably board of selectmen but we'll resolve that and um again we'll just we'll go through the process here. I put this forward a year and a half ago when they announced they were leaving. Dear president is ideal. It's really it's a perfect spot. There was a lot of lot of upsides there is. Yeah. The proximity to the high school was another really attractive but nothing but positives for Jesus. Nothing it was a

140shame to see the ABC go on the boy side but yeah well the 12 month access and not switching gears and the community steps possibilities. So obviously it'll come down to looking at costs and right long term as well. Yeah. Yeah. And so I'll um just provide I imagine we'll we'll pick up some momentum here in the coming weeks with the process as we get going with a permit application and all of these other you know pieces come together. Um we're you know using um Shipment and Goodman to serve as our attorneys here you know as we're we're working through the lease details. Um so stand by. Okay. Any questions? Thank you for that. We look forward to the ne next update. Okay. Where are we? Warrior. Wilton warrior or Wilton Warrior. Right. And so

141just just to close the loop on this um very very briefly um as you know uh the the high school we talked about this earlier at a previous board meeting, you know, changed its the mascot to a a Greek or Trojan warrior back in 1983. Um the full process of um you know, distancing ourselves from Native American imagery was never completed. So, um, when I, I spoke with all of you back in June at our last board meeting, um, I presented this that we were, um, pursuing this, um, logo change. We, uh, worked with some over the summer and then, um, a local graphic artist, um, emerged more recently and presented, um, some really, uh, wonderful modifications that we have now adopted. So, we have a revised logo, we have a um standard font color,

142we have a standard font. All that was presented to you. Really, the last piece that we were working on was just the, um, athletics logo. And so, that's been finalized as well. And so, um, working with the graphic artist, um, we, you know, he had done some research and really, you know, changed the sphere to be reflective of a traditional Roman spear. Um and so we've been um sharing these uh logos with uh groups and organizations in town who want to reproduce them. Um we're reproducing them and now using them, you know, on our own um apparel and helmets. And I think um we are um I think we have the process completed. Questions, comments? Is there anything you need the board to do? Um at this point I don't. Um we had talked in

143a previous meeting about the board voting to adopt and so if there was interest in doing that. What I um could do is just you know take the information in this presentation turn it into an action item and you know you could vote these things rather than we can we we should wait just because it wasn't on the agenda as an action item and unless there's an emergency there's no emergency here. Okay. All right. So, you've gotten all the feedback if you need. I do. Okay. Any questions or comments? All right. Well, thank you to the graphic artist here. So, it will be a challenge to get all the other community members who use that logo to adopt and be consistent. So, interestingly, I mean, that was one of our goals was to really be

144consistent and um so Dave was telling me, we were talking a week or so ago and um he said he's a a fair number of people from youth organizations have reached out to him and requested this and he just wanted my okay. I said, "Of course." And so I was thinking originally the same because there's so many different versions, but actually, you know, this has, you know, it's got enough um sunlight and people are seeing it. So I don't think it's going to be as heavy a lift as at least as I was originally anticipating. Good morning, Wilton did a big a nice story on it. So that's good. And there'll be some transition and I think everyone understands that, right? I I mean, can our athletic departments send it to athletics and the PTAs

145can send it out? And I think you know they they probably have so I don't want to um you know I mean I know the PTAs were in touch early and in fact they were looking this summer and you know even before we had you know this this version from Dave um and so I I just think you know Debbie's right we'll probably be in a bit of transition but we'll certainly be you know proactive. You know it was my intention to put this um these the graphics on the website so people could just you know pull them down um and just make them really easily accessible. Yeah. the the handme-down nods t-shirt, you know, is gonna have the old Well, there the the old lo they're everywhere. Literally everywhere. You know, I've said for

146years, Wilton is the best branded town I have ever encountered, and I stand by that. Um, you know, these logos are everywhere on every t-shirt and every billboard and every wall. This is a hot, Ethan. Yes, it's great. It's really, you know, it's great. Thank you. All right. Thank you. Um action items. Oh, I dare say it. No, no, I move that we No, no, wait. All right. So, this is to discuss and approve our board of ed. So, just as a preface, there were a couple of suggestions made last week. They're in red. And then there was one thing that I omitted, which also was in red in the last one. And um okay, I'm done. I move that we accept the uh board of education goals as presented this version. Okay. Okay. Version

147four. Version four. Okay. I second. Thanks, Laura. All in favor? I Congratulations. Four times. No. Thanks for everybody. Um okay. Uh there's a preview of coming attractions. Um the Hall of Fame in order to do it correctly and comprehensively and thoughtfully um it was too rushed for October 7th. So that will turn into a regular board meeting on October 7th and Hall of Fame will be at TBD in terms of a date. Yeah, we're thinking the the ceremony in the springtime and that'll get us actually back on our schedule. Yeah, we got to pick a date now that help in scheduling people and stuff like that. The earlier we can pick the date certain. Yeah, we'll we'll Lucy and I will do that in the next week and send it out to people. So, and

148figure May. All right. Then we have a pretty regular um meeting schedule then for October and 14th. November. Um yeah. All right. Uh are there further comments from the public? I don't see anybody here. Lucille. No, there are not. All right, then our business is our agenda is finished. Are there any burning items that need to be discussed? All right, the meeting is adjourned. Thank you everybody. Thanks to all you Zoomers and good night.