Board of Education - Regular Meeting - May 12, 2026

001Good evening everyone. Welcome to the Winchester Public Schools Board of Education regular meeting May 12th of 2026. I'd like to call to order the Pledge of Allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay, roll call. >> Joseph Sandoro >> Chrissy Rylander >> Shane Centrello >> Kurt Warner >> Julie Luby >> Nora McCarsky >> Jonathan Morhardt >> Carol Keia >> Allie Bishop >> And we have Allie Bishop on the phone. Thank you. Um on to item two, approval of the agenda. Does anyone have any uh questions, additions? Everyone's good? Okay, on to item three, student participation, student showcase. >> We have a big group of third graders here. And

002I'm just going to let them tell you everything. I don't want to say a word. >> Did we approve the minutes? I don't think we approved them. We just went over them. >> That's item five. >> Oh. >> Yeah, done that. >> Oh, the agenda, sorry. Did we approve those? >> I did. >> You would only have to vote if you were making changes. >> Oh, okay. Okay. >> Otherwise it is You know what, sometimes we do, so you're not wrong. But technically it's it is the agenda, so. Wow, look at everybody. >> Good evening, Board of Education members, and all of our families. So nice to see all of you here. Today, I have the pleasure of introducing third grade students. They're actually going to introduce themselves, and they're going to tell you a

003little bit about what they've been learning in their reading and social studies classes around the Norse and Viking gods. So, I'm going to ask Luna to start us off. >> Hi, my name is Luna. And one thing I've learned in Norse myths mythology is I um that Loki cut off Sif's hair, and Thor had fire in his eyes. >> Thank you. >> Can I just say something I did? >> You want to tell them a little bit about the group work that you did? >> Yeah. It's where we made a chart of who, where, and questions, and what do you think? And it's kind of telling you about like we read a chapter, and then we wrote about what we heard from the chapter. >> And how is that helping you as a reader? >>

004It helps me remember and kind of like put my ideas on paper to try to like um like look back at it and see if I can >> Hi, my name is Emma, and I'm >> We're in a different order than we practiced, so go ahead, Adrian. >> Good morning. Um good evening. My name's Adrian, and I wrote about the Viking One thing that I would like to tell you is that Thrym stole Thor's hammer and buried it 6 mi underground. And this is a picture that I would like to show you about Thrym. >> All right. Okay, now your turn. >> Hi, my name is Emmett and I'm in Miss Corrado's third grade class. One thing that I learned about the Norse gods is Odin drank from the fountain of wisdom and traded his

005one of his eyes to get more wisdom, so he is very smart. >> My name is Sammy. I am in Miss Corrado's third grade class. One thing I learned about the Viking gods is that Loki is not actually a god. He was invited to live with the gods by Odin. He's a giant. >> Good evening. My name is Audrey and I'm from Miss Wickham's third grade class. One thing I learned about the Viking gods is that Thrym is Thrym stole Thor's hammer and won't give it back until he marries Freya. >> Hi, my name is Naomi. I'm from Mrs. Camacho's third grade class and one thing that I learned about Viking gods is Balder, the son of Frigga and Odin, actually was killed by Loki. >> Hi, my name is Olivia. Um I'm from Mrs.

006Camacho's third grade class. One thing about the Viking gods were Lo- Loki cut off his hair and Loki made Thor dressed up as a girl because because a a giant stole his hammer and won't give it back until he gets Freya. >> And do you want to tell them about what you guys have made? >> We made some drawings about what we learned about it. >> And Naomi, do you want to tell them about your >> So, we made Viking hats to kind of see what like the Viking gods wore. And kind of having fun designing our own kind of Viking hats. >> [snorts] >> Great. Excellent job. >> [applause] [applause] >> Thank you guys. Wonderful. Who Adrian, who is your teacher? >> Miss Rigdon and Luna? >> Miss >> Okay, thank you. Awesome job.

007>> All third grade represented. >> Great. Thank you for coming out. I know it's a school night. So, you get you can get to go home and get a good night's sleep. >> You guys did a great job. Thank you. >> [applause] >> Oh. That's awesome. Okay. Thank you guys. Um Let's move on to item B, student representative report. >> I think it's better than it was. >> Yeah, close it if you want. It's the same thing. That's what you're going to be >> And I just have the one because it was really fast. >> All right, we're going to be nice and loud. Okay? >> And is there a microphone? >> This is a microphone. So, I'm going to like talk in that. >> Well, you're going to sit normally. It'll pick you up,

008okay? Go ahead. >> Hello, my name is Autumn and I'm in second grade. This month in second grade, we are learning about voting for a cause and the war of 1812. This is when people work together to make where they live a better place. We've also been working on spelling hard words like sad and swirling. Math is really fun. We are our We are learning about 2D and 3D shapes. We are also connecting the dots to make shapes inside of figure shapes. Like we can make like a triangle inside a square or rectangle. Now that the weather is nicer, we are enjoying recess and gym outside. Pre-K has been learning about plants and how they grow with water, sunlight, and soil. They They also learned that plants do an important job by making seeds and

009fruits that help grow new plants and provide food for people and animal animals, I mean. Kindergarteners are getting ready to learn about taking care of the earth. They will be learning about rescuing items, recycling items, re- re- >> reducing how much trash we make. In grade one, they just finished reading fairy tales. They are working on hard reading and can now read two-syllable words e- which uh they're makes their reading more fluent. In math, they're working on adding two-digit and two-digit and two-digit numbers. One thing I'd like to see happen at Hansel Playground is adding monkey bars, maybe two so more friends can play. Thank you for having me. >> Thank you, Autumn. Autumn, who's your teacher? >> Miss Farrell? Thank you. >> I don't know. Miss Farrell just had a baby. >> Oh. Okay.

010All right. >> I think it was I believe. >> Good evening, board members. My name is Reed Waters and I'm in fifth grade at Pearson. For school activities and events, all students are working hard on smarter balanced assessments for ELA and math. The fifth grade will be taking the NWEA S science assessment after we are done with smarter balanced. We showed our appreciation for staff during teacher appreciation week last week. The teachers got lots of treats. For our academy highlights, something neat that students have been learning. Third grade, in math and science, students are designing and building their own model bridges. In ELA, third graders are learning about early explorers in America. Fourth grade, in math, students are learning about area, perimeter, and geometry. In language arts, students are learning about the American Revolution and

011writing historical fiction. In science, students are learning about geology, the his- the history of land forms of the earth, including Pangea. Fifth grade, in math, students finished the unit on geometry, including coordinate graphing, identifying triangles and quadrilaterals, computing volume, and making and reading line plot graphs. In language arts, students are learning about chemical matter and the different states of matter. We will be reading and solving a mystery relating to chemical matter as well. In science, students have been studying astronomy and the Earth's place. Sixth grade, in math, students are studying basic algebra using variables and equations and using the distributive property. In language arts, students are starting a unit on the Titanic and are studying information literacy, learning the difference between primary and secondary and tertiary resources, determining if sources are reliable, and understanding the

012ethical use of resources. In science, students are learning about Earth's resources and human impact. The driving question is, "How do changes in the Earth's system impact our communities and what can we do about it?" School improvements are needs. One thing that would make our school better is some ideas shared by fifth graders. In ELA, we studied Martin Luther. He didn't agree with the teachings of the church and came up with 95 objections. Fifth graders are working hard on 95 theses about how to make our school better. Here are some theses, like after-school advanced classes, sports teams after school, and a garden or greenhouse. Third graders are writing op- opinions and shared some opinions with Miss Aurelio. One great thing about Pearson. I really like this school because of the vibe. When I walk down a

013hallway, every teacher says, "Hi." Thank you for inviting me to share Pearson School's happenings with you this evening. >> [applause] >> So, Rita's a record holder in school? For? >> The a test. >> And how many? >> 77, he set the record last year or did you beat it again this year? >> it again this year. >> you did. >> [laughter] >> And you're you're a national BMXer? >> Mhm. >> So, he's on the national team for BMX. >> International or national? >> Um >> International. >> Yeah, I raced in Denmark last year, so. >> Awesome. >> Would you like to share the opinion writing from third grade? You can give it to one of the board members. This is the opinion writing that the third graders all signed and delivered to Mrs. Silverio. >>

014On the 95 theses? >> No, that was the fifth grade. >> Oh, okay. >> The fifth graders dressed up as monks and they had their hoods on [clears throat] and they all came down silently and hung up their 95 theses >> all over >> Was it really silent? >> They were silent. They did a good job. >> Good job. >> That takes some doing. >> Until I started disputing some of their bedtime three-hour delays more often, early dismissals, and nap time. We can talk about three-hour delays. >> How about nap time? >> I'm all in for nap time. >> [laughter] >> Thank you, Rita. >> You're welcome. Awesome job, Nora. >> [applause] >> Okay, as we pass it around. Okay, we're going to move on to item four. Uh this is the time for public

015comment. Uh the Winchester Board of Education welcomes you to its business meeting. There are two opportunities set aside to hear comments from the public. We welcome and encourage public participation as a valued part of communicating input with the Winchester Board of Education. We appreciate your adherence to the following. Complete the requested information on the sign-in sheet if you wish to speak. State your name and address when called upon to speak and you will be allotted three minutes to share your comments. Please be advised that this is not the practice of the Board of Education to engage in dialogue regarding commentary. The Superintendent of Schools will be directed by the chairperson to prepare an appropriate response in a timely manner. We appreciate your time and thoughtful commentary. Does anyone wish to speak? Does anyone wish to

016speak? Okay. Seeing none, move on to Moving on to item five, approval of the minutes, minutes of the regular board meeting April 7th, 2026. Does anyone have any questions? >> I make a motion to approve the regular Board of Ed meeting minutes April 7th, 2026. >> Okay. We have a motion to approve. Do we have a second? >> Second. Jonathan, all in favor? And then Two abstain, two abstentions. Okay. And >> Ellie? Forgot about her. >> What'd you say, Ellie? Sorry. >> I'm in favor. >> Okay. Perfect. >> Correct. >> All right. On to item B, minutes of committee meeting April 28th, budget and finance committee. Motion to approve? >> Motion to approve. >> Chris, you? Second? >> I'll second that. >> All in favor? So, 1 2 3 4 5, Ellie? >> I'm in

017favor. >> Six. Nora, Carolyn, Nora, abstention. Okay. Item two, approval of the policy and bylaw committee. >> Make a motion to approve. >> Tracy. >> Second. >> Jonathan, were there anyone else there? >> Uh Frank. >> Frank, but he is not there, so two zero. Okay. Uh minutes of special meeting on April 28th, 2026. >> Yeah. >> Shane. >> Motion to approve. >> Okay. Second. >> I don't know what meeting >> Uh second. It's It was the same night as the committee. >> The special meeting? >> Yeah. >> Second. >> Nora second. All in favor? Yeah, one, two, three, four, five. >> Was it the one that I wasn't here for or was it >> you were there. >> Oh, I was there then. >> Six, Ellie. >> I approve, too. >> Seven. Um Carol

018abstains. Okay. All right. Okay. On to item six, communications, chairperson's comments. Uh for those of you who were not able to attend last night's um public meeting at the Gilbert School, the budget did move on. Um and the referendum is set for May 30th, which is a Saturday. Um so I hope everyone goes out and votes. Um I hope we all vote yes on the budget. Um obviously, you can do what you want, but it's very important that we've gone through a long laborious process for both our Board of Ed, our Board of Selectmen, um and we have a budget presented that we hope everyone is in approval of, um so we can get to work um for the next upcoming school year. Um so that's what I have to say for that. Uh, superintendent's

019report. >> Good evening, everyone. Nice to see you all. Um you have my written report, so I'll just highlight a few things from it. Um I will tell you I attended um the Hinsdale Unified Arts teacher hosted such a fun evening. Um each special area teacher, PE, art, music, and innovation had activities set up um all the way pre-K through second grade, and kids came with their families. Um Tiffany, are there some pictures of that on Facebook? It was spectacular. Every room was just the kids were running around with joy um doing neat things, and uh underlying it was a scavenger hunt idea that they would go and look at artwork and find the answers to questions to be in a raffle for a basket. It was great. Um as uh the students mentioned, Smarter

020Balanced is underway, and I should also highlight that, and I know many of you saw Beauty and the Beast. It was awesome. >> Amazing. >> Fantastic. >> I'm blown away every year by the quality of a production that we're able to put on with fifth and sixth graders. You would expect that to be little kid level, and it's just not. It's really, really great. Um so we're very grateful to Teresa Payton and oh god um >> The music teacher. >> Jackie, thank you. And Jackie for doing such a great job again. Um under operations, I will tell you that we began and concluded food service union negotiations. Um we'll have that to you for the next meeting. Um and I think that's our last union contract for the year, hopefully. >> Yes. >> We had

021like four, I think, that we did this year. Um >> Mhm. and the building committee has been formed and voted on by Board of Selectmen for the Pearson roof. Um and I believe that they have their first meeting right now, actually, as we're meeting. Um so that's a great thing. Um I did invite uh Mrs. Marquardt to join us again this evening because we approved her and introduced her at a committee meeting in Hinsdale school where we weren't um sharing with the full community. So, Sherry is here with us. Um as you know, we ran an extensive search. Um we looked high, we looked low, and we really, I think Sherry will concur, put her through the paces. We had our candidates back multiple times. We had them interact with staff and with students and

022data and committees and do teacher observations and everything we could think of to be sure we found the right person, and we really [snorts] say, I say with great confidence that we did find the right person in Sherry. Congratulations. >> I'm honored and excited to work with staff. They're amazing. I've met so many of them already. Miss Silverio has been amazing in helping me understand the building and the the flow of the building. I'm looking forward to working with the community, building partnerships. And the students have been so personable that I've met, so I'm looking forward to it. >> Welcome. >> Thank you very much. >> Sherry >> [applause] >> was in town yesterday. She attended our uh grade two to three transition ice cream social, and I know she's coming back to meet the

023faculty on a different day and spend a day shadowing Barb, so she is graciously taking time from her current position to get to know us so that come July 1, she'll hit the ground running when she begins. Um Sherry, you're going to do a lot of board meetings when you're officially the principal. I would welcome you and encourage you to run right out the door and have a nice evening while you can. >> Thank you. >> Bye, Sherry. Thank you. Um I'll just highlight a couple of other things. Um we did send to all certified staff um the opportunity to take us up on an increased uh waiver for um hopping off our benefits. Uh Nancy and I affectionately call it the get off our benefits plan. Um we did the math until we figured

024out um how many people would need to take it if we offered this to make it um a benefit to the district because we have people who already receive a waiver, so theirs would go up. So, if not enough people took it, we wouldn't even cover it. It would cost us more. So, um we should know by the end of this week if um we raised it enough that it encouraged people to hop off. Um the other thing I'll just briefly mention and um Kathy Gabrielson is going to tell you more about in a little bit is that we've been working on developing um a transition program for our 18-to-22-year-old population. Um the impetus really was that the program that we currently send our students to, which was here in Winsted, is moving out of

025town. And so, there are two things about that we didn't love. One is our transportation bill was going to go up $50,000, which would be unbudgeted because we only just found it out about 2 months ago. And we feel strongly that our students are best served in their own community, where they're learning to use public transportation, where they're making connections, where they're working in businesses in town. So, we are um working quickly to get a program developed, staffed, and um programmed for our students. So, Cathy's going to tell you a little more of the details. Um and then the other thing I wanted to just highlight for you, and I'll send around I brought you a copy of the beautiful flyer that Barb and Rosie sent out. Um one of the things that we um

026worked on this year was making sure that the transition between second grade and third grade was a smooth one. We know that when students um move between buildings, it can be a time of stress for them and for their parents, and we really wanted to make it seamless. So, um in addition to the things that we already did, which were wonderful, like having the entire grade level come over and having smaller groups of students come more than once. Um Pearson School third-grade teachers scooped ice cream yesterday at an ice cream social for the second graders and their families, which was a great way to be able to put names and faces for the kids to actually see who the teachers were, and uh we had paraeducators participating. Um so, that was a huge hit. And

027then Barb will be hosting walking tours um for parents who sign up to come in during the school day and just get a walking tour through the school. Um I imagine if you have lots of older kids, that might not feel necessary, but if it's your first child coming to Pearson School, it'll be a great way for families to walk the building, sort of just put aside any butterflies they may have. So, we're really excited about all of that. And then the one other thing I'll add to my superintendent's report is that um when this went to press, there was not a date set yet for the vote, but May 30th um would fall right in this very full list. May is um a very, very busy time for us, and May 30th now will

028be the vote. Um and my understanding is that at the end of this week, by Friday, absentee voting will be available um and can be accomplished by simply going into the town clerk um during regular town clerk hours and attesting that you don't anticipate being available on um the Saturday of the vote and you can vote right there and then. So. >> Do you know what the hours are on Saturday? So everybody knows. >> For the voting, um I believe 8 to 8. >> And the town clerk's hours are Monday, Tuesday, Wednesday 8 to 4, Thursday 8 to 6, and Friday 8 to 12. That was your last opportunity to speak. >> Great. >> And I think that's about [clears throat] it for me. >> All right. >> For now. We have a nice full

029agenda, there's plenty more. >> Absolutely. Okay. On to committee reports. Finance Committee. Um when we met uh we basically went over uh some of the scenarios we might have been looking at um as far as cuts within the budget um with a million dollar cut that we received from the Board of Selectmen. Um so we went over that and uh that basically took the content of that committee. Um All right. Uh teaching and learning. >> We actually did not have a committee meeting. >> Mhm. >> Um nothing [crying] We got the minutes. >> Got it. >> We got it. >> [laughter] >> So there was no meeting. Um so there's nothing to report. Um Policy Committee. >> We sent the following policies uh to the full board for deletion, concepts and rules and instruction, COVID-19

030emergency measures, extra class activities, and offsite computer use. We sent uh the uh following policies to be under review for adoption. Parent family engagement policy title one, parental access to instructional materials, parent teacher communication, and promotion and retention. >> Thank you, Jonathan. And the Gilbert School Committee did not meet again. Uh so there's nothing to report. Uh item D, liaison report, Gilbert School Court. >> Gilbert recently cut $300,000 from its budget subsequent to this budget cut. Policies titled code of ethics, confidentiality, code of ethics development, distribution and maintenance of manual policies, regulations, bylaws, policy adoption, revision, affirmation, amendments to bylaws, uh formulation, adoption, uh amendment of administrative regulations, suspension of policies, bylaws, and regulations, public meetings, time, place, and notification of meetings, public and executive sessions, and construction of the agenda were all approved by

031the Gilbert Court. >> Okay. Thank you. Okay, on to item seven, information [clears throat] items. Uh we have the enrollment reports. >> Excuse me, Mr. Um enrollment data, most current enrollment, on the over under, the Winchester Public Schools are up six students. I will tell you that it isn't as simple as like which grade went up or down because every grade goes up and down one here and there, and so the net balance is six, and Gilbert is down eight since the beginning of the year. >> Okay. On to >> Julie, some of you may have heard about St. Anthony's opening. So St. An- St. Anthony's um is uh sending out I don't know the word I want to say, announcing, I guess, if you will. I don't know if they're formally announcing, but um

032sending out information and saying that they will be opening not in the coming fall which is fall 26 but in fall 27 for pre-K to grade two. >> You think that will affect us in any way or we don't know yet? >> I don't know yet. I would first be curious to know what the tuition will be. You know, if it's inexpensive I would imagine it might have greater impact than if it's more expensive. So I think it's too soon to say. >> Attendance report. >> [clears throat] >> Attendance report. I am pleased to say that we are trending well. Our average daily student attendance is up just a little bit over last year and up since last month. And similarly our chronic absenteeism is down a little bit um compared to last year at

033this time. And when you look at the year to date we are trending a little bit better in both areas than we ended the year. So I would say that our work is making a difference. But we are nowhere near satisfied. We're going to keep going on that one till we really get those numbers We're well ahead of state's expectations but not where we want to be yet. >> April looks great. It really looks great. Congratulations to the teacher and admin for putting in those efforts to get everyone there. Takes a lot of work. >> There's all kinds of fun things going on. Maybe I'll ask next month for the principals to do a little update but they're doing things like random Wednesday. If you're in school we're pulling a raffle and just all kinds

034of I'll say silly things to encourage school attendance and then also meaningful things like family outreach. We believe things like the innovation station change that we made and just our reasons for kids to come to school. We're really trying to make sure that they are engaged and excited about their learning. >> How about the morning program, you know, where you get kids together? Do you think that's coming into this? >> Absolutely. I think morning meeting makes for a very strong and safe transition into the school day. So, I think it minimizes morning fears and worries. >> Mhm. Great. Thank you. >> Um to personnel report. >> Um I'll highlight just a couple of quick things for you. Under the current vacancy list, I'm 99% sure I sent you all an email, but I did, right

035about Nancy? Um let me formally say, look at the face already. Um after, I don't know, 111 years of service to this district, Nancy um has finally made the decision to retire [clears throat] at the end of June. Um I have no words. It will be a huge loss for us. Um we're underway with a search. We have applicants coming in and you know, we'll be okay. But, we will sorely miss Nancy, and so we are working on trying to have someone in place by July 1st. Nancy has already um pulled back that retirement idea a little bit and said, "Well, you know, if you don't find any good candidates." So, I I'm not too worried that we'll have a gap because I think her arm is twistable if need be, and I know she'll

036make for a smooth transition. Um >> How many years in our district? >> Um 11 11 plus. >> Thank you. >> Nancy came in in the midst of um the receivership. Uh to a million dollar in the red hole and was told figure it out, and it took the better part of a year to get the books from the prior [clears throat] year straightened out. >> Things were on yellow notepad, I think, if I recall. >> It was Yeah, it was remarkable. >> Yeah. Yeah. Thank you for all your time, energy, and stress, and willingness to work with it. Persistence. Yeah. Great. Thank you. Um and the other thing I'll just point out is that under vacancies, I believe I still have to do a finalist interview, but I believe we have a special education

037teacher in hand for um the position of the Gilbert schools. So, we're closing in on at least one of those. >> Okay, folks. On to item D, monthly budget summary. >> Uh let's see. Um So, that front page, you'll notice the grant money, I think I've explained previously, but it always bears repeating that the way we manage our federal grants, um because they're allowed to span 2 years, is that as a safety net, we spend like part of it this year and part of it next year, and we do that every year. So, every year we're spending the full grant amount, but we're spending half of the old one, half of the new one. It's not actually half, but you get the idea. Um so, it will There will always be um a grant balance

038at the bottom there. It doesn't mean we're suddenly wealthy. It just means that we're being careful, and if the world were ever coming to an end, theoretically, we could spend both years of the grant, the old one and the new one, fully, what was left in the old one and all of the new one, and then really be without a paddle the following year, but that's why we do it that way, so that there would be a safety net if something really unimaginable happened. Um On the second page, page 20 of your packet, um you're going to hear from Nancy and perhaps Kathy as well about pupil transportation and special ed out of district tuition. At the last meeting, Nora, I think it was you who asked for a better understanding of why we're trending

039spending more than we anticipated. [clears throat] Um And then fortunately, I'll point out that 5XX line, um after we had a budget put together last year, um there was a change made at the state level about the amount of tuition for the Vo-Ag program. So, we have a little bit of a surplus in that line, which is helping us mitigate some of the overage. And our supply line, um I won't [clears throat] say we've done a freeze. I think it just This is one said where we're not used to really having any money, so we naturally freeze ourselves and we have money left in instructional supplies and instructional software. Um it won't go to waste because again, we're out of pocket in the other areas, so um What was the one other thing I was

040going to point out? That's good enough. >> Approximately, how many people go to the Vo-Ag program? >> 30-ish, I think, right? >> I'm sorry. >> About 30 students go to Region 7 Vo-Ag program. >> Okay. Thank you. >> And on the last page, I'll just point out that um in this month's um plan, Nancy has been able to really look more closely at what's encumbered. Um early in the year, we encumber funds based on what we expect to spend, and then at this time of year, we go back and and say, "Oh, okay, well, this was encumbered for a tuition for a student who's moved away, or this was encumbered for something that we bought and it turns out it was less money. So, we clean up any encumbrances and um based on all of

041the work that Nancy's done to figure out where we are, we are back to the full 440 um being available for next year. That could still change. The year's not over, but as we sit here tonight, that's better. There's one new grant on here, the quality enhancement LGP grant. It's just shy of $10,000. We literally were just awarded it. Um we haven't even gotten the money yet, and it can be carried over into next year, and it has to do with the local governance partner. Our Families and Futures Futures and Families Collaborative. I'm butchering it, but those are some of the words, right? >> Yes. >> [laughter] >> And um the other thing I'll point out is um DRIP was something new this year. It wasn't probably until about February that the state actually sort

042of figured out what the amounts were per town, but that stands for District Repair and Improvement Program. And um one of the things that we are looking into, I don't know if we'd be able to, but um when Kathy talks about the transition program, we may need to do a little work on a space to make it really fabulous, and so the DRIP money can be used for um school buildings, and so arguably, we're not sure if that means you have to own the building or if it's simply enough that you're educating students in that setting. So, because the places that we're looking for, we're trying not to do our transition program like in Pearson School, cuz that's really not where your 18-year-old 22-year-olds want to be. So, if we have to do some modest

043work, we would be able to use DRIP money towards it. We hope. We're going to do the research. >> But worst case scenario, I mean, they have their separate entrance at Pearson. If we're to have a >> If it went there, we would figure out how to make it work, but >> The worry there would be within the population of the >> How many students are we talking? 18, 22? >> Five to six. >> Okay. >> If every student who's currently in our program >> Sure. >> stays comes over, which of course is a PPT decision. >> Yeah. >> But we think we're developing something spectacular. >> Mhm. >> And Cathy's going to tell you all about it in a few minutes. >> Okay. Perfect. Quarterly food service financial summary. >> So, this is the

044food service report that goes through March 30th. >> And the reason that you're getting it now is because of the lag time of getting all the information in. And what the uh revenues are like through the third quarter that are anticipated to come in. Um but there's there's a two or three-month lag of the state paying the uh the lunch revenues into our budget. So, it's very tight. Um the lunch receipts have been tracking quite well. The reimbursement seems to be tracking well as well to the the budget. Head Start is also tracking. I mean, everything seems to be tracking quite well. If I look at the expense side of this report, that's where things get a little bit uh more concerning, and the cost of supplies and food, of course, has gone up. So,

045we're looking at being a little bit over there. But um we're also looking at um the anticipated revenue just being enough to cover that we would come in at $400 balance at the end of the school year. So, we'll see how it goes from here. Um but it's it's tough and it's it's very tight and the uh food service managers have been working hard to not run up their hours and sending their folks home and trying to look for sales when they're buying stuff and so Thank you for paying attention to that. I know it's always been tight tight. Last year it was tight. >> Two years ago it was terrible. >> That's right. So, I'm glad it's not we're not back to that. >> No, yeah. I mean that two years ago was $40,000

046in the red. It was horrible. And we've never been in the red before. So, that was >> Yeah. So. >> Thank you. >> Um So, that's up next if you want to >> Go for it. >> So, next up is the >> Um >> in response to your question, Nora. >> Mhm. >> We are over budget for out of district um transportation and tuition and Nancy's going to tell you why. That's a big question. >> Matthew, do you have the Can you put that up, please? >> Thank you. >> And maybe refresh cuz Nancy was working on it late into the afternoon. >> was. Yes. Okay, good. Good. Good. So, the >> And you may not need to look at that so much, but I asked Nancy to have a visual for you cuz it's

047a lot of information. >> Yeah. >> I'll take you through it, but uh right now if I we look at just the out of district transportation and the out of district tuition, we're looking at a deficit of over for And there are a few primary drivers to that. Specifically, we've had uh new outplacements that have uh cost us money. We have uh folks who have moved into the district with placements that have already been made that have put us over 350 plus thousand dollars. And then we have had uh higher than planned for transportation and tuition costs. When we put together the budget many months ago we did not have that information and gas prices had not gone crazy. Uh not to mention the shortage of drivers. So um those are the primary reasons that

048we've gone so far over. And we have a few students, three students who changed schools since they were placed. And so that ran their uh their costs up to over what had been budgeted for those specific students. So we've had some come in, some go out. And it's it's over. >> Will this hit like account Tell us how that affects like the excess cost shares formula? Can you walk us through that? >> is figured into this. Is it? Yes, it is. So the excess cost that we're getting this year is over uh million dollars. So it's it's helped us a lot. Or we'd be in >> deeper water. >> Deep deep doohickey. Yes. >> Some districts um in the budget process but you know, we build based on actual students. We obviously don't share their

049names or publish them in a booklet anywhere, but we know like line one is student JL and line two is student SC. And it we build the budget based on students. Many districts put a blank line for um contingency student one, contingency student two, contingency student three even um based on their ability to do that. We, in an effort to keep a budget number that's going to get through um scrutiny, have zero padding for that, which all of us feel a little bit is like jumping out the plane without a parachute. But, we don't feel that our budget process supports I'll say, you know, imaginary placeholder students. But, the reality is, as you see, kids move in, kids move out. I mean, it is a moving target. And so, it is really complex. You know,

050may the odds be ever in your favor that more kids move out than move in. Um but, it is fairly typical to budget placeholder students, and we don't do that because we try so hard to get our percent down to something that will be considered um livable in the town. >> I think that's why the the 440 400 440, whatever that fund is, is very important because of this variable that could shift at any moment. That could put us underwater. Um can you walk me through the various parent choice programs? What does that mean? >> So, the various parent choice programs would be things like Explorations, um AgriScience magnet. And if you go there and have an IEP, we have to pay for your special education services, which is often as much as about I

051think grade seven is $28,000 that we pay for the special education costs for someone who's attending there for AgriScience. >> This is the the so-called upcharge special upcharge. >> the one way to say that, for sure. >> The crack we have 13 kids at crack magnet schools, for example. Um and then we also have kids at uh at Advance and Highlander Transition Academy. >> Those are Those are special education placements. >> Sorry, I picked the wrong one. I know it's has notes here. >> Which Highlander will >> No, that's right. Those are part of the placements, too. >> Those are choice placements, though. You were right the first time when you said Explorations, Region 7, the correct magnet schools are choice placements. >> Yes. Yes. So, these are largely >> Largely. We have one or

052two students in the district. I don't even know if they have IEPs, but we have only one or two students who attend magnet school that are elementary school aged. >> Okay. So, if they're elementary, they're staying with us. If they're secondary, they're largely leaving us. >> There's a lot more options for secondary students than there are elementary between the AgriScience, um which is our tech school, Abbott Tech. >> Wilcox, Oliver Wolcott Tech. >> Oliver Wolcott Tech. Um so, there are definitely more explorations and >> Pratt. >> Okay. Hm. >> So, our for the budget for the upcoming year, we've kind of prepared. >> So, we cut it close again. >> We cut it close. >> We We budgeted based on the actual students we know about now. Um and we did put in uh I

053think 7% increase or something for the tuition. Last year, Kathy started at like 7 or 8, and Nancy and I pooh-poohed her, and we were like, "You put in 10." And we were like, "Ridiculous. We can't go out with this budget." And we took her numbers down to maybe 5%. We wanted to go to three. Um because the things that you're guessing on we're saying we need to gamble because we can't go forward with a 10% increase on the budget. >> I mean we're over 712,000 >> in the hole. >> So how does that get paid? >> Uh because we didn't spend all the supply money, because >> have money to cover it. >> Yes. >> It's not going to be carried over into the next budget. >> no, no, no. It can't. >> No,

054no, but I mean it it has to be paid though, right? >> If we try Well, so at one point Nancy had us using about $100,000 of the 440 line break even. >> [laughter] >> Because we have to get even. If we were, let's say at midyear and we were like, "Wow, we are really upside down." We'd be putting a budget freeze. We would stop buying the things we need. Theoretically, we would have to lay people off. >> and you make it up in other ways. >> Right. >> Pull it from other places. >> Okay, got it. There have been instances where, um, I think it was Shelton a few years back had to let go tons of employees in April because they weren't going to meet their budget. You Like, you don't get to

055not meet your budget. So you have to make midcourse corrections if your costs go haywire. >> With all the money. >> Yeah, but the other alternative is to go back to the town for a supplemental appropriation, which is not a popular thing to do. >> That'd be like this town. >> I I'd be scared to. >> [laughter] >> I haven't slept in 2 years for exactly this reason. >> How much can this be mitigated by tier two and tier three intervention programs? >> I think that's a question for Kathy. >> Okay. But when they go to Region 7, I mean, that's just people going to school there. It's not per >> Right. The Region 7 program >> They have the options to do that. Or well, or well try, right? But they have the option

056they could just say I want to go to that school. >> Well, they have >> They have to apply. >> With region seven, they have to apply. Same with Oliver Wolcott, I'm sure. They have to be accepted, but whether or not they have a special education program can't be a factor in whether or not we send them and whether or not they're admitted. If they're admitted and they go, then we have to pay the special education piece of it in addition to the >> tuition, but the tuition is below 5,000. >> Can they choose region 20 as well? >> Yeah, Ag Sci program? No, because we have region seven. >> So, unless this has changed, cuz I was an Ag principal back in the day, you must go to the Ag school that >> is

057>> It's not necessarily the closest, but the one that you're connected with. Your district has to declare one. The one exception is that if your Ag program that your district is associated with doesn't offer the strand, you can get special exception to go to a different one. >> Gotcha. >> For example, um, Trumbull High School had the large animals and someone else didn't, you could go there. >> It's called Nexus, isn't it? >> Um, you could use it that way, but that's a little bit different for the Ag program. So, >> Are we ready for >> Well, I just had a question >> tier two, three >> Tier two and tier three were designed to help reduce the number of referrals that you put through to special education? >> Yeah. >> Um, depends on your

058fidelity your fidelity of instruction and the consistency of it, whether or not you're able to provide the supports that students need in the areas that they need it. >> What's that? >> The staffing. >> Mhm. >> Bottom line. >> And the staffing and and material resources. >> And the professional development for the regular ed teacher to be able to bring in the student into the classroom for for instruction, full instruction. >> That's me. Don't have that, but you go to where the help is. >> Mhm. Mhm. >> We'll get there. >> Yes, we will. >> One day. >> Okay. Thank you. >> Thank you. >> Kathy's sitting in there, maybe you want to just step over and go to transition program? >> Um >> [sighs and gasps] >> yeah, so we're going to we're going

059to swap out G for H, H for G right now. Um and we'll have Kathy talk about the transition program. >> Nancy, thank you for the research. And Kathy, [clears throat] that was definitely a joint effort on their part. >> We spent some good hours together. >> Mhm. Um so, I just I want to say thank you for having me in tonight to share with you the exciting news that we are launching or trying to launch the Winchester Transition Academy. Uh we did look at the students that we have going out into transition academies and while we have more than five or six, the students, the young adults that we think that we can focus on are largely going to our the in-district program that we have now, Highlander Transition Academy by uh we did

060shared services. Um we are in the process right now, the very beginning stages of it. We are looking at locations, and when I say we, I, Julie, myself, Sarah Shackner, my assistant director, have been out to look at numerous locations between the college and some local entities here in town. Um we have met with transportation companies to talk about whether or not what they could provide to us would be financially viable in the footprint that we budgeted for for next year, and looking at we you know, we've made some postings and some job descriptions for a special education transition teacher, a stipend for a transition coordinator position, and job coaches. Um all of the young adults that we have going out to work sites right now um do have job coaches that go out with

061them so that they can be supervised, managed, trained, modeled, and directed when they're on the work site. So, that's what we're excited to be working on right now. >> How many kids do you think you'd have in that program? >> We're looking at five to six potential. And as Julie shared earlier, these are all PPT decisions. They're not automatics just because we have it we're going to have them, but we would be going to PPT probably over the summer with families. >> Now, um when this is built out, is there an opportunity to, you know, expand other towns and offer this as like a service that we provide or is >> So, that would be a very long-range plan, in my opinion, but yes, it could develop into that. >> Okay. That's a a revenue

062stream. >> One of the things that I was just going to add to is so, we're not adding positions into the budget freely. What we've done is said, "Well, this is how much we budgeted for the tuition, so that's our footprint. We can take the tuition money that we had budgeted to pay for the teacher and the assistants and have it pay for itself." >> So, the Highlander program chose not to continue. They were going to move it to Torrington. >> They are moving to Torrington. Oh, so the program's still moving. >> Yes. >> And but we're deciding to to try and create a program to keep our own students here. So, yes, there is potential down the road to to potentially Can you talk a little bit about the everyday of the students? >>

063Yes, so um one of the things that Julie was mentioning earlier is doing a little bit of renovation wherever we go. As a core portion of a transition program is working on independence and daily living skills, and that incorporates doing laundry, um um, preparing, planning, and prepping meals, and making meals. So, most of the young adults will have breakfast or make breakfast at the academy. They'll make their lunch to take to their work site, and they'll go out on work sites. Generally speaking, they're out on work sites 5 days a week. There are times when we might say, "Hey, you know what? This isn't This is going to be a week where we only go out two or three days a week because we're planning for a holiday, and we want to make a big

064holiday meal, and so we need time to do that here on site." Um, a transition program can include looking at, um, training people and and practicing role-playing job interviewing skills, completing resumes, how do you search online for a job that looks feasible for you. Um, working with young adults to help determine what is feasible for them, bringing, um, outside agencies in to meet with young adults and their families, like the Bureau of Rehabilitation Services and the Department of Developmental Services to say, "Here's what we can offer you once you're done with this." Because what we don't want is for kid for young adults to get to the edge of 22 and then fall off a cliff and not have something to go into. So, that's that's the big orchestra mezzanine view. So, you work on

065on placing them when they hit like 20 We don't We don't place them. We work on helping to develop job skills. We connect them with outside agencies, adult agencies that may be able to place them. >> You mentioned college. Excuse me, [clears throat] are you talking about maybe Northwestern type? >> Yes. >> Yep. Okay. >> Yep. >> They've been very open to the possibility of hosting us on campus. In fact, I learned that our we had a transition program back in the day, and it was in fact housed at the college. >> Yeah. >> So, there's precedence for it, and we think that that would be um potentially a really nice connection and feel really um positive for our [clears throat] students who would be graduating or leaving high school and heading out to a

066college setting just feels right. >> Does Edvance do any of this at all? Would you be competing with them? >> No, we'd be competing with Shared Services. >> Shared Services. >> Okay. >> [clears throat] >> Okay. >> So, as Dr. Levine had mentioned, um since it was transitioning to Tor- to Torrington, a lot of the students from Winsted still had placement jobs in Winsted. So, the transportation costs from Torrington to Winsted would be a little bit more than than it was when it was here in Winsted. So, um building out this program seemed a better idea. So, thank you. >> To the point Nora about competition, I will say just as an example because one of our upcoming topics is preschool. Um as an example, Shared Services does host a preschool program for the towns

067that they serve, but some of the towns that they serve have their own in-house preschool programs. So, I don't think it's I don't They're you know, they're not [clears throat] a for-profit industry. They're here to serve and so I don't see it as conflict-inducing to I don't see it as competition. I see it as good on us if we can do this for ourselves. >> And then in an effort to maintain positive relations and the fact that I do see myself as a colleague of the administration of Shared Services, I did have a conversation with them and shared with them that we were undertaking this and looking to try and have something open for the fall. >> Okay. >> And this would be more convenient for for our parents as well. >> And some of

068our young adults are not crazy about being transported all the way to Torrington. Some of them walk to St. Anthony's where HTA is currently located because they don't want to be transported. So, there's there's a lot of ups to doing this. >> We see potentially um learning to use the local bus system that runs through and around Winsted as being part of the program because again we are hoping that our young adults will become as independent as they possibly can be here in our community. Meeting people, finding work. The work that they do, I'll just point out um their job sites are job training. They are not being paid for their time there. They are um using it as a learning environment and that So, the job coach goes with and works with them there.

069Um and I think in time some students develop um that as a future employment, but they're learning employability skills through that. >> How consistent is the number 5-6, you know, in the program? Would that be probably what you would anticipate for 10 years, 2 years? We don't know yet. >> In in the year and a half that I've been here, >> [laughter] >> we've had five young adults both years and we've had people graduate and new people enter both years. >> Okay. What's the average tuition cost? Just just curious. >> For HTA? >> Uh yeah, for yeah, just curious. >> For the transition program, I believe this year it's about $51,000 in change. And next year it's about 54 in change, 50 in change. >> or is that for all five? >> per student. That's

070low. >> Really? >> Yeah. >> It's probably the least expensive out of all the places we have. >> tuition that we pay for any student out of district other than parent choice programs. If you're placed by PPT, you're paying quite a bit of money for tuition. >> Well, I'm encouraged that it's in district. Chances are we can try to save some money as we bring programs in. Yeah, that's important. >> Okay. >> I think in this case and certainly we hope that it will lead to savings, but that wasn't our goal. Our goal really was um a strong belief that our students would be best served within our own community. >> Mhm. >> Which is why we weren't running down this road when it was at St. Anthony's because >> Mhm. >> it was in

071our community, it was perfect. But if it's leaving town, it felt like now's the moment we should do this. >> And you literally just found out what? Month and a month >> Found out in March. >> Month and a half. Yeah. >> Kathy looked at me when I walked in the and I was like, "Okay, we got to" She's like, "What?" [laughter] >> I I've never had morning sickness before that day. >> And I'm quoting her. She asked me about that, otherwise I would never have said that. >> How's your sense of humor today, Kathy? >> Guess what we're doing. >> And she's like, "What? For now?" And I'm like, "No, no, for for the fall." >> It took me about 10 minutes to figure out what she was actually saying to me because I

072just sort of was like >> Well, you're in the midst of the budget, too, so all that. >> Oh, yeah, it's fun. >> Credit to um we met with Paul Harrington and talked about ideas around town. He was um excited to tell us he was negotiating improvements to the bus line so that it wasn't constantly just going to Torrington that but that it was actually doing loops through Winchester. And he also put us in touch with someone who owns a lot of properties here in town um who has graciously met first with me and then with Kathy and Sarah and is one of our potential locations. Um we're hoping to find something that's either no rent or very little rent. Um So, we really the community has been very helpful. >> Yes. >> Mhm. Well,

073thanks for pivoting. >> I'm the director of student services, it's what we do best. >> It's your middle name. Best trait, right? >> That's it. >> Patience and flexibility. >> We work on both of those on a daily basis. >> [laughter] >> Thank you. >> You're welcome. Thank you, Jenny. >> And I'll ask Cathy next month when we know so much more. Um by next month, hopefully we will have settled on a location and have a little more information. Which case maybe [clears throat] we'll draw up some pictures of where we're going and all the cool things we're doing to get it ready for our students. >> Great. >> The more she talks about it, the more I just want to be part of the program. I mean, it just sounds amazing. I'm like, I'll

074get my special ed certification and just do that instead of this. >> All right. Moving on to the long-term study update. >> Yes. Um I'll reiterate a couple of things I shared on committee night because again we were at committee, but we have identified and onboarded uh two consultants that are working as a team. Jack Zamary and Tom McMoran. Both are former superintendents. Jack actually is still a practicing superintendent um in retirement because you can do that just under half time. Um Jack, in addition to being a former superintendent and a former director of finance and operations, is also currently serving as a superintendent in a district that successfully has an arrangement with an endowed academy. So, he brings that background knowledge of what an endowed academy is and what that relationship works like. Um

075Tom was a regional district superintendent, so he brings that. He also has construct um experience working with DAS on construction projects and is currently a student at Yale Divinity School. Um so, we're going I'm thinking he's probably a very honest man. >> [laughter] >> Um, and to be doing a program like that after retirement is just really cool. Um, so we've had one initial meeting um, and have a second meeting um, day after tomorrow. And after that they will leave me with um, their marching orders to start going and having conversations. I will make introductions for them um, with Mike Soucy. Um, and they'll reach out to him to try and get a meeting with him. >> [clears throat] >> Um, I'm going to suggest to them that they offer a couple of opportunities for

076a Zoom with any board members who want to share ideas they have for possible outcomes. Um, I'll probably have them talk with Paul. Um, in order to keep the price of this reasonable, I'm trying to keep them very focused on the future. So that they are really looking at where we are today and what the options are. Um, and only looking backwards to the extent that it's necessary to inform the options. Because if they start looking into For example, they said, "Well, do you want us to do a study of sort of like all school districts this size?" And I said, "Thank you, no thank you." Because we are at this point looking at a cost that's under $20,000 and I'm really trying to keep it that way. Um, I'm also going to try and

077talk Paul into paying for it with town funds, but if not um, this would be a 440 type one-time-only expense we would have to come up with. Um, so that's where we are with that. Oh, and the other thing I'm wanted to point out is that um, we are Originally we had asked them to get me something in August so that I could make sure it looked nice and nice for presentation um, at the September board meeting. We're going to try and um, have it to the board in August. I I know that it's realistic to have it to the board. The August board meeting is like August 11th or something really early. We may need to add a meeting a little bit later in the month, but we're going to try and get that

078out of the way before school starts and things get amped up. So, they they know that that's a timeline we're hoping to achieve. >> And there was a request that we get the report before it's presented to us so we can digest it before it's presented to us. So, >> Will they also meet with us as a board? We talked about that once before. Interviewing us, speaking with us. Can >> That was what I had just mentioned, but I won't have them We're not going to plan a special board meeting for it. They'll create opportunities for a couple of board members at a time. >> So, it's not a meeting. >> In other words, they could talk to four of you at once and it's not a meeting. So, if they say we're going to

079do a zoom with >> groups, if you will. >> Yeah. >> Of sorts. >> Right. So, that if any board members wish to speak with them, there's an opportunity, but it's not a board meeting. In the spirit of easy. >> Okay. Um you mentioned that you're going to do the introductions of the two people to the head of schools. Um Zach's been involved in academies. Do they know each other at all academy routes and conversations? >> I don't think so. >> Okay. >> I'm almost certain I would have asked both Zach and Tom, I'm sure we went over a sort of the list of who the people in the our community were and they did not know people here. >> Okay. >> Which I think is good. >> Yeah. Okay. Thank you. >> They were

080recommended by um actually a couple of different people. So, they know Connecticut. Between them, I think they know all the right pieces. >> Okay. >> Good. Good. Any other questions? Ellie, you still with us? >> Yeah, I'm here. >> Okay. All right, perfect. Just checking. All right, uh on to item I, policies for first read. Hopefully everyone had a chance to take a read of these beforehand. >> I see yours is all written up. Jonathan, are you going to present them or I'd be willing to do that. >> You have a few? >> I'd be happy to do them for you. >> Yeah, you want to >> give us two in the meantime. >> Okay. >> Just patience. >> So, starting off with the parent and family engagement policy. >> So, Title 1 for us,

081you know, I think there are probably large districts where like one school is a Title 1 school. We are Title 1 as a district, so some of this is a little bit different. Like our school climate committee fulfills aspects of this. Our Just say it. Futures >> Winchester Futures and Families >> F and F, Futures and Families. Like those groups fulfill a lot of the aspects of this. Um this policy has a lot in here about things we're supposed to do. I think that um we really do do these things, but we need to do a little bit of a crosswalk to make sure that we're hitting all of the points because it is about family engagement. And I think we're doing a great job with family engagement, but this policy is very prescriptive. And

082I do think we've nailed it, but when I read it, it made me twitch a little just at all the specificity to make sure we're hitting everything. >> You got a number of meetings that you need to meet. Like you know, it seems like to me that you're going to look at 120 meetings a day. Like if you got to keep up that rate with the families. I mean, we got 20% of families involved in special ed. Right? It calls for a certain number of meetings a year. So, that's about a >> Where are you looking, Nora? Uh Title I facilitate parental communication. It talks about Let me see if I can give you the right specific paragraph. That conduct a meeting at the bottom of that last page underneath three strategies to support successful

083school and family interactions each year within the district involved in Title I, we shall conduct a meeting at convenient time to involve parents planning, review, improve programs funded by Title >> Right. So, those aren't like PPTs for individual students. That would be like our school climate committee meeting where we're bringing in families >> Okay. So, we'll hit it that way. >> Right. >> Cuz you got to present curriculum, forms of assessments, academic achievement levels, standards, importance of parental involvements. In addition to the required annual meeting, right? So, um shall opportunities for regular meetings at flexible times during the day. I mean, I'm just looking at this and I'm thinking This screams of time needed for >> And yet it's a required policy. >> to me, you know, I get it it's it's required, but I'm

084looking and I'm playing some a little bit of math. I mean, if we've got 20% of our population involved in Title I funds >> Oh, no. We have the entire district involved in Title I. >> Okay. >> Nancy, how much Title I money do we get? >> About 200,000 >> So, for $200,000 >> $284,000 carryover and $300,000 Title I. Right? So, that's our district. I mean, I just looked at the budget. >> Right. So, we get about 200 a year. So, for $200,000 we will stand on our head and spit nickels if that's what they need us to do. Um But yes, to your point, we are reviewing this closely to see what we do that fulfills it and what we would need to add because yikes. >> This is new as of when? 20

085>> No, after you. I just have a quick question. >> I mean, it's copy written 2020 but this is new as of right? Like this >> Um So we are just getting to the 6000 series that are switch over. Um All right. >> Wow. >> I'm just I'm just um >> Yeah. >> I empathize is what I'm trying to say is I simply empathize the amount of workload that this puts on people to be able to meet this >> Yep. >> series 6000 instruction given how prescribed this is and the number of prescribed meetings that you've got and what you have to convey at those meetings. I mean it's not just like you know, having a meeting to talk about open house. It seems like you got to share curriculum assessment standards. Um and and

086wow. That's all I have to say is just simply wow. When we need special ed teachers we're struggling to find them to employ them. I mean I I I think the initiative is is good and all but the prescription of this is just wow. >> Well, and it's separate from special education. >> Yeah. >> I mean it actually has theoretically no overlap with it. >> So yeah. Wow. >> Go for it. >> It does say um all parents participating children must be invited and encouraged to attend. Um there's no stipulation that says we have to have a certain amount of parent involvement to fulfill this or is it they just have to be invited? >> Right. >> Okay. >> And then you have to like if they're unhappy with the Title 1 program opportunities to

087make comments for review for the district level, you have to to figure out who's going to handle that. >> We'll just reach out to the Title 1 coordinator and put them right on it. >> Okay. >> Oh wait, we don't have one of them. >> Right. I was just saying who would be in charge of this sort of bit? Given the number of meetings and the prescription. >> Be ever nice. >> Um >> It's okay. We'll figure it out. It's what we do. >> Okay. >> It It hurts. Don't read it. Just >> All right. All right. >> Just It hurts. When I first read it, I put it back down on the table. It's like I'm not even bringing this one to the board. >> Wow. Wow. >> Yeah, there's a lot in there.

088>> All right. >> And it's a federal S is the federal, right? Every student succeeds act? >> Yep. >> Okay. Thank you. >> Let's move on to parental access to instructional material. >> Yeah, this one's another doozy. Do you Do you want to um a motion for I know it says policy is first read. Do you want to motion to accept? It seems like our hands are tied. It's federal mandate. >> Well, they're not on as an action item. >> Okay. So, it's a different part of the Got you. >> the four policies next month for adoption. >> Sure. Okay. >> For what it's worth, we're in the sixes. We are so close to done. Just so you know. >> Just a little bit of a heart attack along the way. So, okay. This is

089>> And then there'll be a whole bunch of them coming right back. >> this. >> Okay. >> Jonathan's [laughter] having way too much fun with this. >> It was It was fun though. >> Yep. >> He loves this. >> Yeah. >> He's really good at it, too. >> Jonathan? >> Absolutely. All right. Parental access to instructional materials. >> Again, required. We have to get things up on the website. Some of them don't exist, but as we create them, we'll be putting them on there. >> Okay. >> Make the July 1 deadline. >> Right? >> No. There's no way. I mean, if we don't have a written math curriculum, then what I mean, we can put on there the resource that we use and call that a curriculum, but um we can't do what we can't

090do. I mean, what we have, we will make accessible to people immediately. >> Okay. >> Um we'll create a section of the website. There is a section already that has some >> How far are we to be completed then? What percent can you give a ballpark percent? Like we're at 37% there? >> For written curriculum for everything we did? >> Yeah, that's I don't think there is a lot of written curriculum here. We have science. >> you approve it and have curriculum you have to put it on. You haven't approved it yet. So I can't put >> Right. We got nothing. Yeah. >> It says it says means any instructional materials any instructional content that's provided to a student that's that's like classroom assignments and homework assignments. Is that part of that? >> So that's

091not what needs to be on the website. The curriculum scope and sequence has to be on the website. The other stuff it means if a parent says, you know, I want to see this book they're reading, we have to make it accessible. I want to see this homework assignment my child did or I want The only thing that we wouldn't share would be tests and assessments. But you know, a lot of these policies come out of things where school districts just made bad decisions. You know, a parent said, well, I want to see that thing and they said, no, you can't see that thing. And then next thing you know, we're in court over it. So we passed the policy, but the reality is we would not have turned parents away anyway if they wanted

092to see something we do. We welcome that. We encourage family involvement. So >> But we have CKLA? >> We do for language arts. >> isn't that something that could be posted pretty quickly like an overview page with general objectives? >> So that's not a curriculum, it's a resource, but in the absence of a written curriculum that is what we'll put on the website because we're following it. So >> It's a de facto curriculum I guess you'd say. >> Okay. Parent teacher communication. >> Um, we do this and we do this well. We do conferences twice a year. We get 95% of our parents in. We dog parents to make sure they come. Our principals keep track. They ask the teachers to report. They go after anybody who didn't come and try and reschedule them. Um

093again, we love parent involvement, so this is a required policy, but we're in this one was an easy one for us. >> Good. Promotion and retention. >> Um and this too, I would say to you again, required policy, but we um go a little further than this policy. They talk about um So, the research on retention is that on the over under, it's not a good idea. The research says that um retention does not typically get you where you meant to be. Um that said, every child is an individual, and I'll tell you even though I've read all the research, I did retain one of my children. It's not that we're going to say you never retain, but you don't do it casually. It it's a big decision. It has ripple effects, and so um

094if we're making decisions about retention, um this policy says that it's the principal, the teachers, the guidance counselor, and other support personnel. We include parents in that decision, because if you are considering retention, it won't be successful if the parents don't agree with that decision. Um so, we view that as a team decision, and one that we don't take lightly, and one that we go into knowing we're not huge fans, but also open to the possibility that sometimes it just makes sense. >> Can we Can we just uh quickly go back to page 29, the previous policy, parent-teacher communication? Just so [clears throat] I understand it. For conducting a parent-teacher conference, that last paragraph. >> [snorts] >> Um to provide a copy of the document developed by the Department of Education private information, la la

095la, available for students and their families prior to the parent-teacher conference. Do we Do we normally do that or is that going to have to be a shift in practice? That last paragraph. It's >> Section B. >> Yeah, it's the same thing. >> Section B is for remote when we If we're in a closure. Section B is if schools close you do remote learning. >> talking about the paragraph at the very end underneath Section >> No, but it refers to remote learning in Section B. >> Okay. I got you. >> So, it's a reference to B above to provide by the >> Which the state does not >> Okay. >> want us to do, so. >> Okay. Thank you. >> That's >> Yeah. >> Right? >> You're thinking about yourself. >> I was thinking like,

096okay, another one of those added on duties. >> Okay, that's great. Thank you. Okay. >> Moving on. Action items uh in May, policies for possible deletion, concepts and roles and instruction. >> So, as you know in our policy cleanup, we are pulling any policies um if they are just naturally replaced by a new one, we just do that. But, if they're not necessarily clearly replaced by something else, we're bringing it to you to officially delete. Each section in our old policy manual had a concepts and roles fluffy statement that doesn't really say anything, and the one that we have now is from 1996, and it's my recommendation that we let that go. >> So, we're going to have her review all these, and then we'll vote on a grouping. And and we need to pull

097one out if somebody has we'll do it that way so we don't vote on any any good ones. >> Okay. >> All right. All right. COVID-19 emergency measures. >> So, um we're advised by council that they and everyone else have made COVID policies um defunct at this stage. Someone who has COVID would interact with the world the same way they would do if they had the flu or strep throat or anything else. Um this is not a required policy. Um You're being facetious. Sorry, I got you. I wasn't looking. Um so, we're not expected to maintain a COVID policy any longer. >> After class activities. >> I don't have a lot of words for this one, but it's from 1996. Um >> In here. >> Well, here you go. >> No, that's what I need

098in here. >> Oh, well, the way >> I'm coming up on my 30th reunion. >> Oh, okay. No, I knew that. That was just bad math on my part. Just the way he said it. Um So, this is very secondary. We don't have student officers. Um we definitely don't have extracurricular secret clubs. Um this There are million different ways that we have other policies that would keep us from having clubs overtake the Yeah. >> And this is K through 6. >> Yes. >> We're not talking high school. >> Right. Our policies only apply >> what I'm saying. Like, I mean, I can I can just see this something in high school, but not in elementary. >> And in fact, there are policies um for extracurricular activities and >> Yeah, so we already have them. >>

099This is not where we want to be. Um >> Outside computer use. Is is this something that we hold >> [clears throat] >> Hold that. Is anyone Okay. >> There was one that >> That was kind of a >> It had something to do with like loaning out or something. This That was in the financial policies, I think, actually. So, this policy is 28 years old and it's about computers. >> Which were brand new in those days. >> So, and rare. >> Hopefully, you don't need me to say much more except that like back then nobody took computers home. Now, [clears throat] not only do we allow it, we encourage it. Like, that's how we operate. So, this is as outdated as a policy can possibly be. >> Okay. Any questions on that one? >>

100Mhm. >> All right. So, let's um Let's see. We vote policies for possible deletions for concepts and roles and instruction, COVID-19 emergency measures, extra class activities, offset computer use. Would Anyone like to make make a motion for deletion? >> Make a motion for deletion. >> Second. Jonathan second. All in favor? Ellie? >> I'm in favor, too. >> All right. So, 8-0. Perfect. On to item B, policies for adoption. Meal charging. >> So, if it feels like this feels out of the blue, I apologize. Um we're in May. So, in March, these were on for first read and because I am a horrible executive assistant, they didn't get on to the April agenda. Um but these were on for first read in March. They should have been on for adoption in April. You've already seen them

101at committee, seen them for first read, reviewed them closely. Um we just missed a month. So, that's how they've floated back to you now for adoption. Um [clears throat] but you have already spent time with these previously. >> Make a motion to accept the fuel charging policy. >> All right. Jonathan second. All in favor? Ellie? >> Me, too. >> Okay. All right. Purchasing. Same thing. >> Oh, yes. I'm sorry. I was speaking of both of them. They were traveling together and I just >> I'd like a motion to accept purchasing. Jonathan? >> Second. >> Jonathan Sorry. Joseph, Jonathan. All in favor? Ellie? >> Um yep, me, too. >> Okay. 8-0. All right. On to item C, approval of the Board of Education revised budget. >> Okay. So, you if you hearken back to many moons

102ago, I presented a budget to you. You then worked with it. You um tinkered. You made a reduction and ultimately someone of you made a motion to approve the Board of Education budget in the amount of I guess it would have been 26,550,000 blah blah blah, you know, something like that. Um it then left your hands, went to the Board of Selectmen. Since the amount has moved, I wanted to just remind us what has changed in the budget since you approved it. Um and then ask you to just approve it as the Board of Education's revised budget and I have the number here for whomever wants to make that motion. >> Are we moving any money out of >> So, why don't you explain >> Right. So, I'm going to tell you without [clears throat]

103We are actually working on um updating the budget book. Um because we should have an accurate book, but that takes a little longer, as you might imagine, than the pace of things and how they're moving. So, in the short term, we've updated, you know, the cover sheet and we know where everything is coming and going from, but um when it let since it left your hands it has been reduced by a million dollars. So, to mitigate that, um we had a reduction in our tuition bill from Gilbert for $285,714 and we have received the good news that we will get $320,998 in state aid. Um the information I'm reviewing is the same information that I handed you at the special meeting last week. Um the long and short of what's no longer in the budget

104that was in the budget when you last approved it is that we have eliminated the position special education assistant director. We've eliminated a grade two teacher. We've eliminated two interventionists. We've eliminated the position of director of data and information. >> [clears throat] >> We've eliminated one preschool teacher and one corresponding paraeducator. Those are things that are no longer in the budget that were there when you last approved it. Um we are maintaining the school safety officers by utilizing the 440 account funds. The way we've done that is I asked Nancy to leave just a couple of thousand dollars in the budget so that when we're looking like at a list of who works here they still appear, but they are largely being funded through the 440 account. But, just like for example our reading teachers

105are funded through grants, but we have like $3,000 in the budget for each of them. So, again, they just appear so that they're not invisible. Um we have um also in that work with the million dollars fixed some things that have changed since the time that you saw the budget just in terms of things that went up and down. Um there is a line in the budget called unawarded reserve. We use that um because we're in contract negotiations. Those are raises for positions that we don't know what those raises will be cuz we haven't negotiated the contract. It's for people whose jobs are not in a union, so there is no set raise for them. So, we decrease the amount in that line because there's nine less people work seven less nine less one seven

106less people working here now that we put back the SSOs. Um what else? Um one of uh what else can I tell you? So, we know our federal grants went down. So, we've made the adjustments, but the things that are changed the significant changes in the budget are the reduction of those positions. The one offset to the director of data and information is that work doesn't go away. So, we are contracting with Twin Lakes, which is a company that does remote servicing of all of your student data and state reporting. There are other aspects of that position that we'll lose and some of us will absorb the work of um because that's what we do. So, if someone were willing to motion to approve the Board of Ed revised budget in the amount of 25

107million 50,562 then it would be official that that was the Board of Ed's budget. >> I have a question about the elimination of the special ed assistant director's position. I mentioned before that's an administrative position. And our bylaws say that we should be making a motion to approve or not approve administrative positions. I To my thinking, that's So, >> you're approving the budget that knowingly does not include that position. If you wish to motion it separately. You >> I think the bylaws reference if it was a termination if it was more of a termination aspect and not a cut a cut aspect. Um it it does reference that the board um could vote on when it deals with administrator but I I feel like and maybe we should look at that language. >> Which section

108is that? >> The bylaws are on our webpage >> Yeah, but what section? >> under bylaws of the board November 12th, 2024. >> Yep. >> Okay, and if you go to >> [clears throat] >> Yeah. >> So I think the language needs to be clarified for future. >> It's under >> cuz it can be interpreted. >> Well, that's a whole 'nother conversation about >> Yep. >> Superintendent will also make recommendations for termination administrator the board will also have the right to approve any hiring and the terms and conditions of such administrator's contract. The board shall have the right of approval of any involuntary termination. Is this an involuntary termination? >> This is not a termination. >> of an administrator's employment. >> Not a termination. >> It's not a termination. Such personnel shall have the aids

109duties of such other duties superintendent shall prescribe. >> Maybe the language needs to add that it doesn't deal with budget cuts. >> So what is involuntary termination? Firing? >> Yeah. >> Termination is definitely a specific >> That is when the board has to >> [cough] >> So this would be classified as a layoff then, correct? >> Mhm. >> Reduction in force, yes. >> So what does that mean her position is held for future for future or is it Uh, in that sense? >> So if she were say a teacher in the teachers union, there's language in her contract that would say, um, if we reduce our force and you're laid off, there's a recall list. Because this position is not a union position, technically there probably isn't any language that says she needs to be

110brought back if we bring back the position. The reality is, more than anything, we don't want to lose this position. Um, and we don't want to lose the person either. Why am I not getting this to load? Um, so if, you know, Santa Claus drops off >> [snorts] >> a hundred thousand dollars, we would put the position back and put the same person in it, for sure. >> You've given up on the uncle? >> Um, yeah, the rich uncle, I'll take really any source at this point, sure. Um, you know, should [clears throat] something change in grants and there's more money than we're aware of, um, that's probably the next thing I would put back. I mean, it's a huge loss. >> How How about notice in the contract in the state law? I mean,

111these persons have been noticed, like May 1st was notice by the state law. That's different. >> May 1st is for non-renewal of contract, meaning, um, Nora, you're in your first four years, you're not tenured, and you're lovely, but you don't meet the standards of the district, and we are not going to offer you a contract next year. >> Okay. >> That's the May 1st. >> All right. >> Reduction in force can happen at any time that your budget can't support a position. >> And you don't need to notice that. Or do you have notice? >> have to pink slip it, but it's not a May 1st thing. It's a >> Okay. And there's nothing in the admin contract that speaks of anything like >> This position is not in the admin contract. >> Oh. >>

112It's a individual contract. It's an at-will employee contract. I don't know what's going on with the Wi-Fi. >> Okay. Okay. Any other questions or concerns on that? >> Um I will make the motion to approve the Board of Education revised budget of 25 million $50,562. Do we have a second? >> Second. >> Carol. Uh all in favor? Ellie? >> I'm in favor. >> Okay. 8 to 0. >> With Carol the second on that. >> Yes. >> Okay. On to adoption of a preschool tuition rate. >> Okay. I Um so, let me give you a little background first. Um we have been talking about um our preschool program. We charge no tuition for any students, and that's something that's been brought up um a few different times, I think, with the board. We did the research

113to see what other people charge. It does seem that most districts do charge. Um so, I'm going to share with you, and I think Matthew, you have a chart as well. Um what our research showed us, you know, we could go [clears throat] broader, but we felt the most relevant would be the towns sort of around us. Um so, preschool programs can um look different in different communities. Sometimes they are half day only, sometimes they're 4 days a week, sometimes they're full day only, sometimes you have both options, sometimes it's 3-year-olds are half day, 4-year-olds are full day. So, if it doesn't say anything, you can assume it is full day, well, not full day, cuz I've separated full day and half day, but you can assume it's 5 days a week. For the ones

114that are regions, I've listed for you the participating towns, so that you can sort of see comparables. Um so, Region one [clears throat] is a four-day a week program and it's only half days. Region 10 is a five-day a week, but it's only half days. Region 20 >> No, preschool. Go ahead. >> It is a half-day program. Shared services hosts um the full-day program is five days a week, the half-day program is four days a week. Um Torrington's is a five-day full day. So, because we are um eliminating a preschool teacher and paraeducator, instead of having three teachers and three classrooms, we have two teachers, two classrooms. Our intention for next year will be to have one full-day class and two half-day classes. We don't really have a choice about that because one of the

115purposes of hosting a preschool program is that allows us to deliver special education services to three-year-olds and four-year-olds um in an integrated setting. Based on the number of students who will need spots in that program, we need three places because you can't have more than a 50% ratio. So, there will be three classes, one full day, two half days. The team at the school will look, along with Kathy, closely at the ages of the kids and decide if they are specifically age-driven or um skill-driven or who knows what, but we'll navigate that. Um because there are less spots, it feels like it, you know, supply and demand. It might be a good moment to um test pilot having a modest tuition. Um students who are placed in the program because their IEP needs a place

116to be um achieved will not pay, and that is similar across districts. Um because they're there because we placed them there in order to meet their IEP goals. Um but for the half of the students or more than half the students who are there um because it's a great preschool experience, they would be charged tuition. Um >> So, this is we already have a lottery, correct? >> So, we ask people to sign up and request a spot. And >> So, this is now shrunk because we're pulling my attention. >> less spots to offer. >> Right. >> And when we did that, we did not say we'd be charging tuition. So, what we would likely do rather than have people re-sign up is start with um the full-day spots because that's typically well, I shouldn't say

117that. There's some people who ask for a half-day spot, but we would start with what, you know, run a lottery, pull the numbers for the first, you know, eight people for the full-day section, saving spots for the kids who are identified, and um eight spots in each of the half-day classes or 10 in each of the half-days. Um and offer them to people and say, "You've you're you got lucky. You've gotten a spot in this um but there is a tuition due. Accept or not accept." And then if they don't accept, move on to the next and um >> Wait, this is a change from the past. We haven't >> charged tuition. We have as far as I know, never charged tuition. Um something I think is wonderful. >> Yeah, everybody else is doing it,

118though. >> But >> because one of the things that I'm worried about is when you start charging tuition, you start to you know, you're talking about resource-rich families versus resource-not-rich families. And that perpetuates who gets access to a program, and often persons that are not resource-rich really needs this program. That's what I'm worried about. >> Um so our thoughts were also I would say does anybody remember from our conversation like when Sedaria child care costs $8,000 for the year? I a lot more money. Um So compared to >> And there's >> child care programs >> There's sliding scale. >> That's the other thing. So um You're talking with a couple of people in other districts what I would recommend is rather than if you're doing this with federal funds, you have to use the sliding

119scale which is just a little bit complicated and it puts us in a position of having to determine who's eligible for what. Um in speaking with a business director from another district, since we don't accept federal funds, we could do what they do which is you say if you're Husky part A um I'm going to say this backwards. I forget which is a higher level of need but if you qualify for Husky A then you get free tuition. If you're Husky B, you get half price tuition and if you're neither, you pay the full boat. What's different about that is it puts the state in the position of figuring out who qualifies for the reduced rather than us and again you're looking at our business office, the entire department sitting there. So the thought of

120also now taking on the role of determining >> administrator of that >> Right, the finances of each family and who qualifies for what. So using something where the state makes those decisions keeps us out of conflict with our families. Which I think is important. So if we adopt a tuition, I would suggest that we also adopt >> that the Husky determinant for reducing the tuition. I also So if you think about it um just to pick a number, if we did say $2,000 a year that's roughly $200 a month or $50 a week. >> So, we currently don't um >> We charge zero. >> And if we do charge, then it's a net benefit, correct? Because we're generating income. >> We would be generating a benefit to the district, not to the family. >> Well,

121and but if let's say nobody um signs up because of financial constraints, what's the financial impact? >> I guess if we couldn't fit Well, so right now we didn't budget based on this income, and I would not recommend that we suddenly weave it into our financial plan cuz we really uh we didn't know this until today that we're thinking of it, right? Um I see this is sort of a test case, and if it generates some income, then we could look at going forward, we'd be able to predict if we're able to fill sections um with a tuition rate attached to it, and then we could build that into defraying the cost of the preschool teachers. >> Um so, are we able to like make a motion at any point or >> I'd like to

122suggest [clears throat] that before you make a motion that you discuss A, your appetite to do it at all, and B, if you're going to do it at all, what you feel um a reasonable rate. And again, my thought would be that we're sort of piloting right now, see how it goes. Um you know, it also puts us in the position of charging money, collecting money. Um we do that currently for the Champs program, and that's no little job um at all. So, there's a lot that goes with it that as a very um thinly resourced district in terms of staffing, we want to make sure that we can handle it appropriately and well, and you know, you end up having to um follow up and pursue families that haven't made payments, and that's not

123a great dynamic. So, there's a whole bunch about it that I think will require us to make a decision tonight, try it out, and then revisit whether or not it was successful. >> All right, listen. >> Nancy, how long have we not charged for for preschool? >> No. >> As long as >> 11 years at least, right? >> Yeah. >> Um I think that this direction is not acceptable. I think that in a in a community such as ours, we've long held the value of ensuring that there's access for every kid and that finances are absolutely not a barrier, nor are finances it could lead it to it even a chilling effect for a family who who would be worried about even applying for it because they are not sure about next month's bill. And

124I think that this would be and I'm not sure how much you would actually generate in revenue and I don't think we should be a revenue-based decision-making here on this about whether it's going to help us. I don't think it will help us much. >> We're cutting our budget by a million dollars, so we have to figure something out. >> But it's peanuts. It's peanuts and when we're talking about this age group, we're talking little ones, babies, who absolutely need to have the services in such a a needy community as ours, changing a policy that we've had for 11 years to me is abhorrent. I will not support this. >> Um do we have an estimated number of of students for pre-K 3 and 4 right now? >> So we have we will have 16

12516 16. We will have 48 seats and we have like people we could put names to for special education, if that's what you're asking, for 16. We anticipate that that number >> asking like do we have an idea of what the estimated enrollment would have been for the upcoming year? Cuz we were anticipating four sections. >> Right. So, we >> So, there there is an overflow, right? >> We filled the the full day sections. There is no question about it. The full day section will fill. The unknown for me is our half day sections are not at 16. People don't love half day. >> Right. >> But, when we eliminate 16 full day sections, I think it's more likely that we will fill the half days because there are some people who got full day

126who will accept half day now that there are less full day spots. >> So, not only are there fewer spots for our community. I mean, have we filled in these spots in the past? >> Again, we fill the full day spots always. >> 100% and we've had four sections and we've 100% filled them with tuition free kids. >> No. No, we don't fill the half day sections fully. We fill full day sections. I think if we offered four full days, we would fill those. >> Okay. >> But, the half we've done two Recently, we have done two full days and two half days with three teachers. And we fill the full days. The half days get to maybe nine or 10 in a class, not the full 16. >> Okay. So, reducing it down to

127one full day, two half days most likely will fill. I think is what you're saying. >> I'm speculating because we'll have 16 less full day spots. >> What's the percentage of students in like that So, there's 16 in the full day class. Our eight would be tuition free because they're special ed. Place students. >> wouldn't place more than eight identified students, right? >> Okay. So, then we're looking at eight eligible tuition students. >> 48 seats. >> So, then you'd be half. >> We would fill theoretically if we have enough kiddos, we would fill at At 24 of them with tuition paying students. >> And then we have the Husky A and the Husky B. So, some of those might not be eligible. >> For the state takeover? >> They would If they are offered a

128spot and accept it, and then they are reduced tuition, they >> I'm just saying $24,000 isn't going to put it down in the million and a half, but it's going >> No, 16 is the absolutely most. In a perfect world, I would cap it at 14, but The other thing I'll Something you said reminded me. There's something else the state offers called Care for Kids, which we're in the process of enrolling for. What Care for Kids is is families directly contact with the state, and if their finances make them eligible, the state says, "I've got you. You pay this piece, and we'll pay the rest of it." And so, we get the full tuition, but the state makes up the difference that they feel the parents can't. >> And we don't have to do the

129administrative side of that. That's all on >> We just have to do the setup, and I imagine we probably have some billing work with that with the state as well, but but the state pays part of the family's tuition in that case. >> So, if you did, all right, 16 kids half day at $2,000 a kid, it would be $32,000. If you did the eight full day, I'm just running >> Yeah, we want to do a 2,000 for half day, right? >> It'd be 1,000 for the half day. >> for half day. How much? 1,000 for half day. >> Okay, so then cut that in half. Cuz I would if you go up with the 2,000, which is basically here, and then if you go up with the 5,000 for the full day, that's another

13040,000. So, if you did 2,000 and 5,000 for eight kids and 16 kids, it comes to $72,000. >> We want to do 5,000 for full >> just saying that would replace one of the positions we're eliminating. >> Yeah, we would be We'd do 2,000 for full day, 1,000 for half day. >> But I would cover with my >> It could a paraprofessional. >> a good position we're eliminating cuz we don't have to fund >> Two players. >> And and again, we I mean, I feel like I know I mean, nobody Everybody else charges. Like, why are we not charging? >> So, I didn't have I didn't have a pot to piss in when my kids were babies, and my kids still went to nursing school. I paid for it out of my pocket, actually. >>

131So, >> And I didn't have a pot to piss in. I spent $20 a week on groceries, okay? >> So, Nora, I have a question for you, cuz you brought issue with it. What Why would you if they could be funded from the state, why would you then have an issue? Because it would be funded from the >> state, it's a different story, cuz that's how sometimes we've we've paid for this in some other ways. And Care for Kids is totally different story. But I'm talking about out of the parents' pocket. >> I agree with you. >> You're going to find parents saying, "Sorry, I'm not even going to apply." And so then you don't know how much their Husky would be. And And will they know that they can kind of get a reduced

132cost for Husky? Great. Fine, it might reduce some cost, but the point is you're sending a message that is not going to be clear to parents, and they don't know where they're going to see it stand in the summer fiscally. And how it's going to roll out for budgetary purposes, you're going to dissuade people. And in this community, remember, we're an alliance district for a reason, or we've been and we still are. Um we're absolutely We've been talking about the needs for a budget and passing our budget and needy families and fixed incomes. Um this is the most vulnerable group of people that we need to invest in the most. And as I said, we've done it for 11 years. And so we can raise $70,000, but I think the cost in the long term

133and tier two and tier three needs are are going to be in the long term more costly. >> So, Nora, to your point, um just the public perception, I'm saying a lot of parents are saying they need to raise the school budget, correct? You know, for all this stuff. So, I would say, you know, parents, if they're willing to raise the budget unilaterally for, you know, every you know, town member that, you know, they'd be more than willing to pay for their child's, you know, preschool. >> If they can. >> So, but you're saying with that, you know, if they can't afford preschool now, how would they afford the proposed increase in their taxes? >> Well, they're going to be paying the increase in the taxes, and then if they want their kids to go

134to this, they're also paying on top of that. And so, that's a double burden on a family that is trying to feed their kids in a household that I think that would going to get lost is the message is that's going to cost family monies. And I think that's going to have a chilling effect on families. And for 11 years, we've been managing this. >> So, before we get lost in the weeds on that, I think one of the things is, just like we would advocate for a budget, we should then advocate for the proper information to the families to know that those that are not in a financial position where they can, and those that are in a financial position where they right? Where they can't afford, have options, and those who can do

135have options as well, and they would pay a tuition. So, you're you're going to advocate for and provide information for. So, from my standpoint, as long as there is the proper information disseminated to the parents to be able to have the option, uh if they cannot afford, that they do have an option to have their children in that program just the same. >> Yeah, I like your I like your if they're on Husky A and Husky B. I like that, cuz one is family, one is one is complete family, one is just the kids, right? Um I don't know I think Husky has you would make it a funny, so you are on it, like on it. And the other one is you make enough money, but your kids can be on it. Right? >>

136Right. So, that sets your two levels. >> So, it's A and B, whichever which is which. So, there is a level there. I like that with you. What you're saying is like okay, if you have Husky A and your Husky B, you know, please contact us for it's going to be reduced or whatever we decide. >> If we look at the math of it though, like so if we're charging $2,000 for the full day, that's eight kids. That's $16,000. And then we're charging $1,000 $1,000 for eight kids twice for the two half days, we're looking at $32,000. Assuming all of none of those students qualify for any of the Husky programs. Like why are we going to put the families through that additional stress for $32,000? Like we're here to support the members of our

137community, in particular the students of our community. Adding an additional burden for at the most $32,000 seems I could see if it was going to be 80, 90,000 dollars, we'd think about it. $32,000 doesn't seem like it's worth it. And all it a little bit seemed the parents of this community have been slapped in the face through this entire budget process. So, have the the members the staff members of all of our schools. The board of of selectmen selectmen referred to all of our our schools as failing. Um which is incredibly disrespectful to our superintendent who has been disrespected continually for the last two months, and that was a disrespectful statement that was made towards every staff member in our schools. Um our schools are not failing. The staff in our schools are not failures.

138They're actually being failed. They are not failing, they are being failed. The parents of our community were also incredibly disrespected during that May 20th meeting when they were all their concerns were completely ignored. To slap the community in the face again for maybe $32,000 is something I will not support. >> I I agree with what you're saying, but I also it's about it's about putting money back in the budget. And that's what this whole craziness for the last 2 months >> But $32,000, $1.5 million. >> here and $20,000 there and $30,000 there. >> It adds up over time. >> And and making income on I'm not dissing you, Manzi. On our 440, I mean, there all these little things add up and you're fighting over money all the time. Like, I literally just went this

139for 2 months of my life. And like, we're looking at an option where every other town is doing it. It's not It's not just us coming up with this idea. >> They're larger I'm assuming they're making more than $32,000, potentially $32,000. >> Well, I mean >> That's per student. It's not telling us how many students are paying those tuition. >> You're talking me These are two These are apples and oranges. Region 10 is a different DRG. Region 20 is a different DRG. Region 1 is a different DRG. New Hartford's a different DRG. The one that I see that's comparable is Torrington. >> to agree with you. I think we should have, you know, prices comparable to Torrington. I mean, I always thinking, you know, if we you know, maybe undercut Torrington a little bit because

140I don't know what can we do with the money? Do we have to uh appropriate that money towards something or can that go into a non-lapsing fund or our 440 fund? >> Uh, the income would be revenue, you know, when we do our um budget book, there's a page there with um uh, not revenue, resources. And amongst the resources is revenue. So, for example, the Champs program brings in money, and that money is used to pay for the Champs program, but revenue [snorts] from the preschool arguably could be used to defray the cost of preschool, but it's un- un- um, unassigned money, if you will. >> So, theoretically, we could put this into the non-lapsing fund or the 440 fund to to grow that. So, we could even do, you know, maybe $600 for a

141half-day rate and $1,200 for a the for a full-day rate, and just stock that money away for, you know, issues that arise. We don't have to appropriate this money for the special education, or not special education, sorry, the uh, preschool, because we we haven't been paying, you know, tuition now, so for the future, you know, we can just assume that they're zero and stockpile that money away for a rainy day fund that actually generate income. >> And how would the billing go to the families? Would it be monthly, weekly? >> Probably monthly, just based on our research with surrounding communities, they seem to do it monthly. Some places do like by the semester, but I don't know that that's realistic for people. >> That Yeah, cuz it's there's big difference between them having to pay

142the bill every month and them having to pay and one large bill at the beginning. >> Another caveat to this is, so like our preschool program, correct? Um, it's not just for Windsor, we can open it up to other towns, correct? >> So, we the board would need to adopt a policy about out-of-town students, but with just two teachers, we will not be in a position to do that, but if we, you know, we are working really hard on our Naya accreditation and growing the program, we have the physical space to have four preschool rooms. So, if we add sections because we think there's demand, we can take out-of-town students after we've accepted all of our own students. >> Okay. So, then >> And we could charge an in-town rate and an out-of-town rate, or

143we could charge the same rate. >> Cuz my my feeling is, you know, Torrington would be our closest ally cuz they're the closest. If we, you know, have our tuition rates lower than that, that could potentially draw students from Torrington to us too, you know. >> Families do the transportation, is that right? >> Out-of-town families would absolutely. [clears throat] In-town actually transport our kiddos on the same buses with our big kids. >> Where does [clears throat] the slap in the face come from in the fact that it would still be provided for those families [clears throat] that do not have the financial means, and those that do could so that we could offset some of these costs, and when you look at it and we go back and forth and have long drawn-out meetings that

144go nowhere and we're talking about budget cuts, which are very unfortunate, and we have a way to offset or defray those budget cuts, we shouldn't be turning uh our face to that and say, "How disrespectful." Even if we've done that, we do not not ever want to go back, nor are you You mentioned this in the special meeting, I believe. You said we had $18 in the account. Just because we had it at one time means we never want to go back there. Let's not revisit the past. Let's look to the future. How do we not go back? I think this is great to think of, and it's not perfect, right? It's There's going to be some people that are disgruntled, but we have to look at all options. Um I think keeping those in

145district, like was mentioned before, uh thank you, Kathy. I think that that's another great thing, not just cost-wise, but just looking to keep it in our district as much as possible, and how could we get back to having a third uh uh teacher for, right? So, we we let go of one of our pre-K teachers, Did we not do this? >> We lost a staff. >> So, if we do this, could we not at some point bring back that teacher and now have more to offer? So, I think looking at it from the standpoint of it's a slap in the face, I think is the wrong way to look at it. I think it's trying to look and say, "Okay, what we've done maybe has worked somewhat, but there might be a better way." >>

146So, 30,000 could be a paraprofessional. It could be field trip experiences. It could be things that we look to eliminate when we come into budget season. So, it could be something that could provide for the entire student population to benefit. Um we have very little opportunities to create revenue as a public school um other than grants. Um and we all know grants dry up, grants go away. Um and as we saw this year, our district is not the only district that's hurting. All districts in this state are hurting. All districts are trying to find ways to um cut, ways to you know, maximize our costs. And I don't see that going away. So, we need to be creative. We need to think outside the box. That's what we tasked Julie to do. We need to

147start thinking outside the box and this isn't out of the box. Just because we haven't done it, doesn't mean that we shouldn't consider it. >> I do appreciate the creativity and that was one of the charges is to try to figure out some creative ways. Um but I think this is the most vulnerable part of that. And I think that we're going to lose some kids in the process and our families because it it it yeah, it's going to be you know, we got care for kids, some families will qualify. We've got Husky A and B, some parents will qualify. It's the marginal family that qualifies for neither one that I'm afraid we will lose because all of our kids, you know, need need help and support and this I'm afraid we'll lose that the

148third tier of parent. And um >> So then why don't we >> Yes, you can communicate and tell the parents if you qualify, but it's going to it's kind of reminiscent of how some families don't get financial aid, would love to have, but they're caught in that financial zone in terms of income and they don't get any financial aid, but they want to send their kid on to college. This is kind of I'm worried about that kind of family who just needs to hit the groceries. And so yeah, they don't qualify for Husky, they don't qualify for the care for kids and would love to send my kid, but now I nope. >> So then we eat it, we just accept them and don't charge them. >> the long-term cuz I'm thinking penny wise, pound

149fuel foolish. Long-term consequence of this if you if you talk about what cover, I mean this is not about COVID, but when you're talking about learning at this vulnerable age, the growth is tremendous and if they're not up with their age level peers in each of the grades and matriculating in each of those on level, it's going to show up in secondary schools, middle school and that is one of the things that has helped this community with about average or above average on our standardized tests year in, year out is the investment in preschool. >> But if we don't do this, who knows next year we could lose that preschool teacher and then have nothing. >> But I'd rather put maybe three more kids in a teacher's room than to dissuade a family that absolutely

150needs to get kids in those programs. >> Three kids versus maybe 16 losing out on the opportunity. >> I would talk to the experts. I mean when you talk about investment in education, the most vulnerable is in the elementary levels. >> Exactly. And we're giving we're providing support financially for the people that can't pay. >> If they qualify, but we like for as I said, 11 years this has been free for everyone. >> And we also cut a million dollars in our budget. I don't I mean I'm just this is a way to fix a potential problem long term. >> I would rather find some other creative way to find savings in sixth grade. >> Hold on. Am I wrong that we had the option of going through our programs, I think they were called

151the owl or whatever. >> Little owls or doing at advance and at advance charged on a sliding scale. Am I right in that in that still was within our building when at advance ran a preschool. >> At advance has two preschool classrooms that are housed at Pearson. >> And those are the front doors and one in the locker room. Those are paid. >> One is head start, they accept a sliding scale and the other is >> That's what we did. >> Something. And they also are >> We we chose early start. >> Which were supported by Parents didn't have to pay. >> No, they did. >> Early start. >> Sliding scale. >> For a Husky B, a family of four, if you make under $121,000 a year, you qualify for Husky B for a family

152of four, $121,000. So, most of the kids are going to qualify. >> $121,000? >> Yeah, for a family of four, you qualify. That's the limit. >> I see. That's it. >> That's the That's what I'm saying. >> And Husky A So, that's your >> Husky A is a lot less. This is Husky B. Husky B is just for the children. Husky A is for the entire >> So, I'm saying the town has have programs like this that they've chosen outside of the school program. So, families have had this choice. And it's not like it's it there is a concept to it already in this town. >> Can I say something? >> No. >> [laughter] >> Yeah, go for it. >> Um I think preschool, if you're just paying out of pocket, um is you know,

153usually pretty expensive. I remember paying $1,000 a month and making it work. Um I think making sure that we're I think if we follow the MassHealth, so if we follow HUSKY A, HUSKY B, um those recommendations, I think we will catch a lot of the most vulnerable, um members of you know, that age group in our town. I think keeping the cost still low, I think you know, also maybe even for the people that are not on HUSKY A, HUSKY B, making it so that they can apply for financial aid or hardship or have some sort of program for them, too. And I mean, I I think that would I think probably the majority of our kids are going to be on HUSKY A and HUSKY B, honestly. And for the rest of them, I

154think keeping the cost low is a wise choice. Um of course, we want to give all all the young ones a chance at preschool because really it sets such a foundation for them. You know, we've talked about all of the the price that we pay further down the line. Um Special education and IEPs and everything. If we can help make that foundation for them at a reasonable cost, I think that will greatly help us in the long run. So, I I I don't think charging is a bad idea, but I do think we need to be careful about the amount and provide like a financial hardship kind of option for the people that are not caught in um eligible for Husky A O B. The extra expenses. >> Okay, so if if we were to

155do this, let's let's discuss a a reasonable rate. You you see the numbers there. Um Torrington is at 1,600 for a year. >> I think we would match Torrington and do half year. We do N and do 800 >> I would say 1,200. >> No, I would stick with stick with Torrington. I mean, Torrington's not any better >> any better >> Right. They're as equal as we and their taxes are super >> So, let me let me ask you a question. Do we know how many are enrolled in a class for Torrington? Like how many kids are in a class? >> I don't know, but I would speculate that it's got to be give or take 16. Most districts cap either at 14 or 16. You get to 16, people start looking at you sideways.

156It's a lot of 3-year-olds in one place. >> For sure. Well, I was just I I guess mostly I was just wondering the amount of kids because I think the original proposed cost like so if you're saying 2,000, 1,000, though it would be more than Torrington, I know in I would assume in Torrington some of their class sizes can be quite large. I don't know if they're more or less, but No, you're shaking your head no. >> I have no idea. We don't know that data. >> So I'd be interested >> than we do because they're just a bigger community than we are. >> Sure, and they have far more people, right? Like it's five or six times. Yeah, much bigger. >> The classes still could be 16, but we don't know. >> Yeah. Um

157Do we have to Can we like workshop this a little bit more and or now we have to do it now because >> We really need to tell families they're in or not in >> Got it. >> because they need to make their Right now we're late in terms of like if they're not getting a spot with us, >> Sure. >> they're behind the eight ball getting a spot somewhere else if they need child care. >> Yeah. Got it. >> So should we vote on it and then also what if what would we charge? Cuz you're we could do 2,000 1,000 do 16 and eight. >> I think we match Torrington's, you know, comparable. >> I think Torrington's would be good. Okay, so they're 16 so and they don't have a half day. So just

158half day now. So 16 and eight. Right? >> Torrington's mill rate is much higher than ours. Also to take into account their tax their tax their tax base is a lot more. So more people but >> I mean negligible. I mean mill rate's a variable that's [snorts] >> So okay, >> Okay, but they pay more in taxes >> in taxes plus they're paying >> So so my point being if those that are able and willing and if you if you uh if you are in the uh Husky A Husky B and you apply for that and you can get that, you're going to have that financial aid. For those that are able and willing, I mean again, so what would that be over a monthly rate? Cuz I was looking at the >> So you

159were saying 2,000 would be about $50 a month if you did the yearly. >> Not quite. >> 2,000 is $200 a month is $50 a week is $10 a day. It's $10 a day. >> Which is inexpensive for what that is. Now we want preschool costs. And that's a that's a full day rate. I know that for a two-day half-day rate, it it's a lot more than >> I would say what are you paying right now? >> So >> It's got to be a ton. >> So point being, those that [clears throat] do not have the means to do so will have an opportunity. And again, I appreciate the out of the box thinking. And because again, those that do it because again, while we haven't done it for 11 years, clearly what we have

160been doing from a financial basis is not working. And the only thing that I would love to hear is the parents have been very vocal. And I think that's a good thing because you're invested in your children's education. And I would love to hear what like what they would have to say. I know we're out of time. I wish we had more time for this, but personally, so if I was I would say 2,000 1,000 because I think that's still a fantastic deal. It would be a big jump, but I would only vote yes on that based upon the idea that we have we're really sure about the financial aid for those that do not have the means. And that it is easy enough and the information so that they're not dissuaded in any way.

161Because I do agree with you, Nora. Uh this is a extremely important developmental age and you're either setting yourself back or you're jumping forward based upon how these ages are. So I agree, it's very important. But also, we've heard a distinct amount of parents come out and say I will pay for my kids' education like in a tax increase. And that lack of a better term the those that are financially able can put their money where their mouth is in this particular case and I would do so as a parent in the town and I would I would back that because even if it off offset one teacher's salary we're looking at advancement not regression. >> Care for kids would pay, right? Care for kids has their own like sliding scale and they make up

162the difference. So we would that would come into a pocket here. Right. And then Husky A B would just be a reduced rate. >> Correct. >> So this community would still have to our taxes still have to pay for that one student. >> So Husky B is 121,000 and change for a family of four. That's Husky B. Husky A is 44,000 for a family of four. >> So if they're not So if you're applying for for A I mean not your willing poverty rate if you're getting Husky. >> So Husky A would be a reduced rate. Let's just say >> No, Husky A is free. >> Free. >> And then Husky B is >> would have a reduced So free does Husky A free does that revenue come from to us in any >> Nope.

163>> So we have to we have to comp that. >> We need to comp that. I need to learn a little bit more about Care for Kids to see if Care for Kids would kick in at all with that. I don't know. >> If it's Husky B we're comping that. >> Again, I don't know if we can get families to apply for Care for Kids to make up any of the difference. Care for Kids is a new concept for us. We're not up with them yet. >> So we don't know what the reimbursement rate would be. >> Assume that we're getting nothing for Husky A and Husky B we're getting half price. And if we can recoup some of that through Care for Kids good on us. >> So if we can recoup for Care

164for Kids as much as possible, we're still going to have to comp Husky whatever that's going to be and then we're going to have parents paying for the those that don't qualify. Like in bucket three. >> Yeah. >> So the the savings of this program for this community for the board of that is what do we say? $32,000? Because we're going to have to pay the other half of whatever Husky doesn't pay. We don't know what Care for Kids pays, but we still have to pay for the other half to run the program. We have to pay for the program. So, in the end, I really don't think the cost is a mean it's not you know it's not amazing. And I think what's going to happen is as I said, we're going to dissuade

165even it's $10 a day, but there's some families that can't even do that. >> The one thing I do is I I appreciate these discussions because there's something Kurt said that actually really stuck out to me is it's not going to bring us really back another staff member, but it can bring back some experience for our students, which is not something I had pre- previously thought about. Um so, even bringing something like that back for our students could be valuable. And >> Any money back in the budget. >> And currently you >> And you're also cutting I mean right now first of all, the money's already allocated. We already have it in our budget. So, anything we make on top of that is gravy, right? Okay. And we just cut a pre- a preschool class.

166So, all those kids that were where are they going to go? I mean, you know, we got to start thinking out I mean, you're worried about all the the little ones, but you we just cut a pre-K class. >> Listen, the the parents the kids are going somewhere. >> Right, they're going somewhere. >> to be going somewhere. Um and it's whether it's at a reduced rate with us or they're they're going to have to find other especially if it's it's for child care. Um let's let's not all of it is academic for some of these parents. Some of these parents they it's there for child care. Um and it it's free child care now, but I mean it it's it is what it is and they're going to have to find child care somewhere. >>

167And we're currently paying for the full bill. Why not help reduce that cost a little bit? >> It's just going to defray. I mean it's minuscule. I'm not saying it's going to it's minuscule, but again it could it can create something good out of it. >> also arguably make it easier to add the teacher back next year if we know that we have the cost of the para and only have to do the teacher or >> Right. >> I would have loved the idea of shifting some of the burden onto the parents for our budget. Um I understand and my heart breaks for those parents who are going to be really, really hurt by this and their kids who are this is going to they're going to struggle with this because one of the I

168do before I moved to Winsted, one of the things was free pre-K. >> Yeah. >> So it is something that parents in surrounding areas know about. Um taking that away I don't think is awesome. I understand other districts are doing it. Um I do see that it's it is less expensive than other pre-K programs. Um again, I don't love it, but Kurt something Kurt said really did stick out to me where we could give back some of the things that our students lost in this catastrophic cut in the last month and a half. >> I would want to know what parents are thinking. I'd want to know whether or not this affects the number of persons enrolled and applying for it. I'd want to know what the numbers would be in the last say, you

169know, 11 years and whether or not this makes it change. The impact. I'd want to try to measure the impact >> [snorts] >> in some way. Um I'm not in favor of it and so we could just move ahead on a vote because um I think it's unfortunate that we're looking to the most vulnerable population for moneys and savings when we should look to and we have been, the state of Connecticut doing more with their ECS money. Um other ways to just look at costs, uh charging for other things, uh maybe after school programs as opposed to looking at the most vulnerable group of kids. As a profit way or way to save money. >> Well, we we have to take initiative. We have to take initiative as a district and not rely on the

170state because the state's not reliable. >> And you're talking you're talking 24 kids, and half of those are are special, right? >> We're uh we're looking at for the coming year 48 seats, of which >> 24, well. >> Well, we probably wouldn't need to hold all 24. We [snorts] probably would hold maybe 20 spots so we could theoretically charge for 28 spots. >> 28 spots. So, we're we're talking 28 kids. And don't forget, we just nixed made a classroom of What's the average classroom for the pre-K? >> 16. >> You just nixed nixed made 16 kids that got cut from other stuff. >> So, it's not like we're >> So, I'm going to move I'm going to move this I'm going to move this to a vote I'm going to first move this to a

171vote on whether to proceed with it, and then we can vote on how we want to set the tuition if if we approve it. >> I'll make a motion. >> Go hold on. Go ahead. You I'll give you one more. >> Just to the point that we cut the class, if this gives us any opportunity of bringing it back, you talk about the most vulnerable, is that not an opportunity to then work towards better, right, and bring back students? Possibly? >> Bringing them back to what? Like grade three because you're hiring another para or >> No, eventually getting that teacher that we lost >> back. >> Yes, 16 that we lost. So, >> Due to the budget. >> Okay. Anyways, so >> All right. So, I'm going to move this to vote on whether to

172adopt a pre-script pre-K school tuition rate. Um Would anyone like to make a motion? >> So moved. >> Joseph? >> So, Joseph is making a motion to adopt a tuition for preschool. >> A tuition for preschool. >> Second. >> Anyone? Uh Shane second. All in favor? >> I'm in favor. >> Okay. Opposed? Okay. All right. Uh being that that has been approved, we now will s- We'd like to I Would anyone like to So, I think we're settling on 1,600. >> And half And half of that for >> And 800 for half day. >> Yeah, that sounds fair. >> Up. >> And then Husky A would get free >> We I mean, that's not that's Yeah, that's That's that's not that's not us. So, 1,600 >> But wouldn't that wouldn't be set >> We're just

173setting We're just setting >> Probably more operational, but I'm telling you that we would use Husky >> Instead of No, not the sliding scale. The Husky >> I know on the A and B. >> Yes. Yes. >> But we're not That's not our decision >> And she'll also research the >> Care for kids. We're already underway of figuring that out. >> We're just We're setting what the cost >> The tuition rate for the people that will be paying. >> Okay. >> Um so, 1,600 for uh for full day and 800 for half day. Okay. Would anyone like to make a motion to set a rate of 1,600 for full day, 800 for half day? >> Motion to set the rate at 1,600, 800 for half day. >> Jonathan? >> I'll second. >> Joseph second. All

174in favor? >> I'm in favor. >> Okay. All opposed? Okay. So moved. Okay. All right, on to item E of action items. Superintendent evaluation. This will require executive session. >> Yes, we'll require someone to make a motion to go. >> So, would anyone like to make a motion to go to executive session? >> a motion to go into executive session inviting Superintendent Judy Luby at 9:28 p.m. >> Would anyone like to second? >> Second. >> Jonathan. All in favor? Al? >> We can bring Ellie with us. >> You good? >> We can bring Ellie with us. Um you all should go home. Thank you. I just want to say I can um it's safe to say there's not going to be any public comment. I'll do the rest of this. You should go home. Matthew,

175you really you can thank you. I don't know how to get us out of this. >> Good night. Good night. >> Good night. Thank you. Uh microphones off. Cap, uh this way. >> Oh. See, I don't think Cathy even worked out. But the taste? >> Do you like the taste of it? >> Yeah. >> Well, let's say whoever makes it first. >> Yeah. Yeah. No, just one. Go to executive session. Oh, yeah, that's it. Yeah, cuz she said there was no >> Not the what? >> I'll leave the name tags. >> Yeah, I didn't follow the