001Okay, perfect. Well, then it is 7:01 and I will call the board of ed meeting to order. Um, and uh hopefully we can stand and say the pledge of allegiance Um, and before we uh start, and you know, typically we uh have a public speakers first, but uh I believe we have a special guest this evening, and I'll turn it over to Dr. Jones to do the introduction. This is Sam Oddton and he is a Western Middle School student and I'm gonna let him do the introduction because this was part of his capstone project and they introduced their projects and they present and Jim Beahet and I were both um so excited to be there um to watch him present and it's so timely and you'll see by the topic because he actually understood that
002it was something that the board has been studying. So I'm going to turn it over to you S. Good evening everyone. My name is Sam Uton and I'm an eighth grader at Western Middle School. Thank you so much to board member Miss Pette and Dr. Jones for coming to see my capstone project last Thursday and inviting me here to present for you all today. Every year at Western, each eighth grader picks a problem to research and present on. For my capstone project, I chose the issue of artificial intelligence over alliance in students. I chose this problem because as someone with experience in computer programming and interest in technology, I have noticed that AI is becoming increasingly prevalent in people's day-to-day lives. There are few guidelines regarding its usage. I hope you enjoy my documentary. [Music]
003Artificial intelligence can be an extremely helpful tool and used correctly. It can help us better manage our time, complete necessary tasks, and even make us feel smarter. But have you ever thought about how it could be really detrimental to your health? How it could potentially ruin your life? Think about it. When was the last time you used artificial intelligence? Artificial intelligence is extremely easy to access for everyone. You can simply pull out your phone or type it into a search engine. With this access comes extremely dangerous effects. One of these dangerous issues with artificial intelligence is the fact that students and others may become reliant on it for tasks. I interviewed a few experts regarding these topics. These experts are people who have firsthand experienced reliance on artificial intelligence for certain tasks. When asked about
004how they rely on artificial intelligence in their daily lives, these experts explain their predicaments. Given that software engineers are the people who are building the best AIs right now, they have made the best AI pretty good at software engineering. So I use AI a lot in my job. Um, I use this uh code editor called cursor which lets me like orchestrate a large codebase and then sometimes ask language models to make edits for me and it's very convenient. Um, I've generally found that they're not reliable enough to make like very large scale changes to my code, but I basically have forgotten how to use like simple plotting code at this point because the LMS are so good at it. Um, and uh, yeah, so I'm I'm definitely reliant on it for large parts of my
005job. It's also very useful for teaching me how to use libraries or software packages that I'm not used to. It's very good. It's important to have a good understanding of the power of artificial intelligence to manage your time better to allow you to spend your headspace doing other things that require more human more of a human touch. But the sort of things that uh I've seen AI automate in a personal life such as building a grocery list or a menu for a party or something like that. I think that that is an appropriate um an appropriate thing to be able to use artificial intell artificial intelligence to do. students, I think pretty frequently, are attempting to pass off their own writing um or rather pass off writing as their own even though they've used um
006some kind of generative AI to help them produce it. And I think this is extremely dangerous. They could writing is thinking and writing is using your brain to understand and analyze the world and yourself. And if you are not going through that process then you're missing out on something having sure some of the grammar skills that we have and sentence structure AIs can certainly help with that they can help enhance things but generating the ideas is what makes us unique humans and which helps develop us into more interesting complex and curious people. So I think this problem is having disastrous effects on students around the world. It is leading to a loss of critical thinking capabilities within students and a decline in academic honesty. These are both important valuable traits and the lack of them
007will result in future societal decline. This issue has several causes including but not limited to how easy it is to access these platforms, lack of prevention, and the increase in onetoone technology in schools. Almost everyone has experience these side effects. This footage shows a student using artificial intelligence to complete an assignment instead of doing it themselves. This is easily detectable by their teachers and will lead them to over time only be able to complete assignments with the help of these platforms. No problem goes without solutions and there are plenty of potential ones for this problem. When our experts that we heard them previously were asked about their ideas, they spoke of them. putting more rules in place would be a great way to stop students from using a lot like using AI a lot because
008currently a lot of schools don't have like proper rules in place in order for um AI to not be used so when it comes to school um I I think a pretty common take floating around is that we should move to in-person exams. So rather than grading people based on like how well they do their homework, we should let a lot of the homework just be ungraded. And people can do it if they want, if it's helpful to them, but at the end of the day, they have to come in, sit, and write by hand their exam. And this prevents them from using language models to cheat on their actual grade. So hopefully this would set up the incentive so that if people actually want to learn, they can do it themselves. Um, and if
009they're actually not there to learn, it turns out, and they just wanted the degree, um, they're going to have to figure out how to, uh, reconcile that. Some other solutions could be imposing stricter artificial intelligence use policies or even teaching proper use of these platforms to prevent the problem before it even starts. Everyone plays an important role in this problem. Next time you think about using artificial intelligence to complete a task for school, next time you see a friend using it, remember the detrimental side effects that come with it. Will you pay the price for easier work? [Music] I say Sam, thank you so much for sharing your work with us. I'm supposing you didn't use AI to help you with that, did you? No. Okay. It was a fantastic presentation and you interviewed some
010really good experts, some of whom I I knew personally and I think they gave you some good advice out there. So, thank you so much for coming and thank you to Western Middle School for uh for hosting, you know, bring bringing him here with him with with uh his report. Thank you. And with that, um we are going to move on to our public hearing. Um we're going to start out with our GHS student government uh leaders. Um unfortunately, uh one of our student government leaders, uh Rocky, is not able to attend tonight's meeting as sees a personal commitment elsewhere. And I know that Mahir um is going to be uh joining us via Zoom uh as he's also got another commitment this evening. Um and I believe we uh we're very disappointed. I know
011we're very disappointed for them to have uh to not here for their last meeting because usually we extol their amazing virtues, but I do have a gift for both of them which I will bring with me to graduation for them. Um, and I do believe some of our new our new student body president Gabe Elazi and student body vice president Colin Reynolds are also going to be here or are here somewhere. Um, and maybe we'll be getting up and sharing our own work or two. So, do we uh do we have here on on Zoom? Oh, he's here. If not, we can bring up our new student leaders. Oh, I'm here. I'm here. Sorry. Oh, perfect. Thank you. Can you hear me? We can. All right. Sorry I couldn't make it. I'm at my cousin's
012uh high school graduation at Daniel Han High School. All right. Um, good evening, Chair Hirs, Dr. Jones, and members of the board of ed. My name is Mi Shaw, and I'm the student body vice president at Greenwich High School. It's hard to put into words how the last few weeks of high school have felt. On one hand, we're optimistic looking forward to college and the future, but on the other, it's a little emotional looking back on the great memories of high school. It's safe to say that we will miss all the friends, the exceptional teachers, the incredible support system that Greenwich Public Schools has created, and of course, the muffins from the Cardinal Cafe. Alongside that, I will miss the monthly Thursday night board of education meetings. Over the past four years, I'm proud of
013all that we've accomplished as a school. Whether it be the massive involvement in student government, the immense turnout to some of the most important board of education and bet meetings like the ones last month, or the amount of change we've been able to work make working alongside may Mr. Mayo, Miss Tulada, and Dr. Jones. It's incredible how much has happened and how much we've created as a school. As for the future, I urge students to keep up the spirit. Join that club that sounds interesting. Participate in the spirit weeks and go to any game that you can. The best way you can support the school is by being involved. The large diverse student body coming together has been my favorite thing about being a student at Greenwich High School. I owe a lot to the
014school system that has raised me and the board of education behind it all. From Miss Nelson's kindergarten class at Glenville Elementary through Miss Golando's seventh grade class at Western Middle School all the way until my last class with Mr. Felton at Greenwich High School. Every teacher has been there to support my dreams and ambitions. The hundreds of supportive, intelligent, and charismatic teachers that have dedicated their lives to inspiring children every single day is what makes this town so special. I would also like to give a special thanks to Mr. Mayo, Miss Tulada, Dr. Jones, Chair Hirs, Miss Foster, and Mr. Pereira for allowing student government to be a pillar of the Grinch High School community. Above all, I owe Mr. Silkman a debt of gratitude for being an excellent adviser over the past four years.
015He's the real hero behind student government, working tirelessly to make sure that every presentation, proposal, and speech is on time and showing up to every meeting and event with a smile, ready to help us succeed. Without him, none of this would be possible. So, thank you for being a role model and supporter. Before I close, I'd like to give a warm welcome to Gabe Lasi and Colin Reynolds, the incoming student body president and vice president. They worked so hard to fill the shoes that Rocky and I leave behind, and I wish them nothing but the best for next year. As this school year comes to an end, with only 5 days until graduation, I'd like to thank the board of education and Greenwich Public Schools one last time. The past 13 years have inspired me
016for the future and made me who I am today. Although I'm saying goodbye right now, I hope to return here one day as a teacher or maybe even as a member of the board in your seats. Um, thank you for it all. I know that the school is in good hands with Gabe and Colin. And now I'd like to introduce the student body president, Gabe. Okay. Good evening, members of the board of education and attendees. I'm Gabriel Lea and I'm grateful to have been elected as the Greenwich High School student body president for the 2025 to 2026 year. I would like to thank Rocky and Mahir for a great year and for their persistent dedication to our community. They have truly led by example both in and out of the high school. I hope to
017continue this and strengthen this critical relationship between GHS and the BOE in my tenure. I cannot understate how much I truly love our high school and I plan to do my all to ensure the best education and standards of life for all students. Um, thank you for your time and the opportunity to speak tonight and for standing with GHS. I look forward to working with you all in the future and I wish you a good night. All right. Hello, I'm Colin Reynolds. I'm honored to be the GHS student body vice president next year. We can't wait to build on the work of Rocky and Mahir and we're grateful that the board of education and GHS administration will continue to partner with G student government in the ne new year. Thank you for this opportunity and
018we hope you have a wonderful summer. Thank you. We look forward to uh seeing you guys continue the tradition and and having to, you know, hear what you get to say next year and uh working with you going forward. So, thank you guys for being here tonight. Uh next up, our GA comments. Lil here she is. Yeah. Good evening, Board of Ed members, parents, students, teachers, and the Greenwich community. This is my final board speech of 37 years here teaching and over 40 years in the district. And I wanted it to be something different. Not something saying about what we do right, what we do wrong, how to improve, but something in thoughtful and impactful that has a lasting presence in us all and maybe uh be an agent of change for a positive of
019of what I feel that we we need right now. Um I'm a lover of music. Um although I don't play an instrument but when I retire I will take lessons. Um so I was listening to a song and this this song really resonated in with me and I'm going to change some of the words in it but um Jackie de Shannon's recording uh put a little love in your heart has endured for decades since it release in 1969. A lot of you weren't born then but I was born way before that. Um so some of the words I'm going to change. Think of your fellow man. probably should say person. Think of your f fellow man. Lend him a helping hand. Put a little love in your heart. You see, it's getting late. Oh, please
020don't hesitate. Put a little love in your cart. And the world will be a better place for you and for me. You just wait and see. Another day goes by and still the students, GPS staff, and parents cry. Put a little love in your heart. If you know the world, if you want the world to know, we won't let hatred grow here in Greenwich. Put a little love in your heart. You just wait. You just wait and see and see. My message which I wish to impart to all here in Greenwich is profoundly simple. Yes, its impact can be immeasurable. It costs no money. It carries no political agenda. and it will not impact the mill rate. It is a heartfelt wish. I wish everyone would just just wake up and put a little love
021in your heart. I can sing too, but I won't. And just for one moment, one moment or two, can we be kind to each other? No one's life is perfect. You truly never know someone's story, feelings, or intent until you ask, observe, and listen. This crucial insight encourages us to pause our assumptions and engage with empathy and engagement. It's an invitation to step outside your own perspectives and try to understand what it's like to be in someone else's shoes. Furthermore, when we embark on this journey of understanding, it is essential that we all do it with authenticity. This, I firmly believe, is the path forward for all of us within Greenwich Public Schools, in town hall, and through our entire Greenwich community. We must acknowledge and embrace this approach to bring us back to excellence.
022It is the means by which we can unite. Working and collaborating in the same direction rather than against one another. By choosing love, kindness, and understanding, we can transform our community into a more supportive, collaborative, and ultimately a better place for everyone here in Greenwich. It's been an honor. I've loved every moment, well, almost every moment. And God bless you all. Thank you. So, I just wanted to say personally um a huge thank you. Well, you know, I know you're walking down the line, but just a thank you for your leadership, your strength, wisdom, and most importantly, your friendship. Well, I'll I'll say after So, Lil, while while you're handing out, I just wanted to say I norally would have written a long, you know, speech, but I know you're not into that. Well, okay.
023Well, I was going to say thank you so much for your leadership, your strength and wisdom, and more importantly than anything else, your friendship. you are going to be truly truly missed. um and your impact the impact that you have made throughout our schools over the years even you know well before you were GA in the classroom on the fields you know in every avenue of our you know students lives here of education and and our staff as well your impact will not be forgotten it will continue and your legacy here will continue as well and I I'm so grateful for the opportunity that we've had to have your presence here your words your voice and and having the opportunity to to work with you these many So, thank you so much for for everything
024that you have done for our students, our teachers, our community, and you know, and for the board and and our superintendent as well. Thank you. Thank you. It's a night of goodbyes is making me very sad. Um, next up is another individual who's going to be here unfortunately for our last time. our outgoing president of PTA council. I don't know if his incoming is here as well, but y the elephant has made it uh made its presence known. I'm dressed for summer. Uh Chair Hirs, uh BOE members, Superintendent Dr. Jones, everyone here and online. Thanks for this opportunity to speak. I'm John Fischer, the Greenwich PTA Council president, parent of two of the 8,513 great kids in the Greenwich public schools and one parent in one of the nearly 4,000 PTA families who invest a
025lot of time and money to enhance the learning experience for every student and to support our teachers and our schools. The elephant is here for a final appearance tonight as she is following Lil into retirement. Uh we congratulate all the students and the families on everything that they've done this school year and especially the graduating seniors. It has been a surprisingly busy end of year in and related to the schools. We know there are students and parents here who are going to be talking about uh the terrible downsides of moving educators who are important to the fabric of their schools. PT PTAC is also very concerned. But I'm going to turn to the agenda and I'm going to zero in on the policy items. While policy 2161 is about senior level administrators, we are pleased
026to see the focus on quote recruiting and retaining the best qualified staff based on credentials, interviews, references, and performance. And we want to note that the lowest salary cost is not even mentioned. as it as it shouldn't be and as it shouldn't be whenever we're talking about our teaching staff. Speaking of which, PTAC wants to give a shout out to all of our teachers who earned and deserve a top three ranking in nich's list of districts with the best teachers in Connecticut. Next up, policy 3280. This seems to be putting the gift caps behind us, if I'm reading it correctly. But I'm going to focus on the other things that it says. There is quote a moral necessity of working to achieve equitable outcomes for students across the system. And it shifts the burden of
027achieving that moral imperative from limiting PTAs and others who want to donate to the schools to quote the taxpayers, the BOE, the BET, and the RTM to quote fund the requested costs of the school system, including personnel, supplies, equipment, and materials. Oh my, it just puts my heart all in a flutter. I could not have said it better. We encourage the BOE to vote emphatically yes on embracing and owning the fiduciary responsibility for that moral necessity and getting the BET and others to do the same. And then there's the policy on electronic resources and generative AI. There seems to be no doubt that AI is here permanently to impact our lives. I personally embrace giving the students exposure to technology that they will encounter in jobs and other aspects of real life beyond the schools.
028But I also want to say that there are other parents who are less enthusiastic about that embrace. It will be critical that as AI expands in the schools, there will also have to be some attention and some instruction put on teaching and learning and practicing self-regulation and the responsible use of those technologies that go beyond the plagiarism concerns as my young friend here pointed out in his presentation. Now I want to turn to a couple of related things as I mentioned at the beginning. Last night there was a public meeting on the Havomire building proposal put forward by Eagle Peebles. PTAC is very concerned about any move to give up the Havier building and displace the GPS administration to anything other than a permanent centrallylo townowned facility. Anything else carries far far too many unknowns
029and too many risks. If there was anyone, anyone who enjoyed the recent debates, the the budget brewhaha over the rising costs of the schools, they will just love the future debates about the rising costs for housing the GPS administration in rented offices. Sending our school administration to temporary housing sends the wrong message about how Greenwich values education. And then, as if that wasn't enough, the DPW, the Department of Public Works, held a public meeting earlier this week in which they seemed to say that they were going to keep the pedestrian exclusive crossing cycle at only about half of the Putinham Avenue crossings as they re-engineered the traffic flow. They didn't say which intersections were going to remain pedestrian only c would have to continue to have pedestrian only crossing cycles. Ptac wants to remind the
030BOE that safe routes to schools is a school issue. We call on everyone to pay attention to what the DPW is going to be doing. With that, we thank all of you for your public service. Liil, we thank you for everything. Uh, and to everyone, enjoy your summer. John, again, thank you so much for your two years of service to the parents and, you know, schools and community. Um, on behalf of the PTAs, the families, their students, and all that you've done. I know how difficult that job is having having having done it myself. Um, and I know that we will certainly miss your wit and wisdom and your elephant up here, but uh I know we're you're you're handing over the gavl to uh to another strong uh school supporter, someone who who we
031will look forward to hearing from as well next year. Um, and with that, we are moving on to community comments. Just as a reminder, uh each individual will have three minutes to come up and speak. You'll be reminded uh when you have 30 seconds left to speak. And um I will turn that over to our secretary to uh to call up the speakers. Just getting a stopwatch going. Uh I believe we have 14 speakers all on the same uh item. And the first is Sylvester Agora. Good evening, Dr. Jones, Chair Hirs, and other members of the board of education, and to all of those who are here tonight. My name is Sylvester Pakor, and I'm a junior involved in the Greenwich High School band program. First and foremost, I want you all to observe the
032group of kids in this room and blocked by the podium on my left. We all stand here in our concert attire in solidarity with Mr. Mr. Bro and the Grunidge High School band program. I'd like to thank all of you for rallying for this important cause. Mr. Bro's relocation is a subject of concern for students, parents, and community members alike. All of us have evident concerns about the state of the band program and its deterioration. This is illuminated by the positive reception of the article Miller and I wrote and published on the Grand Free Press. Today we all come here to speak not only on behalf of an experienced, talented, beloved teacher, but on behalf of a whole program that could be in jeopardy. The band program and music in general has been threatened since
033the CO9 pandemic because of CO era decisions. Enrollment in music programs has been made less appealing. Some middle schools didn't have a concert until spring of 2022. Select ensembles like chamber orchestras, jazz bands were cancelled while sports were still allowed to continue. Elementary school music programs were cancelled for months. These residuals of the pandemic have left their clear mark on music and the band program especially. But how do we build back better when an integral music position at Greenwich High School is cut? How can we build enrollment back to the prior normal levels? Naturally, the pandemic is going to lead to shifts in enrollment, but many fear that this decision solely took into account the short term. The community and I believe that making cuts to the high school's impressive music programs isn't going to
034help the problem. it will just exacerbate it. After the end of the pandemic, there was a newfound sense of unity among us all. This unity was exemplified in the music community as those in the music sphere worked hard to build these programs back. This was Mr. Bro's duty. GHS formed a close-knit community formed around band, creating so much special for those inside and outside of the band program. Without Mr. Bro or a fifth music FTE, revered events like the annual Centrally Ellington Jazz Festival and Candlelight Concert will be much more difficult to execute. Mr. Mr. Bro and the Granch High School music program have had positive impacts on so many. Former student Hannon Stern from the class of 2024 said that Mr. Bro had amazing energy, knowledge, and kindness that he shares with his students.
035These impacts are undeniable, and all of the students here with me today feel the same. Today, my fellow peers come here to speak about the negative repercussions of this decision, of course, but they also come here to speak of something of particular importance to all of us. Mr. Bro himself. Mr. Bro is a terrific teacher who has made a positive impact on my and these guys' lives. He strives to open doors for students, treat them with care, and show them that they are appreciated. So, in the end, I urge you to listen to us students. I urge you to reconsider this decision and bring back Bro to Greenwich High School. Thank you all for your time. Just just as a reminder, we only have an hour for public comments before we get to the business
036of our meeting and I want to make sure we get to everybody. So, if you guys can wait till the ve you know, end not I I I appreciate the support for each speaker and the subject, but we do want to make sure everybody has the opportunity to speak tonight if that's okay. So, thank you guys. Our next speaker is Miller Fishbach. Good evening, Dr. Jones, Chair Hirs, and other members of the board. My name is Miller Fishbach. I'm a junior at Greenwich High School and have been a part of the Greenwich Public Schools music program since third grade. There's been a lot of talk about enrollment and how it justifies reassigning Mr. Bro and removing a full-time music teaching position from the high school. But it seems that you failed to consider that enrollment
037doesn't reflect quality, nor provides any sort of justification for eliminating an essential job. There's still one concert band, one symphony band, and one wind ensemble. The structure won't change, but removing staff makes it harder to maintain those core programs, let alone grow them. And if the structure does change, it will be an even larger loss to Greenwich High School. We've been told over and over that this is simply a logistical shuffle, that this is just something that happens in large school districts. But that logic doesn't apply in this case. This loss means cancelling new and innovative classes like modern band. It means combining jazz ensembles and reducing opportunities for students. It means overloading the remaining teachers and undercutting any momentum that's finally being built after years of co disruption. And that context matters. Mr. Bro
038has been rebuilding his program since the day he joined in August 2020. In the midst of CO, he walked into a music department deeply impacted by canceled concerts, reduced enrollment, and disengaged students post pandemic. And he changed that. Students who hadn't touched their instruments throughout CO began to stay after school to practice, volunteer for other band opportunities like jazz and pit orchestra, and simply fall in love with music. Once again, that kind of revival doesn't happen on its own. It takes a teacher who inspires and who makes students believe that they're capable of greatness. As Michael Speroli of the AAA band rentals wrote, "What's clear from the outpouring of support is that Mr. Bro is far more of a teacher. He's a mentor, a motivator, and a stabilizing force for hundreds of students. And in
039the last week, we saw that firsthand. In only 5 days, over 220 people responded to a simple Google form asking for a few kind words. That is love. Caitlyn Clarkson Pereira, a former student of Mr. Bros at Fairfield High School, put it this way. You weren't made to play in the band with him. You wanted to. She still remembers his smile 23 years later. That's the kind of impact we're talking about. That's what we will lose if this decision goes through. With a teacher like Mr. Bro, someone who left NYU to teach us, we students have a duty to speak up. He makes music feel like home and is the only reason some of us come to school. Taking him out of the band room is not just a staffing change. Rather, it is a
040deep rupture in the lives of students who rely on that space. If the focus is on continuing to develop the band program, how would removing its bedrock incentivize students to join? 30 seconds. What we're asking for isn't profound. All it takes is recognition, understanding, and leadership. Please reinstate Mr. Bro and preserve the fifth FTE. The future of our music program and the well-being being of the students who depend on it deserve that much. Thank you. Thank you. Our next speaker is Rex Lou. Next up after Rex is Josh Herman. Uh, good evening word. My name is Rex Lou and I've been part of the band program since third grade. As Mr. Bro always said, we are a band family and when you tear away that head, the father of a thriving family, the children inevitably
041suffer. Mr. Bro is not just a teacher that you see for one semester and then forget. For many students, he's a steady presence through all all four years of high school. Over that time, a deep bond forms, one rooted in mutual respect, trust, and care. For some, he's a haven and escape from the otherwise overwhelming pressures of high school. The mission of Grant Public Schools is to educate all students to the highest levels of academic achievement to enable them to reach and expand their potential and to prepare them to become productive, responsible, ethical, creative, and compassionate members of society. Mr. Bro embodies that mission. His teaching is driven by a core belief that students can push beyond the perceived limits to reach their full potential. He teaches he teaches that if you truly want something,
042nothing in the world can stop you from achieving it. His level of rigor may be polarizing, but it produces outstanding musicians and more importantly resilient young adults. He holds students accountable for the growth both musically and personally. This decision to remove him is not only unjust and taking a brilliant band director away from DHS students, but in the burn and it it places on the rest of the music faculty. Teaching is already an incredibly demanding profession filled with lesson planning, classroom management, and long hours even beyond the school day. Take Mr. Polish for example. He's constantly balancing expanding course load, organizing events like the ghs jazz festival and directing the jazz band. The removal of Mr. Bro would place an inordinate amount of stress on him and by extension the entire music program. Do you
043know how hard it is to be a single parent? Um, the music department, one that continues to attract growing student interest, would be diminished. It would be downgraded to a state of overworked teachers, declining class quality, and a reduced presence in the school of community. Maintaining a balanced workload among the faculties is essential to pre to preserving the excellence and accessibility of the program. Even if Mr. Bro's compensation remains untouched. We cannot ignore the detrimental ripple effects on his colleagues, his students, and their parents. And who do we strive to nurture in the end? Our children. If we were if I were asked to compare Mr. Bro to someone, I'd say he's a Mr. Keing from Deadpool Society. Like Mr. Keading, he's a diamond in the rough. A teacher whose devotion to his students goes
044beyond the classroom. Mr. Bro challenges us to step outside our comfort zones and encourage us to find our own voices. He inspires us not just to learn but to live and create authentically forging our own paths with confidence and passion. Finally, I ask you this. For what reason do we stand here in solidarity today? And Mr. Bro, if you're watching, oh, Captain, my captain, Rex, thank you for referencing Dead Poet Society. Go ahead, Josh. Hi, my name is Joshua Herman and I'm a rising senior and active member of the band program at GHS. Band has been a crucial component of my life since I started in elementary school. The recent news that Mr. Bro will no longer be helping the growth of us musicians has troubled me significantly. When I was first entering the high
045school band program, Mr. Bro was always there to monitor my development. I first met met Mr. Bro when I was an extremely anxious 14-year-old at our town's music and art camp going into my freshman year. But throughout my time in high school, I have grown more than I ever could have foreseen thanks to Mr. Bro's strong desire to make us students the best we can be. I've never met anyone who cares so much about his job than he does. Currently, I am one of the percussion section leaders at Greenwich High School. I'm in our school's honors jazz ensemble and I'm the percussion counselor at the camp where I first met Mr. Bro. I strongly doubt I would have been able to do all of this without Mr. Bro's perseverance in getting me to practice and
046motivating me. The decision to decrease the number of music teachers at GHS is moving us backwards in our town's music education. Our town has been running great music programs for our elementary and middle school students, such as the jazz programs at the middle schools and the music and art camp, which I am elated to be a part of. Yet, all these programs will have been for nothing if we are unable to provide quality music education at the last step of these students careers before they enter college. Mr. Bro leaving Greenwich High School is a cherry on top to all the changes that have already been made by the board. It feels as if every change has been targeted at GHS. First, we have the start time changes which have impacted GHS the most. Art start
047time is being changed by 45 minutes, triple the amount of the other public schools in Greenwich. Not to mention, our funding for substitute teachers is being completely overhauled. In all, I hope that the board takes a different course of action in making their decisions so that they can accurately represent us students. Thank you for your time and consideration. Uh, next up is Toby Leonard, followed by Elias Orrell. Good evening, board members. My name is Toby Leonard. I'm a junior at GHS. Uh, I will confess I don't have much to say, so I'll keep it brief. Uh, Mr. Bro is the most sturdy pillar of the GHS community. He has helped me more than any guidance counselor. He has inspired me more than any coach and he has taught me more than any other teacher. Removing
048him is a serious misstep. And we can see an example of this in another school. In Norwok, they tried to cut their elementary school music program. Norwok is a school system of a comparable size to us. And two days ago, they decided to reverse it because of public outcry. So, it's clear that the decision to reverse this is not out of the question. We can undo this. We can bring bro back. We can make ghs better. Thank you. After that, after Elias is Ethan plumber, right? Good evening, esteemed board of education members. My name is Elias Sell, a rising senior in the band program. Just of as you have heard from Josh, I'm the other percussion section leader here at GHS. I started band in fourth grade and have continued until this point today. I'm
049in jazz, having began in jazz lab, making my way to our honors jazz ensemble last year. So, it's clear that music through thick and thin has been a large part of my life. Through it all, Mr. Bro has been nothing short of essential. From the day I stepped into GHS as a freshman to now as a rising senior, Mr. Bro has been there for me and our ensembles. He teaches our jazz ensemble and labs, staying at school until just before 900 p.m. He is the first person I know that walks into GHS and can be the last person to leave. He has been at GHS for every football game, including on Thanksgiving, conducts all our band concerts, helps with jazz festivals, plays at every graduation, supports us through Western Regionals and other statewide and national
050band competitions, helps teach students after school, and the list goes on. I'm sure you'll hear many other students say many other things. Yet the music program as we know that made the mi musician I am and the musicians all of us are here today is being threatened with Mr. Bro's absence. Mr. Bro is the only faculty member at GHS that I really trust who has told me that he would give his life for me and his students. I definitely believe him. When I come in every morning to drop off my tennis gear, he is there to greet me. When I leave, he is there to say goodbye or ask about my day. He fought for us and stood up for percussionists during a scheduling issue earlier this year. He has supported me greatly throughout my
051tennis season in which I had to balance tennis and band. He continues to support and advocate for us students in a way no other faculty faculty member does. I've known him for the longest at GHS longer than any other member and he was there for me on day one. Losing him at GHS would be parallel for me and for us to losing a family member. A few weeks ago at a BOE meeting like this, the board of education was contemplating the removal of Caner House. Students and faculty like me were overjoyed that the BOE graciously took that off the table immediately as a non-negotiable budget item. With the support of students, parents, and faculty members here today behind me, we humbly ask that this would be taken off the table as well. 30 seconds. We
052believe that the future of the band program is non-negotiable and Mr. Bro's removal would be detrimental. With Mr. Bro's absence, music is clearly under attack. It's not just my senior year, but everyone's music career, every person behind me tonight that will be no doubt negatively impacted as a result. We plead to the board of education that they might restore Mr. Bro's position. Thank you for your time and consideration. Next up, Ethan Plameumber, followed by Michael Wooten. Good evening, board members. My name is Ethan Plamer, and I'm a graduating senior at Greenwich High School. Throughout my 13 years at Greenwich Public Schools, I've utilized and greatly benefited from the music and arts programs at my elementary, middle, and high school. I first picked up the saxophone in fourth grade, and ever since then, I've came to
053love many different styles of music. but especially jazz, which I hope to continue to play in college and throughout my adult life. Without the middle and high school programs, I would not be the musician I am today. And this is thanks especially to Mr. Bro. Mr. Bro cares deeply about his students and their interests and helps them be the best that they can be. I specifically remember during my freshman and sophomore year working one-on-one with him on different techniques and improving my playing. Um, Mr. Mr. Bro has always taken interest in my desire to play in small groups at GHS and has taken extra time out of his busy schedule to supervise our before school and after school rehearsals and offering his advice on how we can improve. I espe I especially remember one day
054during spring break of my sophomore year where he took time out of his busy schedule to help me look at and purchase a professional tennis saxophone. On numerous occasions, he has also lent me mouthpieces from his personal collection so that I can find the sound that I wanted on my tenno saxophone. Without Mr. Bro, Grenwich would lose a genuine person that cares about the success of his students. Throughout my four years at Grenwich High School, Mr. Bro has urged us to give back to our community by building a large band program including a pet band that performed at all the football games, a yearly jazz festival inviting high schools from across the East Coast to perform and share their music. And finally, a jazz ensemble which has performed at different events across the district. Without
055Mr. Bro leading the band program, the district will lose so much and the students won't have the same opportunities to discover their love of music. The band program has just begun to rebound after the effects of CO 19 lockdown. And while the enrollment might not meet the demand for five music teachers this year, in the coming years without Mr. Bro, the district will lose the robust music program it deserves. I hope you reconsider your uh your decision. Thank you so much for your time. Uh so Michael Wooten followed by Zachary Gripper. Hi everyone, my name is Michael Luen and I'm a sophomore and I'm here to speak on behalf of my band teacher, Michael Bro, and the music program that has shaped so many of us. I know hard choices have to be made with
056budget cuts, but cutting a music teacher, especially one as impactful as Mr. Bro, is more than um just a financial figure. It's a loss of opportunity, creativity, and connection for hundreds of students. I would like to point out examples. First, as previously stated, there's the jazz lab and there's the jazz ensemble. I'm currently the lead trumpet player in the jazz lab ensemble. And taking away Mr. Bro would mean that a jazz lab ensemble wouldn't exist. Additionally, him and everyone from the band committee has helped host a jazz festival, which was even hosted at Greenwich High School. And over there, both jazz um bands were able to show off the progress that everyone has made. Additionally, he leads um the pep band through football games by supporting the football um team during the games. Um also,
057I don't know any other teacher that does this, but he even offers to pay for private lessons and he gives private lessons. I've taken private lessons for myself and it has helped me tremendously. Additionally, overall, he has a wonderful personality. Every class I feel joy to go in there. He talks about his childhood in Louisiana and additionally he's very social with the students but we also get the job done and you can see this through our concerts and performances playing at these concerts for me personally it makes my parents very proud. My grandma specifically loves listening to the concert reminds her of her childhood and sometimes even when my mom is driving in the car she loves listening to recordings to my concert over and over again. Band isn't just a class it's a community.
058It teaches discipline, teamwork, time management, and resilience. It gives students who may not shine in other subjects a place to feel confident and proud. For many of us, it is the reason we come to school with a purpose. Mr. Bro goes far beyond the job description. He stays late for rehearsals. He shows up early for sectionals and cares deeply about each of us, not just as musicians, but as people in general. He builds us up when we doubt ourselves and pushes us to achieve even more than we thought was possible. Removing him from our school wouldn't just silence instruments. It would silence something powerful from all of us here. Please, if there is any way to reconsider this decision, we're asking you to find it. Let's not let budget cuts take away the kind of
059teacher and the kind of program that makes our school matter. As Louis Armstrong once said, "Music teachers not only music teachers not only teach notes and rhythms, but they instill discipline, creativity, and self-confidence." Thank you. Next is Zachary, followed by Dylan Amoa. Good evening everyone. My name is Zachary Graer and I'm currently a junior at Greenwich High School and I'll be a senior next year. I came to speak on the topic of Mr. Bro just along everybody else here. I would like to share a story about Mr. bro to illustrate his exceptional qualities throughout my elementary school and middle school experiment experience. I've always played the flute. I only really did it at the start because my brother did following like all little brothers do and but coming into high school, my mentality changed. I
060came in as any other freshman thinking it was going to be a regular band class. However, as time progressed, I started enjoying band class. Year after year for my three years I've been here, Mr. Bro encouraged me to push myself while also being extremely supportive, understanding, and more. To briefly share one of my favorite stories about Mr. Bro, we go back to my middle school years. During middle school, all I ever wanted to do was to play piccolo. However, during sixth, seventh, and eighth grade, I was denied over five times. No matter how much I asked, I was just denied again and again. Moving into the high school, I was too afraid afraid to ask my freshman year because I didn't want to feel that denial again. However, one day during my sophomore year, my
061brother encouraged me to speak with Mr. Bro, and he was the one person who understood me and accepted my wish to play Piccolo. Time after time, Mr. Bro has been there for me, my family, and honestly, everyone. To this day, Mr. Bro encourages me to do more, no matter how much I drive him crazy. This year, I also picked up both alto flute and alto saxophone to add to my repertoire of instruments, which is thanks to Mr. Bro. Mr. Bro has done too much to be simply moved down. If Mr. Bro were to stay, I'm sure he'll continue to enhance music department and provide similar experiences as I to other students. Firstly, I would like to thank uh Zach here for letting me speak. My name is Antonio Leo and last year I entered the
062percussion ensemble in a complete accident. I left um and this year I leave the room a proud musician with more talent than I could possibly imagine myself beforehand. I credit all this to Mr. Bro. I only came in, you know, just drumming as a pastime and had no interest in pursuing music in the future. But Mr. Bro turned that simple hobby into something I plan to pursue for the rest of my life. Letting go of Mr. Bro will mean letting go of countless future musicians who are waiting for a spark like Mr. Bro to light up the world of art. Thank you. Thank you for your time. So, I don't know who that was and where we are now. Oh, okay. So, uh Zachary. Yeah. Okay. So, then you have Dylan. Oh, Dylan. Are you
063Dylan? Yep. That's Oh, awesome. You all need name tags. Thank you. Go ahead. Good evening, ladies and gentlemen. My name is Dylan Moa. I'm a junior at GHS and I've been a member of the band program since my freshman year. I'm afraid that if the BOE keeps going down this path, that this time next year, there won't be a community left for us students to fight for. Teachers like Mr. Bro are what really hold it together, encouraging new members to join up and reboosting the population of the band community postco. This is why I find the prospect of moving him to a different school very very concerning. No matter what you personally thought of him, it's undeniable that he showed up for his students every single day. He worked hard to build a program that
064people really really cared about. And I should need to tell you guys that that is very rare and very very difficult to do. The band room was a special place in my eyes. It didn't just feel like a class. Students were always there after school, before concerts, during lunch, practicing, really, really putting their hearts into their instruments and learning their craft. Not entirely because of Mr. Bro, there was Mr. Polus as well. And then there are other reasons, but Mr. Bro definitely shaped the way that the passion grew in their hearts and my heart especially as well. It's clear that something special was built, something that could never possibly happen without him. That's why these decisions to move him don't really feel strategic. They just feel somewhat impersonal and out of touch. If the BOE
065wants to let us students know that you guys care about us and our futures, start by keeping the people that we care about. Thank you. Okay, we have Owen Harper followed by Everybody okay over there? Followed by Ian Chums. Hello the board of education. My name is Owen Harper and I'm a current sophomore at Granch High School. Today I want to shed light on a deep concern that current students have at GHS High School and future students will suffer from. Mr. Bro next year will be the former band teacher at Grwich High School and is being moved due to budget cuts and loan enroll in the program. Even though this is true, there are still 150 kids who look for him for support and encouragement. Sure, Mr. Bro is a great musician and an even
066better teacher, helping students before, during, and after school, often saying 12 hours at school per day. He is more than just a great teacher, as he helped me overcome the my fear of making mistakes. I'm not the only case of this. He has helped almost every single person in the band family deeply. For me though, he has helped me in a a tremendous amount. I'm giving this speech because Mr. Bro gave me the ability to not fear learn fear about my making mistakes and also I also cut my hair due to not being able to be feel insecure and being afraid of what other people think of me. Another important point is regardless of the circumstances if you cut another member of the music administration there will be a group of kids missing out on
067music education next year. You say that Mr. Ples will be the next band director. Mr. Mr. P is an excellent teacher and musician, but he can't do the job of two people. Mr. Polus teaches both electric music and band. He is phenomenal at both. But with him needing to take more responsibility for band, more kids will miss out on electronic music in the future. I believe it is a disservice to the kids who signed up for guitar and other music classes to not have a class or the very least cutting down to three blocks or even putting more load on Mrs. Friedman, which is also not fair. This is considering even though that GHS has one of the best electric music facilities in the whole world that would go to waste. Mr. Polus also claims
068that he cannot do the jazz festival in pep band because he does not have another teacher. So this shows that both programs even e- music will suffer due to the implications of letting go moving Mr. Bro to Eastern Middle School. You said that before that the new fiscal change for the next 20 25 26 year will not affect students. This really does. Thank you for having me speak to that. Okay, so we have Ian next up, followed by Angela B. Good evening, members of the board. My name is Ian, and I'm a proud member of the Greenwich High School band. I'm here tonight to respectfully ask to reconsider the decision to move our current band teacher, Mr. Bro, to the middle school. To start off, I would like to say that the last time I
069was here during a board meeting was a year ago, receiving my award for my all-state participation on obo for band. One of my most cherished personal accomplishments is due in part to the hard work, passion, and encouragement of Mr. Bro. Our band is more than just a class. It's a community. And that community thrives because of Mr. Bro's leadership, mentorship, and dedication. He doesn't just teach us how to play music. He teaches us to appreciate it. He encourages us to work as a team, to push through mistakes, and to grow in confidence through performance. I understand that Mr. Polus is also an incredibly talented teacher who could bring his spirit to the band, but the idea of a staff change looming over us in early September cast a shadow. It's hard to stay focused musically,
070academically, and socially when we fear losing a teacher who has shaped the way we think, play, and connect through music. Every rehearsal, we hear Mr. Bro's voice asking for musical analysis, giving honest but supportive feedback, and inspiring us to reach higher. After years of rebuilding the music program post pandemic, we students don't want to see that progress undone. At the Canalite concert, I saw firsthand the synergy among Miss Viscoo, Mr. Rosenberg, Mr. Bro, Mr. Polus, and Dr. Freriedman. It's not just the talent of the individuals. It's the collaboration that makes our program shine. Keeping Mr. Bro in the high school band is vital to that structure that's brought us back stronger than ever. Some may argue that Mr. Bro can bring the same energy to the middle school, but the strength of our music program
071depends on continuity. Mr. Bro's influence at the high school inspires middle schoolers to stay in band. And with dedicated middle school teachers like Miss Brian, Mr. Strange, and Mr. Word already doing fantastic work, we've seen a rising trend in participation. That momentum is no accident. It's the result of a stable unified staff. to keep that momentum growing that has led to stronger musicians and a brighter future. To keep the student morale that fuels our musical future and to keep the quality of music education that shapes students like me and all the these that you see present. 36. I implore you to allow Mr. Bro to stay at the high school. Mr. Bro always says that the band is a family and like any family, we believe in loyalty and support. Family means no one gets
072left behind. That's the spirit we carry and that's why this decision means so much. Thank you for your time. So next next up is uh Angela B followed by Nicholas Vo and Nicholas will be our last student. Good evening members of the board of education. My name is Angel and I am an upcoming senior class senator. I am also involved in Greenwich High School's wind ensemble as a clarinet player. I am standing before you today as many students before me because I am deeply concerned about your consideration to relocate my band teacher, Mr. Brow. I respectfully ask you to reconsider this decision. I joined the band program as a transfer student my sophomore year. Like many new students, I felt out of place and nervous, but I clearly remember Mr. Bro, as one of the
073first people who made me feel truly welcome, it comes as no surprise that Mr. Bro is the type of teacher to make an effort to make real connections with students. I see Mr. Bro every morning. I know he's there hours before us to prepare for the day. I see Mr. Bro during my band class. His enthusiasm and teaching style has pushed us to the best of our abilities without making us feel discouraged. and after school, he's still there staying late to help us rehearse. Without him, I would not be the clarinet player I am today or have gone as far in all state. Mr. Bro brings genuine passion and unwavering commitment to the band program. He takes the time to get to know his students as both people and as musicians. If you were to
074ask Mr. row about any one of us sitting in the crowd today and anyone who is not sitting in the crowd today. He could still tell you about our individual strengths, what we're working on, and areas of improvement because he cares about each and every one of us. That level of dedication and care is irrevers irreplaceable. Taking Mr. Bro away from this program means denying future students the opportunity to make that same connection and support. We, the band community, will lose a lot in his absence. Without him, the number of available band classes would be reduced. Scheduling would become more limited. Ensembles may have to shrink, and students who want to pursue music might not have access to the same opportunities that exist because of Mr. Bro's effort and willingness to make the band program
075what it is today. Even with the removal of one course such as Jazz Lab would significantly negatively impact students who want to have a space to learn and grow through music. In fact, Mr. Bro always tells me that the purpose of music is to take the listener's breath away and that at the end of it all there is only music. The purpose of our band program is to give us the students the opportunity to play and express something real. 30 seconds. In a world where students are constantly measured by our GPA, our SAT scores, our test scores, Mr. Bro gives us the space to feel, to create, and to move people. a place where I personally have been able to actually enjoy un very stressful school days. I urge you all to not take this
076away from us. We need our band program, but more importantly, we need the teacher who makes it what it is. Thank you for your time. Um, good evening. Uh, my name is Nicholas Bo and I'm a high school sophomore, a part of Granch High School band. To be honest, I don't have anything to read off, but I want to be I want to be up here expressing my sadness, my gratitude, and the impact that Mr. Bro has had on me and many others. I want to talk about my experiences. Last year, I wasn't a part of GR High School band, but I started uh being under Mr. Bro this year. And when I started band this year, I wasn't expecting anything. I had no expectations, and I thought this was only going to be a
077one-year commitment. And also, I wasn't even thinking about continuing band after next year, after this year. But Mr. Bro has changed my belief. And single-handedly in just one year, he's I've shared many connections with him. It all starts off with a simple hello, how are you every single day, every single time I sit down and play my instrument in his class. And also, my favorite thing about Mr. bro is about his passion and his inspiration that he takes to many students. Every time he conducts, he can talk. He conducts like he cares. And also, he's always sweating cuz that just shows how much he cares and how much energy and compassion he puts into his job, his love for Greenwich High School, and his love to be a Cardinal. And um I just want to
078share that Mr. bro single-handly in just one year has rejuvenated my love, my passion, my gratitude, and my appreciation for just music and band in general. And to in in essence, Mr. Bro always asks me after every concert, who's the man? But in our hearts, we all know it's Mr. Bro. I was just going to say it's probably not sweat. It's liquid inspiration. Sure. Just saying. Our next speaker is Katherine McCursy. Thank you to all the students. You were great. Well, Katherine is her mom's name, so that threw me. Good evening, Chair Hirs, Board of Education members, and Dr. Jones. My name is Rion McCurs, and I'm a junior at Greenwich High School. This evening, I have a few points to make. First, I'd like to advocate for the continued and robust support for the
079college counseling process for rising juniors and seniors. As the counselors are pulled in a lot of different directions, increased support for the college process, which continues to become more expensive and complicated, is very helpful to many students. Second, a number of students ask that for pre-calculus, calculus, and statistics, you consider adding an honors section. Right now, we only have the option of regular or AP. Several different disciplines at JHS have combined honors and non honors students into one class with honor students completing additional quarterly projects and requirements. Lastly, I want to give a shout out to my teachers and administration who have made this a great year despite so many challenges. Speaking of thank yous, I would like to share a thank you note that my sister Arabella wrote. She's graduating from fifth grade at
080Costco school tomorrow and could not be here tonight due to softball. from Arabella. I'm so grateful for the amazing things my teachers have pushed me to accomplish. To all of my teachers from kindergarten through fifth grade, a huge thank you goes out to Mr. Babiaak, Mr. Bennett, Miss Champion, Mr. Damato, Miss Dabona, Mr. Fina, Mrs. Gammanos, Mrs. Cray, Mrs. Latimer, Miss Manhart who taught me at the remote school. Ms. Morganti, Mr. Musio, Mrs. Pierce, Mrs. Powers, Mrs. Sar, Mrs. Salvatore, Mrs. shorts and Mrs. Woodring. And next year, since my sister now owes me a favor, she'll be reading the names of my high school teachers. She might need more than three minutes. Thank you. Next up is Vera Kim. Oh, one more student. Good evening, Dr. Jones, Chair Hirs, and other board members. Thank you
081for allowing me to speak to you tonight. My name is Vera Kim, and I'm a senior at GHS. I play the altosax and violin, and I'm here to discuss Mr. Michael Bro's essential role in the GHS music department and community as a whole. Michael is an incredibly well-rounded musician and teacher, and he is the only person I know who can play 10 different instruments at such a high level. This year when I was in the Little Mermaid pit orchestra, it was fascinating watching him switch from clarinet to bass clarinet to alto sax and back to clarinet. One day clarinet was not available to perform and Mr. Bro stepped in and played their part flawlessly. He is one of the most talented, skilled and inspiring musicians I know, an invaluable asset to the music department with
082his multi-instrumentality and experience teaching music. Additionally, I've studied the alto saxophone for about two and a half years. In the beginning of sophomore year, my best friend, encouraged me to chart it for the jazz band. I had never played alto saxs, but Mr. Polus, the other band teacher, encouraged me to pick it up. On my first day of jazz lab, Mr. Bro gave us the sheet music to the jazz standard in the mood, and the countless notes on the page terrified me. Nevertheless, Mr. Bro was incredibly patient towards me during our practices and gave me encouragement and advice throughout. With the help from both Mr. Bro directing the jazz lab band and the kindness from Mr. Polus to offer me free private lessons throughout the year. I learned how to build stamina, musicianship, and technique
083on the altosacs. In junior year, I was invited to play in the honors jazz ensemble. Although I had only studied altosax for a year, Mr. Bro had prepared me to join this high school level highle band by emphasizing punctuality, preparation, and participation. The rehearsals, while intense and challenging, were fun and had the right amount of rigor. Mr. Bro and Mr. P's kindness, inspiration, and dedication have opened me up to opportunities I never thought I would have. At the essentially Ellington Jazz Festival, our jazz ensemble won outstanding saxophone section award for two consecutive years. I myself won outstanding soloist award on jazz violin and I'm with the first person from Gren High to do so. And at the senior award ceremony, I had the pleasure of receiving the anjuno music program award, an award that recognized
084my role and participation in the music department. I mention these accomplishments not because they're my accomplishments, but because they are a direct result of Mr. Bros and Mr. Polus' devotion. Without them, I would not have had the opportunity to improvise on jazz violin. Without them, I would not have been able to make my way up to jazz ensemble. Without both Mr. Polus and Mr. Bro in the band department, I would not be the well-rounded musician that I am today. I am forever grateful, and I wish for Mr. bro to have the opportunity to impact the lives of future GHS students as he's done for me. Thank you. Next up is uh Viten Demarco. Thank you so much. Good evening, Madam Chair, members of the board. Dr. Jones. This is coming out of left field, literally.
085Uh, I'm Vince DeMarco, long long time long lifelong Greenwich resident, Chickahony native and member of the last graduating class of St. Rocks School in Chikah. I understand that some months ago, First Select McMillo introduced the idea of attaching a name to the outdoor basketball court at Hamilton Avenue. I was told that this was dismissed perhaps due to the policy on naming school facilities which understandably protects existing official names. That school and all of its major facilities will always be officially referred to as Hamilton Avenue. Honorary names have been attached to many facilities around town for various reasons, and it must be good reasons. In this case, naming this court in honor of David Deandria is a matter of recognition for what he's done for his native community since he was a boy. By now, you
086have learned from a few of his men, his own mentors and colleagues and some of those he in turn mentored over the last seven decades. And that only speaks to the impact he has had on in the field of athletics in the community. Presently, there is a plaque fixed to a large stone adjacent to this court. Clearly, they exist in recognition and gratitude for the financial support of the old-timers association, which then was led by a giant in Chikaham, Nino Seichi. Nino co-founded the Chikaham Reunion Association, which also contributed to the establishment and subsequent maintenance of the court. It's unfortunate that that the name of an individual is not attached to the court. Someone who was instrumental in recommending it strongly urged the donors to support it and had the lifelong dedication um to back
087it up. Dedication to recreation in Chica to back it up. That person is Dave Deandria. A companion plaque honoring David would be a connection forever to the rich history and value of recreation both supervised and unsupervised on that field and on the original schoolyard corp. On behalf of the growing number of supporters, I respectfully ask that you allow this court to be named the David DeAndrea Community Corps. The Chica community will thank you and be ever more proud. I was about to give you a 30 seconds, but you you concluded early. Thank you. Okay. Uh, next up is uh Julia Jamarillo. Good good evening everyone. Um, I'm here to speak about the well, Mr. Bro. Um, my son is a Greenwich High School freshman this year and he will be a sophomore next year. Um,
088you are the beholder of the budget. So, I appeal to you. Oh my god. Um, I ask that you not turn your back on a key player of our team, especially someone that marks a big difference that puts Greenwich High School in the town of Greenwich as top-notch in the quality of the musical education offered to all students at GHS. When you look at a budget, you have to look at all the aspects of the budget. what benefits all of the children. My son's experience at Western Middle School was less than acceptable, and I know plenty of parents that feel the same way. Um, I'm sorry. It's an institution that represents that grades are not important. Hence, education's not important. But not from that professor who is a part of an institution that instills, breathes
089and nourishes educational expectations and growth as many of the students today have expressed. My son played violin for about 5 years and then switched to trumpet. Music has been a consistent part of his educational development. Mr. Bro noticed immediately that my son counted notes instead of really reading notes. He assessed, he inspired, he guided. He doesn't just teach. He saw where they failed my son in his education and he works with him to catch him up. Work that is still ongoing. As the board of education, you are accountable. You refused to step in to remedy the terrible situation in middle school. And now one of the instrumental educators that are supporting my son is being taken away. When my son and I attended an introductory concert for the incoming middle school band students at GHS,
090my son insisted on shaking his hand once the concert ended. Let's be honest, I was tired. I could not wait to get home. How? 30 seconds. However, I just sat back and observed to wait. I did not even know who the man was. And what did I see? I saw a man in a formal jacket and a bow tie with the most animated and positive attitude. The same man that directed the concert. It was Mr. Bro. Mr. Bro stayed after the concert to greet every single middle schooler who lingered. My son reaches the front of the line and I would expect someone to just shake his hand and keep it moving because the line was long and it was 900 p.m. Nope. That was not the way Mr. Bro operates. He stopped, made eye contact,
091and shook my son's hand as well as all the other kids. After asking my son what instrument he played, and offered small talk, and he said, "I look forward to making music with you, young man." I'm sorry. That's the I understand. If you have any other comments written and you want to submit them to us or if you have it written, please give it to us and we'll put it in and read it. Or if you have it you want to email, that's fine, too. Thank you. Sorry. It's Thank you so much. Uh our last speaker for the evening is Lisa Wilson. Did somebody leave their phone here? Uh, did anybody leave a phone? I think it was the gentleman for the field. Um, that is the last name I have on the list. Um,
092I I don't have it on the list, but um I can double check. So, let me just double check. I I know I also had another student that asked me for the same consideration. So So if that student's still here, you know, I would have to give that same. So let me just double check and I don't want to interrupt our other speaker. So I'll get back to you on that. Okay. So Lisa, you can I'd be willing to give up my spot if you want. Take your time. Okay. Good evening. I'm a parent of a current student in the band uh with Mr. growth. And uh on the ride home from GH's last concert, my son said to me, "There's nothing you can do, so let's move on." My son, who was known at
093Eastern as the little boy who hummed music through the halls, was not singing in that moment. And that made me sad. No parent or teacher should ever hear those words. And I thought, really, why are we filling our children with poor examples of leadership and stewardship? Mr. Bro's position is not a job anyone can fill. His skill is exceptional and from what I've witnessed in only two years, these young men and women who showed up here tonight showed examples of showing up. And that's something that a lot of us adults can learn. They're just not learning notes, but the history of music discipline and the craft of practice to achieve the best you have to offer. In my childhood neighborhood of Brooklyn, if one household experienced financial hardships, we had something called house parties. Italian,
094Jewish, Hispanic, Greek households all came together and made things right for that one family with the little money that we had. We found a way. On any given day, I think to myself how happy I can hear Logan when he sings throughout the household. And that's because of Mr. Bro and his peers. I guarantee you that if you sent this budget to a board of mothers from GH, if they have to figure out how to make a carton of a stretch in one week, they can find a way to salvage one man's job and his dignity. Moms of Greenwich can find a way. Mr. Broen Bowbouty's empathy, immense grace, and he can rock a pair of rainbow shoes better than any teacher I've ever seen. He never should have been put in a position to
095have to tell an audience and his students that he was fired, relocated, or moved, whatever the verbiage is that we're using. My father-in-law, who was a member of Greenidge for decades, and a patron of music, would have been thrilled to listen to these students here that showed up tonight. He loved music and was a patron of it. He would have written a check on the spot to save Mr. Bro's job. He would have found a way. Perhaps the board can model sacrifice and band together and create your own house party and sacrifice and pay to show that you exemplify sacrifice and transparency and the ability to budget because it's something that we all do. Mr. Bro students exemplified showing up hard work and we all should be treated with dignity, respect and empathy. And this
096is what these children have shown tonight because one day everyone in this room tonight and everyone watching will need an advocate to stand up for us. These students right here, all of them found a way. Let them model what we haven't done and can do. Thank you. So, um, we we don't have record of you having signed up. However, we have a few more minutes before our hour. And so, to be fair, we also had a student that asked that missed that just missed the deadline as well that had asked to speak. So, I you know, you know, it's the end of the year. Let's do something nice for everybody. I like to allow the student to speak and then if if that's okay to have you close out but make sure since we don't
097have your name just make sure you state your name so we have that. I will Mr. Thank you so much. Thank you very much members of the board. Ladies and gentlemen, my name is Jack House. I'm a graduating senior at Granch High School about to attend the University of Chicago. I am also the this year's winner of the prestigious John Phillips Soua Band Award given to excellence in band performance and uh band literacy and all around musical uh entertainment. Um, I also think it's fair to say I've known Mr. Bro probably longer than most of the kids that are here talking to him today. I'm a year older obviously than some of them, but I knew him even before I went to the high school. He was actually in this very room where he sat
098me down and gave me talks about uh musical literacy and about certain band playing techniques while he was the main conductor for the eighth grade band at the Greenwich band camp. Uh, those conversations were very important to me. They showed me that I could be confident about myself. They put me in a position to succeed, which I'm proud to say that I am in at this very moment. Uh, on top of being a wonderful man and a wonderfully kind individual, Mr. Bro is probably, not probably, definitely one of the three or two greater teachers that I've had at Grand High School. He consistently combines a willingness to advocate for his own beliefs well with a wide ranging knowledge on the field that he is presented with. and he has in the four years represented a
099tremendous improvement in the ca playing capabilities of the bands that I've been in and indeed of those that I have not. Um in addition to I agree with many of the points made by many of my colleagues about how it will be very unfortunate for the uh band community. will be you know obviously uh quite catastrophic for the uh ongoing uh performance of the Greenwich band which will ultimately result in a deterioration of the respectability of the school. Additionally in the social element I'd like to point something out. Um I perhaps due to my um actually no that that part I was going to go on a tangent irrelevant. Uh but um what I will say is that um this is mentioned before uh no one in my opinion works harder at least that I've
100seen than Mr. Bro at this school. He goes in there around 6:00 and 7 in the morning. Doesn't leave until 9:00. He is a workaholic to the nth degree. And I mean that in the most positive way imaginable and uh his work has generally paid off. and to repay him, repay his work, repay his kindness, repay his intelligence, repay his tremendous capability for excelling. Thank you, Mr. Thank you, Mrs. C. Uh to repay his excellence with a fully undeserved pro demotion to a lower standard, not to this Eastern Middle School, but in my opinion, it reeks of a a gross tragedy which I hope will be rectified. Thank you very much. Okay, I'm Janette Leal. I don't know what happened to my submission. I actually thought I had submitted twice, so my apologies. Thank you
101for having me. Uh, I am one of the co-presidents of the Greenwich High School band boosters along with Amy Herman and Katie Butler. And I'm going to cut that to chase because I think the kids did a great job of expressing why this cutting of one full-time is it's going to decimate the band. Um the bottom line, if we only have one band teacher, we're going to lose at least one of our ensembles. We're going to have a reduced perform performance schedule for all the groups. We won't play at football games. We won't play at the musical theater productions. We're going to have to reduce the number of classes we offer, not just to band students, but all students because electronic music and modern band are open to everybody. Um, we're going to compromise our
102ability to properly maintain expensive instruments that belong to the district and take weeks of work every year when they check them in, play them, repair them themselves. uh one teacher I think will be unable to start students and important specialty instruments like the tuba, the French horn. These are instruments that they don't introduce in the middle school. So they get introduced in the high school and they're essential for full instrumentation of a band. Um almost certainly in Jeopardy is the storied and annual jazz festival. It's a nationally known event and it has been running at Greenwich High for I found out today 39 years. It's really a resource issue. If you talk to the band directors, we've interviewed them um before this all happened about how could we help them and we got even greater
103sense of what they do. I don't know how they do it with two people and I don't know how we're going to do it with one. So I also want to say that the students that are still here in the band um there are those that persisted in their music education all the way through COVID they were in middle school then they were unable to play in school for a year the second year I believe um they had some modified playing time and by the about two and a half years after shutdown they had their first performances so understandably many students dropped out of the music program altogether during that time and we're just now seeing that impact this many years later in our high school. We are rebuilding on all grade levels. Our own
104teachers are working with the elementary, our band teachers work on the elementary and middle school level to maintain and recruit, but we can't give up on our existing music students or the students coming up right now. So, we're asking the board to please find a way to restore resources for our band. We need more than one full-time teacher. We need more than 1.2 as I think is currently proposed. We don't want to burn out that one full-time teacher that we I guess have left. Thank you. Thank you. Um, I just wanted to say I know right before you know the end the end of the school year when there's so much burnout and and you know seniors who uh definitely have senioritis and the fact that you guys all showed up. I mean that's I
105know some I believe uh your senior leader there Jack said the same. It's you know or another one of the parents but you show up and that's really impressive. I know we always talk about the importance of having our students do that and coming and speak about what's important to them. So, thank you. Um, and with that, we're turning to our monthly reports. Uh, and I will hand this over to Dr. Jones for the superintendent's report. I would just want to reference a couple of items this week. Obviously, um, graduation is next Tuesday. So, I'm really looking forward to that. That's my favorite, I think, event of the year. Um, also just congratulations to all the schools that had exhibitions and capstones. I think you saw tonight. Um it was really great. Um and I
106was I had the opportunity to go to the exhibitions through the international baloria PYP program at New Lab and ISD. And again, it's just so impressive. And I think you know the students tonight showed how articulate they are and and when you go and you see the exhibitions in fifth grade, you know why. Um it really does start early. Um and then I just want to say congratulations to all the seniors that were honored at senior awards. That too was an absolutely wonderful night. And tomorrow we will be announcing we'll have our press release for the teacher who's going to represent the district uh at the state of Connecticut for district distinguished teacher of the year. So thank you. Um I so I just have a quick question based on the number of individuals that
107are here tonight to speak on one subject. Um, so I I just wanted to confirm, you know, I I know a couple of them. There were discussions about with the reduction in hours uh about cancelling one of the new band programs or classes or not being able to host both the jazz lab and in the ensemble um at the same time. I know there were a couple of other questions. Is that we're not are we canceling one of the newer classes? No. No, we're not. And certainly the comments tonight were beautiful. Um it's obvious that you know he means so much to the students and certainly I'll go back tomorrow and continue to reflect. I think you know what we're doing is really what we're asked to do as as a school district not only
108by the bet but to be responsible on when we look at schedules. So what happens is the schedule at the high school is built by the student requests and they go in and look at the student requests and it's not just this department. It's it's every department and if you remember back last year it was English teachers that were standing before us and and and students advocating for their English teachers and it it is it has to do with enrollment is why we're in this situation. And I know Dana and Ralph are happy to speak to it and they're they're on tonight as well. Um, but they're down a hundred students as a program and they're trying to make sure that everybody has a full schedule. But I think they brought up some great points
109tonight, you know, for all of the afterchool activities and what goes well beyond what they do during the day. And I think we always try to be active listeners and we'll go back and have another discussion uh, you know, again tomorrow. I also I think the board is aware, you know, we're putting in a brand new position that is around student wellness um you know and student supports for mental health. That's what really stood out to me tonight. Yes, I was in the band. I played the saxophone. Would not play it for anybody now, but um I understand how important it is, but what I really heard is how he's impacting lives. It's not just the music. So, we'll go back and have a discussion. I can't make any promises, but if we do make
110an adjustment, we've got to look at the budgetary aspect of that because you're shifting full-time equivalent somewhere else. And right now, I know we're already short one elementary teacher as of today. Could that be three teachers by the summer? You just don't know. And those are the things we're dealing with. And as you know, it's been a rough budget season. I just wanted to say thank you for for going back to the table to take a look at it. I the board uh just so for all the students that are sitting there the board itself we don't get uh we don't are not involved in human resources HR discussions when it comes to staffing but we will be getting to our board goals uh document tonight for 2526 and one of them uh is to
111prioritize student resources necessary to support physical mental social and emotional health and safety of students and we consistently talk about the importance of having an adult in the building that pe that students connect to that's one of the most important things for a student to succeed uh you know in a school and I kind of I do want to say I appreciate you saying that you're going to go back because I you know if we want to say we support students social emotional growth and mental health and it seems like taking away the the adult in the building uh that they connect with it it just seems like uh the opposite of of of supporting what they need. So I I appreciate that you're going to go back and maybe our budget committee can take
112a take a look at at some at something if need be as well. Laura. So, I I want to obviously thank the students. You're so impressive and so persuasive. Um, you know, I'm just wondering whether there are any other unanticipated um, staffing changes as a result of the budget reductions cuz I know that um, we were aware of a reduction of two PE teachers, but now it seems there's a further reduction to PE. And I want to just be sure that we understand what's happening in our buildings. Yeah, I what I would say as long as the board does your homework and reads what I send you, then you'll know what's going on. Um, this is not an unusual process. It happens every year. And as a matter of fact, I was thrilled this week
113because I thought we were going to be moving up to three elementary teachers to another building. And that's always really hard. Like, you know, I was having this conversation with the Hamilton Avenue principal and the last teacher she moved out of that building had been there. It was like 15 or 17 years because there were no that that was not that was not considered the senior person in the building. This year, we've had a couple of retirements and things of that nature. So, now we know we're not going to have to move in elementary. We have shifts at uh we're having a band issue at in one of our middle schools where we don't have a 1.0, we have a 0.8. there literally is not enough students enrolled. So, that person is picking up at
114another building. But again, all of that is normal. I just had one of the board members send me a note today something about social studies. Um, and I I don't even know about that shift, but it's would not be unusual if they're looking and by student enrollment they need six sections and they only had four, but it went down somewhere else. And that is normal. especially in a high school our size, you you really feel it. I was more talking about a middle school level. Um I I mean I think that this whole budget situation has just wrought such chaos um that um you know I want to be sensitive to the people who do write into us and who contact us. Mike. Um, yeah, I'm I be cognizant of what what what what what's
115on and not is on the agenda here. So, um just just to follow up because and I let me echo everybody's comments about um uh following up on this and reconsidering. Do we know or is this one of the things you need to look into when it comes to the pep band and the 39y year uh running Jaws festival and things the future of that? Is that is that something we can is that something we can speak to tonight or is that something that in going back we have to we have to look at? I I know the last conversation I had was day before yesterday and that was with Mr. Mayo, Miss Tada, head of the music department. We are not in we're not expecting any changes, but again, they make good points tonight.
116It's always harder to run major events with four people than five. I mean, that's just the reality. So, um, and I know like some of the things like modern band, modern band is running and modern band's actually having a little bit more of an impact on the schedule because it runs kind of like I know the board's familiar with zero hour. Um, so it's like so many times per cycle in the morning right before school. But you have students and I think the number and Dana could correct me, it was up to almost 60 were requesting this new course which is impacting things like the electronic music entry course. Um but again they continue to work on the master schedules all summer long. It's okay if you don't have this information at your fingertips, but
117I'm assuming what what do we have? We have um two band directors u choir and music and and orchestra. And I would let actually Dana or Ralph if one of you want to be or can you elevate them please Mike because they definitely Dana builds the master schedule so she can speak to that way better than I can. So if not I was going to say while we're waiting for them to get elevated I misstowe has her hands up hand up. Not both just one. Definitely both. Um, so, uh, it's so hard being online. I haven't done this before. You can't just burst out and talk. Um, but I thank you so much for all those students coming. I just wanted to appreciate them being there and I think it is important that we learn
118a little bit more from the high school because I know this was a decision decision likely made at that level. Um, but I also have heard many other rumors and I just as someone who had to manage the terrible budget um, situation we were put in, um, I do want to make it clear that one of the issues that's sort of compounding is that because we were asked to cut $4 million so much later, um, it seems like it's coming up with the usual unfortunate fact that we have enrollment changes and FTE shifts which sort of always do occur at year end. But for the avoidance of doubt, I do want to make it clear that one of the things we made in our reductions was that there had to be the additional 500,000 had
119to not have an impact on personnel. And I know there were some questions around that and I do want to be clear because that actually was very laid out and we had to do it in the town budget. So you should know that that actually did go in the two line items that we requested as part of our board suggested vote which was reducing out placements and the substitute budget. So um it's it's distinctive from this music department issue and I just want to make that clear. At the same time I do think we need to understand a little bit more about this particular decision. Thank you. And I was just going to say to to those that are listening to to add on to Kathleen um typically we don't have budget discussions like we
120did so late in the year um don't have to make such decisions and so late that there's the budget the budget reductions are being conflated with some you know natural attrition and ch changes in staffing that happen every single year where staff gets moved from one position to another or there's a reduction in hours and so forth. So it it just seems much more highlighted this year for many due to the fact that we've been talking about it for so long. So I do want to say that this stuff does happen every year and it's not all uh just due to budget reductions. So it's just important to know that you know to note that. Oh, and I believe Ralph is there with his hand up. No, I don't have my hand up, Karen, but
121I'm here. Okay. Well, we we have volunttoled you. We're we're asking for your input here. Um okay. Uh can we go back to uh the initial uh question because um of course. So Ralph, could you just clarify for us um the staffing uh if you can the staffing of the of the music department as far as like orchestra, choir, band, like what it is now and what it's going to or enrollment numbers or any anything else that you might have around that. Yeah, I can do I can do the staffing what it is now and what it will be and Dana can you give you the enrollment numbers because I believe she's on as well. But uh we right now we have full-time five full-time uh music teachers and we are moving to 4.2 music
122teachers for next year. And how are they split up? Well, each teacher is given uh sections and I I really can't get into their sections yet. I mean, they just uh we just put that that information into uh Aspen today and I don't think some of the teachers even know what they're going to be teaching next year, so I can't get into that right now. Um, but if you're if we're worried about the jazz festival, that's something that Jason uh has been uh Polus has been working on for the last I would say five years. So, uh I wouldn't worry about and I believe and don't don't quote me here, the PEP ban, I believe it's a schedule C position. Anyone can apply any GA member can apply for that position. Uh D have Dana,
123do you have numbers for us? Yeah. Can you hear me? Because I'm having diffic. Okay. So, I just want to re reiterate what Dr. Jones said is that whenever we're looking at the sections that we're going to be running, we always look at student requests. And when you compare last year's numbers to this year's numbers, we had roughly 100 less requests total among the entire music department. So when sitting down with the head of the music department and the teacher leader, the LF of the music department, weeks ago were looking at it and we do our best to make sure that we're honoring all student requests. So one thing I know that we're we're not running um because we only had five students interested in it is AP music theory. And what Dr. Jones has
124told us that she will support is just like we've done for Latin in the past is we will allow those five students to do something online. So, they'll still be able to take it, but having five students in one class just is not efficient. Um, in looking at all of the um elective classes, I will say there's enough sections so that every single student that wanted one of the elective music classes will be able to take it. There will be enough teachers with the 4.2 that we shared to teach all those classes. There's also enough teachers to teach all of the ensembles that we have had. So the enrollment does drive the sections. Um what Mr. Mayo said is that we haven't um shared with the department yet what the actual distribution of those classes
125looks like and that is something that we are working together with um Jim Antonaci the head of the music department and Bethany Pascalu who is our current learning facilitator. So we are taking into consideration the strengths of all of those music teachers what they're interested in teaching and what's truly going to be best for our students. Thank you. Did you have any other follow-up questions, Mike? Um, hi. Just one. Just one. Hi, Dana. So, I'm going to careful. I understand people don't necessarily know their programs yet. So, so I'm trying to word this carefully. So, it's it's fair to say you're looking at because music teacher is a little different than the English department, right? The um where an English teacher can teach 9, 10, 11, 12, orchestra, choir, band is all a little different.
126And so is it fair to say you're looking at um those those strengths when you're and and and the requests in those specific programs when when you're when you're thinking through uh all that. Absolutely. We would never have somebody teach guitar one or guitar two who actually doesn't know how to play guitar. Um so those are decisions that are made by the head of the music department with Bethany Fiscal, our learning facilitator, because they know the strengths of all those teachers. Um my role is just to make sure that we're offering the sections that support what the students are asking. Uh sorry, this is a board that we can't take comments from the audience. So then what I heard tonight from Dr. Jones is everybody's going to go back and take another look to make
127sure that um we're not um shortch changing um student opportunities because I know one of the things that all of us um during the whole budget discussion talked about, you know, none none of us voted for anything that that that reduced um um actual student opportunity. Um so that's something we're going to look at. Okay. Uh okay. I don't know about that. I don't think that's what we voted. Reducing any music opportunities? No, we didn't vote for reducing music opportunities, but I'm speaking at a turn. Okay. Does anybody else have a a question for Dr. Jones uh on her update? No. Okay. So, thank you for uh for listening to our impassioned audience and and going back to the table to take a look. And uh I will thank Ralph and and Dana for for
128that as well. Um so um next up is reports of officers, committees and liaison. I see no you have another question. Yeah. Okay. I would like to also go back and look at reductions we made to several things. So any way that we can reduce the impact to the students would be great. And I have a few suggestions. I would love love to do that. that I even went home and looked at uh for change in my sofa cushions, but I don't know if I found that much. Um but uh anyway, so let's move on to the report of officers. Wow. It's a point point of order. Yes. I I didn't want to do this because I wanted to earlier because I I know I didn't want to keep the kids waiting and stuff, but
129I I wanted to make a propose an amendment to the agenda um to add a possible uh discussion and possible action on a request of an interim um for the purposes of um transportation at Greenwich High School. Do you have a motion that you want to make to add it or specifically? The the the motion right now is to um amend the revise the agenda for discussion and possible action. I will second that. Um any discussion on adding I mean uh on add adjusting the agenda to add that. If not, I'm take a vote of the board to adjust and add that to the agenda. Um, and since Kathleen's online, I don't know if I have to roll call you, but um, all those and Wendy, I'm sorry. Yes, she's been very quiet. I don't
130see her on there. But, uh, all those in favor of, uh, adjusting the agenda to add the discussion and possible action on an interim. Okay, that's six. All of those seven. Okay. So that's 70. We will add that on to the end of the um for the action items. Does that work Mike? Okay. Okay. So from there we are now going to for the third time let's try moving on to the reports from officers committees and liaison. Do you okay I'm just going to start on that end of the table. Okay. Oh, the um I have a um different um um report I'm on from the old Greenwich building committee. Um so, as I mentioned last month, um bid the bid the bid situation has been a little uh challenging uh given the environment. um
131tariffs has created some uncertainty um around the pricing of certain items. I think it's fair to say and we're seeing that reflected in the bids. We actually had to go back out to bid on a number of um aspects of the project because we did not get any bids uh because there was so much uncertainty that certain contractors, things like electrical and things like that did not did not bid. Um so we went back out to bid. Um that bid those bids closed last week. Um we are currently working towards um uh GMP based on all that. Um but uh it's fair to say that we're looking right now at a little bit of a delay and possibly some um um price massaging based on the current situation. So we'll keep you all informed. Thank
132you. It's an unfortunate update, but I appreciate the update nonetheless. Um, does anybody else have uh any updates? Sophie? Um, the pool feasibility committee continues to meet and is, um, been very productive, I would say. Um, we're working well. There's been really strong turnout from the community giving their feedback as well. I think there's one more community meeting. Is that right, Tony? I'm not sure. Okay. So, um I don't have the date in front of me. Sorry. But, uh yes, there's there's going to be at least one more meeting. So, anyone who's interested should look online because it's it will be posted. Thanks. Are there any others? No. Kathleen Wendy? No. Okay. Um I will add one just uh that uh Sophie and I are both on the Havier uh committee for reimagining. We just
133had our public um uh listening uh uh meeting last night. Um we had quite a few members come out and and share their thoughts um on the proposal um that was out there. Um and for those I mean you know I know we we haven't uh presented yet to the uh board of selectmen but um wanted to just thank everybody for coming out and um sharing their views and thoughts on those. Um and I assume that will move forward once it goes towards the board of selectmen. I don't know. We we don't know exactly what the next steps will be, but um you know, obviously it's something that once the community sort of has that discussion and I guess the board of selectman have their discussion um certainly if it if it comes to a
134point it will come to the board for any sort of discussion as well and so we'll keep the board appraised as well uh because we have to vote to to figure out what we would like to do as well. Um yeah, Sophie, you want to add on? I was just going to say right no no no official action has been taken and and nothing is scheduled to happen at this time. So just for the public because I think there was a little bit of confusion. Um so just to clarify that yeah I should Yes. Exactly. No decisions have been made. There's been no this was just a look at six of the RFPs and the one that we felt best you know the committee felt best uh suited the you know the questions at hand.
135So um I think that's it. Um and on does anybody else have any committee updates? No leaison? Nothing. Okay. So from there I guess we can move on to our information items. Um ghs exam grading and general knowledge of department guidelines. Um Miss Stow I know that you are online and this was uh something that you were leading. Um are you comfortable leading it from afar or would you like someone else to to to help? Well I'll just open with um and then I think I'll turn over to Dr. Jones cuz this was a lot more than I asked for actually. Um so that's great. Um I think this might have been a bunch of questions for many of us. I think I started off with just asking about waiting as it related to APS
136and honors, which actually seemed like a pretty good question given what um the M I forget her first name, but um Miss McC um just raised and so it's actually uh top of everyone's mind, right? When you add an honors class and there's an AP class. So, um I'm happy that that was one of the questions. Um, I think that perhaps out of our budget discussions around the house structure, um, some of these questions then were asked about each house. And it's actually really interesting to see how unique each house is and like their approach. Um, and so this uh this level of detail is great. I think that it's a lot to digest. So maybe I'll ask Dr. Jones to take it from here. But I suspect it's something that we'll have to get,
137you know, a bigger group of people involved in perhaps over the summer to, uh, to learn more. Some teachers, um, obviously should be involved in the process. And so, um, I'll just hand it back to you guys, but, um, thank you for whomever pulled all this information together. There's a lot of good, um, detail in here. That's for sure. Of course. Yeah. Take it away. Um, yes, I I do want to thank our house administrators and Sean Hoy with science. I actually this is a a combination from all of you things that I've heard um over because most of you actually have high schoolers and um these are all where you've asked questions why do we do XYZ or is it consistent? It doesn't seem to be consistent from one department to another. So, I
138sent them, it was actually 14 questions when they got it, but we consolidated one. Um, and it really is, it it's good to see because the questions that you've been asking are really around do we have a systemic approach at the high school to things like exams? If you're taking an AP exam, do you also have to take final? And if you go through this and you look at it, um, you will see we are not consistent um, at all. And I'm not saying that's good, bad, ugly. It's a discussion. Should we be more consistent um from department to department? So I agree with you, Kathleen, that it's there's a lot of information. And I think it's really getting a working group together to start, you know, the bigger discussion when people have an opportunity
139to really dig in and look at this because I know all of you have been so busy. We just finished the budget. Um, I'm sure you didn't take this home and like really have the time to study it. Um, but there's a lot of good information for us to talk about. I was Well, I was going to jump in and just say one thing also. So I mean I know we didn't really get into some of the discussions that we had been talking about which was you know guidance and and how we support our students um socially emotionally you know mentally which we were just talking about a little earlier today uh in today's meeting as well as their college prep um and so forth. But I will note that when uh I don't remember
140which paper it was, but when Nich Nish Nish I never pronounced it right um ranks Greenwich High School as number four in the state uh of the public high schools it pointed out purposely I mean it was it was it highlighted the the guidance that we have um and support for um you know college applications and uh and so forth. So I I I thought that was kind of a nice little um bonus, but it doesn't mean we can't can't do things better. Um, number four, we can move up to number one. Um, and I it looked like Sophie had comments and or questions. I just I just again I wanted to um say that I was really happy to see this and it is a lot to process and I do think it's interesting
141to see the variation between the departments and there's a certain logic I think to the different disciplines having different approaches but um like I would love to hear more about it from from the department heads and and hear more from the teachers because I think we we get feedback from students sometimes that so I think that's what prompted these questions. So, I'm glad to actually have this information um to sort of support those discussions. So, thank you very much. Any anyone else with a question, comment? Mike. So, so we we um I don't know when we got this, but it wasn't um wasn't I didn't I didn't get enough time to digest it fully. Um, but the one thing that I know I appreciate that it's um source for further conversation this fall. Um um
142and I know it um when we get to board goals it's something we we did you'll see the high school on there something for us to talk about. Um I made this point last month the um it's just worth bringing up because it's it's a particular bone in my craw on page 13. Um, I appreciate the question about um data around uh reading goals and and um I I thought about it a lot since our retreat conversation about the tools that we have as a district, the discrete tools we have in the district that give that tell us the um reading and the literacy levels of seventh graders or third graders or fifth graders and discrete interventions we have. And um the answers here seem to confirm that we don't have that um those same
143discrete tools at the high school. Um which is interesting because we have that technology now and we have that science. So if I'm uh you know I'm in a sophomore English class and we're reading a book at this Lexile level um student a teacher should know that the books at this Lexile level but these 10 students are actually have a Lexile score of 150 points lower um and because that's going to inform the teachers decisions and those are the kind of things that um when we're having those convers when we're having these kind of conversations the um uh I know Bonnie Regan because I had some conversations before is knows these diagnostics better than anybody. So, we have the we have the resources and and the expertise in house. It's interesting to think about how
144we might want to think about that um at the different levels. And I might say you you proved my point that it's lots of different board member questions because it was your question from the retreat. And I always I always take notes during the meetings, but I go back and watch the meetings also so that I don't miss anything. Um, well, I just make sure I don't miss anything. And so, this was a pro. It was a great question because it it also helped me know that we don't really have that foundational piece for reading for everybody. We do have reading classes and all types of supports, but um, that's something that we definitely need to go and look carefully at. Are there any other specific questions at the moment? I was just going to
145say I I also wanted to thank all of our uh the heads of houses um you know for for compiling all of this information. I know it's not easy. It's not always at the fingertips and there's a lot going on at the very end of the year here. I also wanted to thank Sean Hoy who's not a house administrator but also heads up science. So for all of this work um Jen did you have a question? Oh course. Yeah. I do want to say and publicly thank you to Jonathan Sopranowitz because each house administrator and and Sean did it independently and then I had all it was like I don't even know how many pages. It was a lot and it was Jonathan Sopranowitz who actually helped pull it all together in a document that
146you can actually read and understand. I I was just going to point out that yes, I while while both of my high schoolers have have graduated, uh I certainly listened all the time to them and all of their friends as I did all the car pools and the you know complaints and the how come you're getting this in your class and I'm not getting this in mine or whatever. We're having different exams or the same exams and we didn't learn that. Um it is good to know that that you know the heads of house are are all and the heads of each department are really taking a look at a lot of those things. They're talking about how they're they do require the same exams, but they go through them to approve them every year
147to make sure that they they cover, you know, the topics that were taught in the classes and and making sure that the you know, if they're there's one of one of the teacher, one of the individuals that responded commented on reviewing all the questions and if there's something that almost everybody got wrong, they go back and look, did they not give enough information? Was the, you know, to the students about that subject or, you know, that that topic. Was there an issue with the question? and was it not asked? So, it's really nice to hear and see all of the work that goes into it. It's not just um you know what we hear from our students who you know obviously have their own viewpoints, but this is it's good to know and I think
148it'll be a good start for a conversation for us going forward next year. Mike, that was that was the other thing I've I won't belabor the point, but um um I do find it I do find it curious that um in some courses of the same name and level the um the final exams are not the same. Um as we know what gets tested what gets tested gets taught. So um that's curious. You've got the lines on page 10 around you know teach the same course do not give the final exam. Um that's that that's something that's that's that sounds like an area for discussion and can I just add one thing too since? Yep, of course. Okay. Um and going back to my original question when we are going through this perhaps in the
149summer when we come up with a task force, I think it would be good to just get comparables again from other high schools and what they do in terms of waiting as it relates to AP versus honors versus um your other course levels. Um because I I'm I'm just interested again. I think colleges kind of um do their own system of waiting anyway, but we should at least try to see what our sort of our comparables are doing just to be consistent. Ju just wait till you get to the board goals. We we mention it in there too. Okay, good. Um but yeah, I think we should come up with I mean we'll be obviously working in the summer and so perhaps we because if this is something we're looking to improve on or make
150any modifications, we'd want to start off the year doing so, right? Okay. So, there's some clarity. So, sounds good. Any other comments, questions? No. But this is a good leaping off point. So, when we'll leap from the high school over to summer school, which is coming up, Dr. Jones, I'll give you a moment to finish your note to yourself. So, um, running summer school, uh, we have Amy Farnum who's doing ESY for us and Dan Silken for K5. And they're the supervisors. They've been really hard at work. Um we are and partly because of the budget and number of reasons probably a little bit farther behind. One of you asked me about that. Um they're working on making sure everybody knows who's um getting hired for summer school in elementary. Uh and we'll see where
151we actually end up, you know, who shows up and really signs up solid. But we are seeing a shift from the regular grade level to more tutoring, which we've seen over the last couple of years, uh where parents are choosing to come twice a week for uh power tutoring. um instead of every day. I would say at the high school, one of the biggest shifts is we had as of last week already 100 plus students already enrolled in the financial literacy because it is now a requirement and you know encouraging students who don't want to lose a music elective or something that they're passionate about because they have to give something up to in order to take financial literacy and it's only a semester course. Um, so I I could see that number continuing to
152grow over this next week or so. Um, but again, I mean, we're moving forward and um, I'll give you a report at the end of the summer and we're excited about Oh, good. So, we're I know some several people had reached out to me and would asked I had asked you as well about staffing for summer school. So, that's happening now. So, while people don't know, we also know towards the end of the year, students, especially once in the high school and higher grades when they discover that uh they didn't have a grade that that will give them passing, oftentimes they have to then sign up over the summer. So, we don't really fully know yet, right? Is that what you were saying as well? Okay. And I will say another change that we made
153at the high school level is we all have always used egenuity for credit recovery to help. We have teachers attached to that, our teachers. we've expanded that license so that we we're not capped at like 40 students. Um, and again, that helps us with our financial literacy and it it keeps us from having to just cancel so many courses because last summer we had, you know, three students would sign up in a history class that they really needed or three students for an English class and it would get cancelled because you can't hire a teacher just to teach three students all summer. Um, and so we have a little bit of a different structure and it is a structure that I have used for I don't know 15 years. So I'm very familiar with it.
154Um, so I'm excited about that too because more kids are going to be able to recover their credits and not just have their class canled. Thank you for sharing that. I think it's good to know that even over the summer we're still working to help support students that need uh need a little extra support uh and you know credit recovery as well. Um, any other questions? No. No, Kathleen. Nothing. Okay. Wasn't sure. All right. Uh, Wendy, nothing. No. Okay. Um, so I think from there on we can move towards board goals. Um, I know what Yeah, I'm going to put them in at then. Yeah. Um, so I know we're moving over to board goals as a discussion. Um, and I don't know. So, I know we had a Mike and I had gone over
155some stuff. Um, and I don't know if it actually got posted yet, so we can always make sure to share that with you, but I'll hand this over to Mike to lead. Did it get posted? Okay. It might not be in the packet, but it should be posted. I I I don't believe it made the packet, but it is. Yeah. Okay. Is on is on board docs. If you haven't Yeah. So, I don't know if you can share the screen, Mike. And if for board members if you hadn't seen it because it was updated uh today you can feel free to log on there. So thank you. So before before us tonight uh as an as an action item is right. This is an action item right? Yes. So is it an action item? Okay.
156It's on as a discussion item but you can choose to act if you want to. Yeah. I was that's what I was like I I felt that I was still in the I know that's discussion but we but but well we'll do it as a discussion item and then if we you know if the board's ready to move forward we can make a motion to so hopefully this might become a um action item before the end end of the evening. So if you recall so before you tonight is a revised um uh board goals document for 2026. recall at our retreat uh we reviewed and uh through a self assessment last year's goals and uh we took feedback from um different members of board around crafting goals for this year. Um I sent out the
157draft um last week and um before you is a revised version um based upon um some of the feedback that we got. Um, so it's it's actually colorcoded in here based on the red are revisions. Um, if you looked at the one I sent out last week, um, the what's in red is um, changes since then. Um what I thought we might be able to do if we're if if everybody's up for it is expeditiously um try to go through uh each each goal um and talk through the bullet items and see if we do doing some word smithing as as as po as necessary in hopes that we can come to consensus around the document. The organization of the board goals are very similar to the last two years. Um all that's really changed
158for the most part is the we will do this by um these are the split out around the the main parameters of the board like student learning achievement facilities and budget um and th those areas and uh how we do this or that we will do this by is where most of the annual changes are. Um the last note just reminder is that uh board goals are different than superintendent goals um or the strategic plan. So while the strategic plan is focused largely on student achievement but it's also over five-year plan and kind of um um kind of like the north star particularly around realizing the vision of the learner. Um, board goals speak specifically about what we, the eight of us as board members want to try to accomplish next year. So, they're not
159goals for the district as much as they're goals for for us. Any questions before we move on then after that preamble that was longer? I was just going to point out uh I know you know most of the stuff that's that has been adjusted here based on comments that we had heard during board meetings are little nits like we just we took one of the goals that we thought was still pertinent and then just added a little something more to it or um and adjusted it like I said based on discussions that and and comments that all board members had made during during meetings uh across the year. Um the only thing I wanted to point out was we had added something and revised something slightly under school budget um budgetfiscal oversight which was number
160three. Yeah. No no I just want to make sure if people are looking that they see that's not highlighted in red. we will do this by it was I I put it you know I just changed it quickly to italics uh as opposed to red because we didn't I didn't there weren't any changes made to what you had sent out but I thought if we highlighted it within uh italicized it would give us an opportunity to to note that we need to discuss that one area okay so I will let you lead I just wanted to point out my little editing stuff so number one student learning achievement um we we did change this language so we committed to focusing board meeting presentations and conversations on work that fors the goals of the strategic plan.
161Um that we will do this by the first bullet is unchanged from last year's goals. Um evaluate board presentations according to the metrics plan. The second bullet is new um class size at all grade level staffing models and change to school start time and what impact they might have on academic achievement and growth. um that came out of conversations um that we had last last meeting. And then the last bullet is um um new um but um rounds specifically about ghs um and that comes out of the budget conversations we had the um we heard Dr. Jones talk about um different conversations about um how we might be able to look at the structure of the high school. Um, so this is not committing to anything um other than committing to us talking talking about
162um that that structure. Um, I was just going to note that the second bullet point, while it looks like it's new, it's it's pretty much the same. It's just rewarded slightly so that we could add the changes to school start time and the impact all of those things would have on on student achievement and growth, which is in line with our strategic plan goals. Right. So, any changes? Any changes, thoughts, comments? So, we're okay with number one. Number two is students support health and safety. We're committed to supporting the district understanding of the social emotional health of our students and the effectiveness of current initiatives to support it. Um, we will do this by the first bullet is continuing to support community convers continuing to support community conversation around screen time, cell phone use, and
163other stressors. some of which are highlighted in the Greenwich Diver together survey results. Um that is a slightly rewarded version of the bullet from last year which obviously we we restarted those conversations. And then the second one is monitoring changes to the high school schedule particularly as it may relate to start time flex block andor morning and after school supports. Um we did have this bullet in there actually last year when we were looking at changes to flex time. We changed that bullet now to also consider start time. Um because obviously that might be an issue. Yeah, I don't know. I know I didn't revise the term flex block because I I know that the 15minute window at the beginning was called was I I didn't know what the official term was. So I just
164left it as flex. I I'm sure I just left it as what it was. If we have to just update the naming of it, I just And I know since we if we adjusting school start time earlier there, we wanted to make sure the afterchool supports were there. So, we just added that as I know that was a discussion item uh for a lot of the board members was after school support as well. Anything with number two? Yeah. Can I add one thing? Sure. Um just as we've changed guidance a little bit in terms of their role as we're automating enrollment. I don't know if the overall role of guidance counselor has changed and of course that would impact student support health and safety. So just wondering if we need to add anything there on
165that front. Can you I'm just uh I'm trying to absorb what you said because you said the role of guidance. So just in guidance counselors or anything I don't I'm just throwing it out there. I have no idea. Perhaps it's not a board goal, but I know that we've changed, right, guidance is my understanding a little bit at least in terms of now that they're autoenrolling the in their master schedule, has anything else changed in their job description as a result and how has that impacted? So, so you mean the role of guidance as to the scheduling of CLA like student scheduling as opposed to get having more time now for actual student support? Exactly. Something along those lines. Well, I think that would be would that does that I would you fall that put
166that under evalu uh number one for evaluating the administrative structure of the high school perhaps is it might be too myopic. I'm just throwing it out there if anyone thinks it's something that we need to add. I I think you make a good point. Um maybe it's evaluating the administrative and support structures of GHS. Um, and that way if we add that and then that way it it more comprehensive. Yeah. Yeah, that's probably better. That's actually the number one. The last bullet of number one. Yes, you're probably right. Yep. Sophie looked like Did you have something you you were ruminating on over there? I mean, that's I think that's worked. The other suggestion I was going to just say is the second bullet when it says and after school school supports including guidance could be
167another option but I don't know I think I like I like the better your solution better putting it above. Okay. Did you do you have it in word? Okay. Perfect. Okay. So good. Then we could just update that. All right. Number three is unchanged. Um um as we are committed to um um you see and advocating for a is is in red there. Um so that's a that's the only tweak and then we will we will do this by our um two bullets. The first bullet um is I think it's similarly worded to I think it's exactly worded um to how that bullet was last year with the exception of fiscal year 27. Um and then the second bullet is new um referencing that obviously we're in a negotiation year with the GA I added
168and you should know so it says negotiate a GA contract that allows for increased teacher collaboration and development while maintaining a sound fiscal footing. I put I don't the uh teacher collaboration and development was drawn from the themes we heard in the um achievement reports last week. That's that's why I put that in there. But and I think it also supports one of the strategic goals. So I'll just point out the only reason I italicized it. I love the idea behind it. I just want to ensure that because I know we are going into teacher contracts, but I you know I'm not sure how that I mean if that's something we can I just want to make sure it's something that we can add. That's all or have at least a discussion because it's a
169new bullet point. I mean to me this is these are just goals. So we're not we're not tying ourselves contractually to anything here. I think it'd be different if we you're talking about the privacy negotiations, right? I think this is worded um broadly enough around around values. Um we're not speaking specifically about we're not making a board goal that uh you know of a salary increase of this percentage. I think that would be where where' it be a problem? Anyone comments? No. Okay. And continue. Oh, facilities. Uh, facilities. Uh, we're committed to creating and maintaining structurally sound, technically savvy, optimal facilities that meet the needs of our students and staff on a long-term basis. Um, the first bullet um is only changed in that uh we removed the high school project. So, we've got lots
170of building committees. Um, but the high school project, as we know, is done. Um, so that is gone and the Riverside project is um included. Um the second bullet um is one we talked is a new bullet and one I think this was Sophie's point at the last uh meeting uh compiling best practices from successful building committees and support the transfer of learning from one project to the next which um makes a lot of sense we constantly are trying to reinvent the wheel when it comes to capital projects and we don't need to there's lots of expertise in town and then the third is a new a new bullet uh related to the havermire project uh interfacing interfacing with the community and other parts of town government to build consensus around the future of the
171Havery building. Um I worded that in the most um um neutral way as possible. Obviously we want to try to build consensus. What that consensus may be I think has yet to be determined but but it certainly does fit right there in facility. So yep questions comments anything we've missed? All right. So, board professional and development. Um um so this is all about our own professional development. Uh so we are committed to um this um evaluating this is a new bullet um evaluating and strengthening our policies and procedures for board self-evaluation including a meteor evaluation in January of each year. Sorry, that's not a new bullet. That's one that was last year that we didn't do and then we just kind of did started doing it last week, but we noted that we didn't do
172it last year. So, we can pretend it's January. There we go. Um, we also committed last year to the second bullet and did not do it. So, we're going to try again. Communicating and sharing best practices more frequently with other boards of education across the region. Um the third one um uh is a new bullet attending all board meetings in person so far as possible review relevant information and become informed concerning the issues to be considered at those meetings. And then uh the fourth one is to have at least 100% participation in one board training which is our annual goal and we are still trying to put that together with uh with uh our you know with legal to go over some special education uh changes in special education law. So we're still working on
173that one this year. You will recall we scored the um uh the poorest in number five when we reviewed ourselves last last month. Yep. Agreed. Any any any comments or thoughts on the new goals? Okay. I love the one on intended. Yeah. Well, we we added that because it was there were several comments and I didn't but I didn't say I did it. Others added it. I said so I that's directly worded from um one of our policies. So So I just I took it. It's already written in one of our policies. So, I just put it in there uh based on in comments. So, I I didn't want to I wasn't I wasn't changing anything. It's already in our approved policy. Number six is poor district and community engagement advocacy. We're committed to improving
174community support of the district by promoting the positive attributes, maintaining open lines of communication, and encouraging parents and community member involvement. Um the um um the first bullet is not new. Um was the same as last year. uh supporting the onboarding oh no I take that back this is a new bullet um because it's an election year uh supporting the onboarding of me of members beginning new terms this November if we have new ter members beginning in November uh we want to do that obviously um and then this is also something that we've the second bullet is something we've started to talk about in the policy committee um in identifying identifying and enshrining in board policy best practices for the board to imp implement i.e a the review of board goals, certain academic updates, evaluations
175and etc. U we started talking in policy about um certain for lack of a better term best practices or things that some years we do and some years we don't do and if it might make sense to have a policy for ourselves and for future boards of things that we want to make sure we do every year like the um mid review and things like that. So that's something the policy committee started to talk about. I I think it's a good goal to have. Um, you know, we talked about also like a handbook for new board members or, you know, current board members with best practices and goals and stuff. Things that we've learned over the years that, you know, sometimes doesn't always transfer from one year to the next. So, I I think it's
176a good idea. I mean, I don't I can't speak for anybody else, but yeah, if I could just add one thing, I think um No, I think this is a great goal. When I came onto the board, we had a somewhat of a robust process and I think it was really important because it gets you I mean I've served on boards before, but I hadn't served on a school board and there are differences between that and other public boards. Uh so I do think it's really important to have that process be a little bit more robust as we probably have a lot of members turning over. Any other thoughts, comments? I guess the question is to if the board see feels that the they're comfortable with these and if they would be ready to vote
177and if a motion should be made to move it to an action item. Oh, so given this is in theory our last meeting of the year. Um I I would I I I like to move to approve the 2026 27 board goals as amended. Well, can we first we have to make a motion to move it as an act into I guess to move it to action and then Right. Right. Never mind. I have to throw that. I would like to move to uh move the 2026 27 board goals to an action item. Um I'll second that. Um all those in favor of moving it to an action item. Okay, that is a 70 vote. So, no. I mean, why not do it now? Just we don't instead of going back to it. So, I
178would like to move to approve the 2026 27 uh board goals as amended. Um I'll happily second that if you'd like. Any further discussion? No. Okay. Uh so, all those in favor? Oh, okay. Perfect. That was a 70 vote. Fantastic. Thanks for for all your work on that, Mike. Thank you everybody. Next up is monthly financial report and then following that will be budget transfers both of which are under Mr. Randy and Mr. Lie. So I will turn this over to them if they are ready. I see you there. Take it away fellas. Okay. All right. Good evening everyone. So on the uh monthly financial report this month uh when we look at the yeartoday May operating budget spending it is below the last year run rate. It is an indication that we will have
179the budget balance for around 2 million to 2.5 million at the end of the years. Uh this will be used for the longlapsing account arrangement. Um on the first surface uh we expect it will finish the year within the fullear budget with minimal balance. Any questions? Um I'm sorry. Uh we're going to end the year with the balance. Is that what we're putting in what we approved last week to put into the non-lapsing? Thank you. The non-life sync account which we then used to approve the fill the budget gap for the for transportation. Okay. Just checking. Y questions. Anyone? Anyone? Buler? No. Okay. Okay. All right. And then the next items is on the budget transfer. Uh again, it is uh most of them is the uh year end budget transfer within the school within
180the buildings to kind of like make use of the available budget balance in the school building uh for their year-end purchase. So uh nothing u extraordinary that needs to be um to be recorded. questions, comments. Okay. So, continue. That's all I have. Oh, perfect. Seeing as how there are no questions or comments, I want to thank you guys and thank you for uh leading us through this difficult uh budget year. So, you know, so well, um that's nice to know that we have a we have funds to to carry over to fill some holes. So, thank you. Uh so, next up is the first read uh for policies. I'll hand the mic back over to our policy chair. I have a lot of work tonight. the uh makes law policy generation. They um so um
181before you tonight is a first read is a new policy on the hiring of senior level administrators. You may recall this time last year we started that discussion and we actually made it a board goal last year around looking at um our own structures around that. Um so there are um two documents here. Um sorry, just one document for hiring senior level administrators. So in a nutshell, I won't obviously read you the policy. Um but the um this exited the policy committee with a vote of three nothing or three to zero. Um in general, it um makes makes it clear that Dr. Jones continues to be the hiring officer for all building principles and senior administrators like assistant superintendent, director of special ed, um so on and so forth. Um it gives the board um
182the right um to um um put a representative on the hiring committee. So as as you know most uh principal most principles hiring usually there's a committee of parents and staff members and things that start that interview at certain levels and interview the uh principal candidates. Um so this would give the board a board representative a seat at that table. Um it also um allows um u provides the board an opportunity to meet the hired individual um after um after it's made public um so that we're able to you know many of these individuals you know at the first forward meeting so that we're able to um u meet with the person and talk to them and give a sense and and so that when community members talk to all of us about them um
183we we we're able to um discuss from a position of of of of of of of information. I'm happy to answer any we're happy to answer any questions or comments or I don't know if Sophie or Karen who else was on the policy want to add anything if I missed anything. No, I I just to say we we had a in-depth discussion over more than one or two meetings um on this uh policy and felt that as certain cabinet levels have um hiring committees that include sometimes parents or you know members of the PTA that if they are in there that there should also be the opportunity to have a board member um to help serve to support um the decisions that are being made in there and and um you know that that's a
184lot of where where this came from. So I appreciate all the work that was put in and that the policy committee like I said had some very robust discussions on then we'll move on to the second first read which is gifts and grants. So this is a proposed revision of um uh policy uh 3280. There is an existing gifts and grafts um um policy and that is the final page of this document. So you have that as u reference. So page four is the uh original policy and page three is the revised policy. um the um this um um in addition to the the the stirring the stirring words um about the policy um and commentary by um the president of PTAC um the other um about paragraphs one and two and the other um
185note here is that this um eliminates the current gift cap um at at the you know on accepting individual donations. This was a more controversial policy. It was not a unanimous decision. Um it came out of the policy committee. Um two in favor of one opposed. Um so that's also important to note for purposes of discussion. Um I was the one opposed. Um, so I'll just give a tense, you know, a little overview of the flavor of why I I I love the idea and I and that behind this of making sure that it is more that we're allowing for more opportunity for people who want to give to the schools to be able to give to them um and to help support the, you know, the incredible work that's being done um not just
186by our PTAs, but but other um partners in town as well as individuals. And I think that that's really important because we do, you know, we do um enjoy, you know, the connections that we have with with um people in the district and community who want to be able to support our our students. Um the reason that I was concerned was in the reduction of having or removing the gift cap um only the fact that being involved for so many years as you know on PTA council, the discussion of gift cap would come up every single year. Um, and it's really important as there are schools in the district that can raise significant amounts of money every single year and there are other schools that can barely raise enough to to you know to to
187put uh smaller pro uh programs for their students together. Um, and you know we want to make sure that it's equitable across the district um in ways that you know our parents and a community can support those students in the schools. You don't want to have one school that can put on a production every single week or bring in, you know, speakers every single week for their students. And I don't want to deny those students that opportunity, but it's also difficult for the students in schools where they can't raise those types of funds when they don't have those opportunities. Um, so it's just about making sure that there's balance. The only other question, um, and so that was to me a discussion item for the board. Um the other thing I had suggest questions we
188we changed the second uh this second to last sentence I guess they're above the definitions or the last sentence above the donations above $20,000 in value made by an individual blah blah blah blah blah um will not be subject um will not be subject to a board approval. Right. So right so donations above 20,000 I'm sorry will be subject to board approval. It used to be donations above 5,000. Um, and I thought 20,000 seemed like a lot to not to have to come to the board. Um, even if it's just to make publicly acknowledge somebody who's being so generous should they want to. I thought, you know, I know that 20,000 was what I think was in line with town, right? The town's gift policy. I pulled it out of the air. Oh, you pulled
189it out of the air. Okay. I had thought 10,000 seemed like a much more appropriate number. This is this is just our policy. then it goes to other other parts of Canada government. So, so that was the reason that I voted against it just because I I thought we should have a discussion on gift cap as a board um because of the reason that the gift cap was instituted originally. Um I know Ben has been Brandon has been involved in gift cap discussions for years as well because I've sat with him and talked about it in the past. Um, and so to me also donations above I thought $10,000 um not having to have board approve donations of 10,000 or more being approved by the board seemed more appropriate to me than 20,000 but what
190do I know be a typo I think we agreed on I I thought we had had reduced it but either way I I just so that was just that's just my flavor for it and and again uh I'm just but one person Um, I guess just in terms of the cap and giving, I just want to clarify for the public too that the board always reserves the right to reject a donation. We we don't have to take a donation if somebody wants to give us money. Um, this was just streamlining if if people do want to give money. um just to make a you know I mean I think there's been a discussion about how can we encourage more private philanthropy and not put hurdles in the way of people who would like to write
191a check I know we had a conversation is it 10 is it 20 um at the high school level especially you know for the PTA there are people in our community who could write a PTA check each year for you know some great number and it we want to make it easy for um to do that if they want to. Um and I and I understand Karen's point about equity across the schools and I I really appreciate that. I also feel like cash is funible and you know a rising tide floats all boats. So, you know, if if people want to give, I just hate to say we're not going to allow you to give because I actually feel like it hurts all of the students if we're turning away money. um you know and
192I think we can always be hyper conscious of this question of equity across the schools and we can always revisit the policy and say okay it's not working the way that we want to and we can tweak it but I kind of would like to heir on the side of let's encourage as much private philanthropy as we can because it's going to benefit our kids and and then if we need to revisit it we will I see Wendy's hand Yeah, I just had a question about the partner organizations. Uh do is there a list of the approved partner organizations and what is that? There there's a list. I mean I believe it's it's our partners um educational partners, PTAs, the alliance. Um I Ben may have It's in it's in our resolutions I think that
193we approve every year. I think it's in the regulations. I think so. Yeah, there there is a list. We can locate that for you. If you go to it's page one there's under definitions the partner organizations on the very bottom it's PTA's PI PTA council financial alliance for education are considered partner organizations. Okay. Okay. Thanks, Kathleen. Are you done with Sorry. Are you done, Wendy? Or she was done. Okay. Um, so I was I actually think it's this is a good policy. I like the change. I I hear you Karen. Um, and I too was always a little concerned about the issue of equity, but um, Sophie makes a good point, which is, you know, when more cash, right? Cash is king. And when if you if if you're if more is going to say
194one school because they have better fundraising efforts that frees up capital for the other schools, right? Um, and so I think it would then be our it would behoove us then as fiscal stewards to then sort of say, okay, we can now reallocate this bit of the budget to those schools that perhaps didn't do as well in the fundraising effort. So, um, additional private capital, I think, is probably a good thing, something that we need to consider as our budgets continue to go in directions that I'd rather not see. Um, and I and I also think it's worthy noting that a school can never go off and hire additional teachers, for example, right? This is only as it relates to capital. And so that would make me extremely uncomfortable if one school could of course,
195you know, hire so they have different class sizes or something like that. That that's obviously not okay. Um and so I think the issue of equity is d is addressed because it is really on on n the capital side of things and therefore um we could sort of write it if we felt like it was somehow becoming out of control in terms of one school versus another. So so just so you know that the gift cap is not just on capital. It's what a PTA can donate back towards the school every year. And that's so for the capital items obviously we've always had something here at the board where the if it's going to be above the gift cap it comes to the board and usually I' I don't think the board has ever turned
196down anything for that for capital it's for the other piece of it which is you know obviously they can't hire teachers and things like that but PTA funds support um programs that come to the school during the school day that are used as part of you know you know right and that's a good point but authors that come and and and other programs that they bring in to support academic improvement and and things like that for you know so that's the stuff I'm talking about not that right but those dollars and yes I understand so then those dollars could be reallocated in a way to those other schools that you would be you feel like weren't being but we what I'm trying to explain to you is they're bringing in programs that we as a
197district weren't paying for for any school so it's not we're not reallocating dollars for something like that for another school this is just additional things that those PTAs are able to support bringing in a speaker or bringing in you know some other kind of activity for the students to do that supports their academics and education and I'm fully in support of it. I just want to make sure that you know one school's not had the opportunity to do you know one a month and another school has one a year and it's not something that we as a board can change allocate reallocate our budget for because it's not something we have a budget for to begin with. That's what I'm I was trying to point out. It's PTA funded enrichment and things like that. John's
198nodding. Yeah, I think I I think the Suzuki program is a, you know, things like that are might be a good a better example. Well, that's that's actually that's the Suzuki program is not PTA. That's something from us and that's specific towards that one school there. But that's what's the word? No, the Suzuki program was was an outcropping of of their the school's um magnet. Yes, the magnet program. Thank you. That's right. We were able to allocate funds there while other the other enrichment is is elsewhere. I mean, I can tell because it's a it's a specific school with a specific Well, I can tell you I see Wendy's hand up also after we're done with this. So, so I think it's interesting that both sides of the debate are coming at it from from
199an equity uh uh from an equity perspective and what what's going to allow for um uh more equitable opportunities across all elementary schools and all middle schools. Um and and the point I think Sophie's point was that um raising more money allows us to to to fill in the gaps elsewhere that maybe maybe we you know owe it in subsequent years. I can tell you that um and John didn't ask me but I can tell you that um one way that I think um um uh PTAC uh could govern the money which I I think would be is not in our purview but I think makes a lot of sense is is is is a pool approach. So no just just so just to and I don't mean to interrupt it PTA council well I'm
200trying to explain to you they have no ability to hold funds or allocate funds. They PTA council and it's it's I think as the chair you need to let me finish. Okay. Well, I'm just letting you know that their bylaws stipulate that interrupted me. You haveed Kathleen. Every time somebody says you interrupt, you have to let everybody finish their point. I was just giving you the conversation. Um the um um so um so if there was a pool so say if there was something like this and I think this is something that PTA could could certainly look at. So say um in North Miamiis um for every $2 for every $3 raised $2 stays at the elementary school and $1 goes into a pool governed by PTAC. Um and then three times a year that
201pool's distributed across all three schools. That's nothing we can do, but if you remove a gift cap, um that could certainly be something that the PTA the PTAs could do that would create a lot more equitable outcomes. Give an example. I give $300 as a PTA member in North Miamiis. North Miamiis gets $200 and $100 goes into this pot, right? In December, all the donations um amount for $11,000 and PTAC then distributes across the 11 elementary schools $1,000 each. Um that's something that and then you do that three times a year. That's something that could encourage more donations across all the districts while also while also um raising, you know, allowing for for for greater equity of opportunity. Now, that's not something we as a board can do, but I think that's an example of
202the creative thinking that the gift cap uh blocks and doesn't allow. Wendy, um I I like Mike's idea of the pooling. Um, but I I also think let's give it a try. Sophie's idea with the 20,000. Um, I think that could really help fill in the gaps at some of the other schools. Well, the the 20,000 was just that they don't have to come to the board to get it approved if they're donating under a 20,000. You're you're you're muted, Wendy. Sorry, I have to let somebody hold on. Um Okay. Um Okay, so the the 20,000 is is just for um is for the Okay, the donation that any any donation under 20,000 wouldn't have to come to the board for approval. Anything over 20,000 would have to. So, right. I I I like that
203idea. I I I should note that was a typo on my fault. My fault that that is meant to be um that exited the policy committee at 10,000 not 20,000 the um so that's that's important to note. I see Kathleen's hand up. Yeah, I mean I like both ideas. I mean I think um I think any movement forward is a good is good movement. So, you know, what is it? Don't let perfection be the enemy of the good, right? So, um I like Sophie's approach. I do think that um it would be it would fine to to give it a go. Um alternatively, MJ, what you're sort of talking about, what is it called in baseball? The luxury tax, right? It's that it's that same concept. Um and so we could we could apply that
204logic um as well. And you know, I'm I suspect we could probably manage that. Sorry, Ben. or um but um so that's probably something we could do as well. Um I'm fine with either approach. I just think um encouraging private philanthropy is probably not a bad thing, something we should start and 10,000 is perhaps the right number as well for um the gift cap. So uh if you want to make those modifications Oh, I think this is this isn't to be voted on, but I'm happy to do it. Do so now. Well, I was going to say I know that this is first read and I think especially with some some of the discussion I I would really welcome the opportunity to not vote on it tonight to to get the input from PTA council
205because it really kind of actually impacts them and we're trying to put more work you know what what our change may do may impact the work that they're doing and the individual PTAs are doing and it's an un unintended consequence and so I just would like to make sure that we discuss it with community that actually it it could it could actually very positively impact as well. I'm not saying it's a negative impact. I'm saying that the PTA council could, you know, andor PTAs individually, I think they may actually tell us they love the idea and woohoo and then voila, problem solved. But I I I don't know because we haven't. So that that's just my suggestion. Yeah, Jen. Yeah, I I I would agree with you, Karen. I think we need a little bit
206more input and um more clarification [Music] working you know with the PTA so that there is a general understanding of what can and can't uh be done and how you know funds are moved around and I would ask um to potentially include or maybe it's somewhere else um the I don't want to say rules but regarding donations and how they are used or um the expectations of us receiving donations. Um, I think that maybe you know what our rights are as the recipients of those donations and the rights of those who donate to us for larger the larger amounts the 10,000 when when it would come to board approval. What just so you know there there is in in or at least it was at least in our old one. I know it's somewhere else
207I thought about donations and gifts and where basically it says that any gift it has to be given to to the district as a whole. It can't be individual like given to a specific school or program. It's when it's given it's saying we would like it to be used at X school for this situation. In all the years I've ever been involved, it's never been turned down for that, but that's how it it's distributed. So, there are very spec there are things very specifically on the rules and or I think it may also be on the donation forms. Oh, yeah. And it's also it's also in here. Yeah. Yeah. It's it's I guess it's the third paragraph. My apologies. I did miss it. Thank you. You're leading this. Yep. So, any anything else? Any other
208questions? All right, I think we're good. Okay, guess what? It's still you, but now we're in action to approve the policies uh that we we've already reviewed. Well, now in action items, this is the uh policy that we reviewed last time. Arrive, you need to make a motion to put it on the table. You want me to make it for you? Uh, okay. I will make a motion to approve policy 4118.22- 22-4218.53-6141.3273 as presented. Okay. Now it's open for discussion. Says this is unchanged from um last meeting. That's my executive report. Oh yes. And as as Dr. Jones pointed out that our fantastic uh presenter earlier this evening, Sam, uh is still on is online to uh to see what we decide on this policy. So, thank you Sam for for for being present and
209uh being interested. Appreciate it. Is there any discussion or shall we can we move on to a vote? I I and I will note I think Sam made a a good a very good point in considering future iterations of this policy as it continues to develop particularly around the social emotional and ethical development of our students and how AI might adversely um affect that. So I think um I think we all know that while we're probably approving this policy tonight, we will probably be returning to the topic of AI um in years to come. So maybe we when we go back to one of our board goals which was memorializing things this is something we put an asterric on that this is a policy that we should be reviewing on a regular basis as technology
210changes maybe I don't know anyway all right so it seems is there any other comments or if not we can move to a vote right comments? No. All right fine. Uh all those in favor of approving these this policy please raise your hands. Wendy are you there? Wendy. Ah, perfect. Okay. All right. Perfect. That passes 70. And next up is to authorize the summer transfers. Um, I will make a motion to put it on the table to authorize the board of ed executive committee to approve all budget appropriations appropriation transfers during a special board meeting. Date to be determined. Is there a second? Okay, I'll second. Laura Laura seconded it. Uh discussion. Um this is something that we pretty much do every single year when there's a last minute need for uh uh something in
211the budget uh to to be moved from one line item to another instead of having to convene an entire board uh meeting for all members to just make that short vote. Um this is authorizing the executive committee which is the chair, the vice chair and the secretary to meet to make that uh change. Obviously it's something we would include and make sure all board members were aware of. Um but that is what this is this is done. I know there was discussion about this last year as well. So Mike and and we get a full report of it in the in the first public board meeting. Uh yes, but I would say we would also make sure that the board was aware of it as it was happening. So it wouldn't just be, you know,
212surprise. Uh, any other questions, comments? Ben, Patrick, do you have anything you wanted to add? No. Well, good. Okay. Well, if there are no no other questions or comments, I'm happy to take a vote. Uh, all in favor? [Music] Wendy, are you there? Okay. All opposed. All abstain. You're opposed or abstaining. Opposed. Okay. Uh so the motion passes 6 1 0. So we added an item uh here in the agenda. Uh before we get to the agenda. Oh, this is the agenda plan, right? So, no, no, we added an item, an action item here um from earlier is a discussion and possible vote on in. So, since Mike, you made the motion, I will let you uh start the discussion. We talked a little bit about this um last meeting. Mike, I'm sorry. You guys
213did have to make a motion now to put of what you're trying you may are discussing voting up. Thank you. Yep. Okay. So, I would like to make a motion to request uh uh 1 957842 uh um million dollars um um to the um um I'm sorry, 2526 operating budget uh for the purpose of transportation um at the high school. I'm sorry, could you repeat that? Sure. It's not add, right? You're asking for to a to approve an a request from a request for an interim. So that's what has to be in the right. So I I would like to make a motion to request to to to request an interim um in the in the amount of 1,957842,000 [Music] um for the purposes of um high school transportation costs. I think that's that's what
214be said. I'll second it. I'll yeah I was to say I'll second it also but okay um open for discussion uh of course okay so um that is um that is simply the the the cost last time of the difference you know during the budget conversations of and I'm happy to talk about other numbers um but um that's the number of the cost of the difference between in the high school start time the number between the high school start time. Uh without belaboring the point because I know we talked about at the last meeting. Um as we know from different opeds and things like that, the um members of the BET have voiced interest in uh putting that amount of money back into the budget uh for the possibility and I stress possibility of um
215um readressing the issue of a start time of the high school. Um I will comment that um that is far from certain as we all know about the challenges of bus contracts and bus hiring um and the like particularly at this late date. That said, I would say that um the first step in any of that kind of addressing of anything around start time is us making um this request. Um if we don't make this request, the ball drops dies in our in our court. Um that and I'm sure we'll hear that um in the fall. Um so we make this request to at least see that um to the possibility of attempting to address um some of the challenges that we we experience with with this and what I would suggest is a a
216real issue here um and a detriment in the the change of the start time at the high school. Um, Kathleen, I see your hand up. Yeah, I'd like to amend the motion. Um I would amend the motion to request an interm and the amount of 1,957,842 for the 2526 school year for the best use of funds as determined by the board of education to utilize the funds um and their best use I should say as determined by the board of education. I'm sorry. Can you repeat? You wanted to make a motion to amend to request an interim of 1,001,957,842 for the best use for for the funds to be used as determined best use of funds as determined by I I was trying to write it down. Yeah, for the best of funds is determined
217by the board of education for the 2526 calendar year school year. I would second that amended motion. No, they they make a motion to amend. The board then votes on the possibility of amendment. Uh comments, questions. Sure. So So, so I I I am not I am not necessarily opposed um uh to amendment, Kathleen. the um I think it's I think it's important to note that um um the BET can condition the money and we do know that the the the deal the deal on the table um around the interim is uh for start time. Um and that's what that's what uh that's what they would that's what that's what that's what they'd be approving for. It wouldn't be for for for anything else. Just just to point out something you know small there has
218been no actual offer. There was a letter to the editor by a part of one caucus. There's been no actual offer from the BET to to the board of ed. So, this is, you know, it's been put out there that some members may be interested in in in donating or, you know, not donating, but some members might be interested in in approving an interim and appropriating money back to us. I mean, we were just talking about gifts and grants, so I clearly I'm still thinking that. Um, but no offer has actually been made to us. So, I I think it may be appropriate. We also don't know because we haven't signed a contract uh or we're hopefully signing a contract ASAP, but uh it needs to be signed uh we don't know the cost of
219the busing that that gap would be. Right. Well, I'm going to be really honest. I I if it's Kathleen's motion and we can use it to the best of our ability, I guess. And if you don't use it and it doesn't get spent, it'd go into the non-lapsing at the end of last next year. Um, and you evaluate, you know, how we go through the year because we cannot, I can tell you this, in July and August, and Ben, feel free to jump in, be renegotiating for another 18 buses, 18 drivers that they didn't think they were going to need. And then the cost would change again. And we have to look at safety issues. I mean, when you see the note tomorrow, there'll be a few more like prek adjustments. We are in the
220middle of getting ready for September right now. And I I don't want to say the ship has sailed, but the entire community was waiting on action on this when we could have done something and we really can't right now. But again, if it's with Kathleen's motion and the board had flexibility or you know, it's going to sit and not get spent more than likely. Sophie. Yeah. I just want to quickly go over, you know, we voted on this budget in December and it was out there for four months and then there was decision day in April and it was very clear at the time that start time for the high school was going to be on the chopping block. I mean, I was sitting there in the audience and decision day. Everyone was talking about
221it. It wasn't a surprise. It was definitely being discussed in the caucuses. And then it, you know, and then they voted to cut the the money. We knew it was going to be a start time issue. A month went by, they decided, you know, BET did not vote to add that money back. Um, and now basically we're being said and we're being told via a letter to the editor. We, you know, which is we still haven't heard from the BET officially. We still haven't received guidance from the town attorney on the legality of any of this and what would be the proper procedure to follow to achieve this goal of maintaining the start time for the high school. So, we're still kind of like wandering in the wilderness, if you will. You know, three, we
222need seven BET members to vote in favor of this and we've heard from three of them in a letter to the editor. And then frankly, it's if we vote tonight for an interim, I mean, I'm fine with voting for an interim for $1.9 million to use as we can come July. But if we vote for it, saying it's conditioned to be on a start time issue, then we're waiting for the BET to maybe maybe meet in July in the first or second week. Who knows if they're even available to do that. That would be, you know, they don't typically meet in July. The RTM would have to meet in July, which they don't normally do. then we would have to reconvene I don't know in late July August and at that point the entire high
223school schedule has been you know we were talking tonight about music and what are people enrolling for I can't even imagine what happens if we have to change the whole schedule and needless to say also it's like everyone's arranging their child care all of their schedules I mean I like I would love to save the high school start time I was totally against changing it but I feel like we're giving the community false hope yet again. It's like meeting after meeting, month after month, we keep dangling this out that we could possibly do this and we just I don't see how we can. And then frankly, just another point like I don't know that it's even in good faith negotiating a bus contract saying that but we might want to change it. You know, I
224think it's like, and again, we don't have legal guidance from town legal, so I'm perhaps speaking out of turn here, but it makes me very anxious to be negotiating a contract worth millions and millions of dollars and then talking publicly about, oh, we might change our minds about that contract. I I think it's really unadvisable. Anyone comments? Laura, I would be very happy to ask for the money with the stipulation that we use it. Look, I I think the start times are as damaging as our staffing losses. So, I think if we're going to repair the damage of what's been done to our district, this is a too late, you know, too little too late um attempt. And again, we have only heard from a few of the BET members that and there's I have
225concern about the conviction about this offer. Y Kathleen, and then I think Mike, did you have something to say after as well? Okay. No, go ahead, MJ. That's fine. Go ahead. I I I I hear everybody's concerns. I I I see no harm in asking. Um um I don't want to create false hope out there because I I do not speak for the BET. Um um but I can think I can say with with 100% certainty that the uh only u way they would entertain releasing this money is is for is for start time. Um so I don't want people to think that they're getting their jobs back. Um because that would be really unfair. Um but um but I think I think like I said before, I don't think that we want this ball
226to die in our court. I think it's it's worth for everything that Sophie said, you know, I was uh so we I was I was equally opposed to our time. I think it's worth um trying to see what if what can happen or at least moving the ball. Uh Kathleen, do you you took your hand down? Are you Did you want to speak next? Yeah, you're you're you're muted and then I see Wendy's hand up after. Kathleen, sorry, Wendy could go and then I can go. Okay, Wendy, I was just going to say I agree with Mike. The only offer that's really been put out there by the BET, you know, a few of them is is as it relates to the school start times. And so I putting this money towards hiring back teachers.
227I just don't think that's that's the reality of of um what's going to happen. People aren't going to I don't think get their jobs back. Uh Kathleen. Oh, Jen, I have see Kathleen, Jen, and Sophie. So, um yeah, it's it's hard to know, right? Because again, all we've seen is a letter to the editor. Um to Sophie's point, I think she laid it out well. You know, it's this was eight weeks ago that we were saddled with this process. We did everything right. We begged. We pleaded. We went back. You've sent letters. We've tried to be as responsive and thoughtful as possible as in through very difficult times. Um and so I think that you know there were sort of crickets every time we ask for um a formal response of any sort. And therefore
228I think the only thing we can do now is ask for the two the 1.957842. But you know to be used and at our discretion and that is what the operating budget is about. Um capital can be conditioned operating cannot and so we can ask for it and then you know the BET can do what they want with it and perhaps you're right Wendy and MJ I'm sure you are that they're going to say no thank you only if that and then you know that's that's life. But um I think that we should be asking for this money, but because we need more money for the district, we actually needed 4 million more. But if this is what we can get, then we'll ask for it and we will use it. Um I'm I'm sure
229we will use it wisely. So um I saw Jen and then Sophie. If that's okay, I'll let you. I'm just gonna um I'm speaking in support of Kathleen's suggestion and the reason why I would say that is because we can't commit to knowing that the bus company would ever agree to this. So for us to say we're asking for $1.9 million to change the bus contract in the beginning of August, right? That's what we're basically asking for. And I think that's not a good faith request because if the if we said that and then the BET approved it and then the RTM approved it and then we go back to the bus company and they say no way. What do we do with that $1.9 million? Are we just like giving a I mean are
230we giving it back? I don't I genuinely don't know because I've never heard of anything like this before. But it, you know, it's it's not um we don't know what the price tag is for making that change. When if we tried to do it in August, we don't even know if it would be possible. I assume it probably isn't, but we definitely don't know what the price tag is. And we don't know. There's another person in this contract, right? There's another party, the bus company, and they're not bound to this, and we haven't even approached them about it, obviously. So, it's a little bit like I mean I think this is this is theater and we can do it and we can try and if we have the money, but I don't want to say
231oh we're going to use it for something that we don't even know if the other party contract would be willing to do it at all. Jen, yeah, I was actually just going to if we are going to ask I would support Kathleen's motion to use it as the board discusses and sees fit. Um, I I think the time for these decisions has has kind of come and gone and I know that everybody's trying to uh work with the situation that we've been given, but there have been there's been ample opportunity and and decisions were made and need to be made like yesterday from what I'm understanding with the buses and the certainty of all of our families. And we cannot keep going back and forth and back and forth with um a request made through
232a letter to the editor and hang our hats on that for a spec for transportation. I mean this is going back and forth and and you know decisions need to be made and people need to make plans and we need to move forward. So if we are going to make a request I think it personally should be for use as the board uh deems appropriate. Um, I was going to comment and then Laura, I was just going to say my my concern is again, yes, not just false hope and asking for money and saying we would be able to use it for X, Y, and Z because and I know we mentioned this last time. There's two pieces to it. One is if we go to them and the but I mean again the legality
233of it I don't even know, but let's just say the bus company was willing to do it and then they said, "All right, well it's not 1.9 anymore. It's 2.5 or 3.2." Then we've had people in the district kind of holding on to the hope that that changes will happen. They have to reorganize and rechange things and we won't even have enough funding to cover what what's actually needed. And that's that is my one major concern. My other concern is again I mean we we did reach out. I mean we we discussed it as a board um you know Jen and I sent an email and you know in support of also the RTM SOR to do this before you know it was voted on by the RTM and there was no response. Um the
234response came after it was sort of a signed sealed and delivered from the RTM who approved the budget. So, it's just it's just frustrating and I hopefully that you know going forward that this isn't the situation we'll be in that the board and and other board elected board members uh of other town bodies um you know other bodies of town I should say can can work together before we get to these these points um because I feel like it's we've been rather unfair you know the situation has been rather unfair not we but the situation has been rather unfair to members of the community because they're just we keep it's it's like playing ping pong you It's back and forth. Um anyway, Laura, so I want to just say the mathematical assumption is that let's
235call it 110,000 a bus. That's that ship has sailed. The price could be 20% more for these. I thought I thought it was around 100. I could be wrong. It's 108,000. 108. Yeah. On the Still I'm Yes. I'm still talking about the old contract. Yep. Sorry. But it could be 128,000 of us that we need to secure. We just we don't know yet. No, no, we're not having this discussion about, you know, we're still in, you know, I'm just throwing it out there that it could be more and this number may not be sufficient. I mean, based on the fact that, you know, we are not in a great bargaining position. So, I mean, I Sophie's point is well taken. This is a this is a hail this is worse than a Hail Mary. Like,
236this is like an inadequate Hail Mary. So, I I don't know. This seems um Look, I'm happy to ask, but sorry, Tony. Yeah. Yeah. I I just don't want to underestimate how difficult it is with transportation. If you think back to the beginning of this year, we had very small changes. We had buses that were arriving 15 20 minutes late. You cannot do this kind of work right before school starts. And even when we went with the new bus company, if you've watched over the last couple of years, originally it was total and they worked on the contract all summer and we literally had high school students showing up at GHS who had missed the entire first block of instruction. and it took us almost a semester and then first student came in and bought
237them out. So I don't want to under safety is a big issue here and so is just the instructional aspect and you can't be doing that work in July and August. So I just want to say really the decision has been made. We're moving in the direction so that we can keep everybody safe. Have preschool there on time. We have changes at every elementary. We're doing all of that work right now. And so I I just want to emphasize that there's a real safety issue. We can't have a sixth grader that gets not picked up or left on the bus stop and you can't do that work in in late July and August. Any other comments? I mean I So now before we do anything, we have to vote on the motion to amend the
238motion since we that was what we were discussing. Um so uh if there's no other comments, I'd like to vote on the Yes, Laura. Maybe we should add a little bit more money. We're voting on the motion for that current amendment. If you want to make a motion to amend the motion for amendment, I assume we could do that. But but wait, either Kathleen withdraws it and you make a different motion to amend. No, procedurally. So if we approve if we vote to approve that amended motion, then I amend the a already approved motion. If you're asking to change, it would be cleaner for Kathleen to withdraw her motion and for you to make a different motion if that's what you're requesting. But personally, I the one thing I will say that and it's not
239like I don't want to ask for more money, but I personally do like yes, this came from a letter to the editor. Yes, it was from three or four people or whatever it may be. I don't remember exactly, but this this was the number. And so I I do think at the very least we need to be responsive or respectful to that. Um I liked what Kathleen's change was because if they they don't want to if they want to turn that down, it's fine for them to turn it down, but if we can't use it for busing, it could possibly be used to, you know, in some other way. I I don't know. I just, you know, I So it's up to you, Kathleen. Do you want to withdraw? Laura, do you want to revise?
240I no I like my motion. So I I I just think that it's better to to to do it at the I don't think it's we we know but uh and it may not be but I think this is the motion we're it's before us so let's vote on it. So uh Kathleen, do you want to repeat it or do you want me to Why don't you Oh gosh, you can re It's okay. I think I have it. I'm trying to go back to my notes. Um I'm making an inter a request for an interm of1,957,842 for the 2526 school year for um the additional capital for the the discretion of the board of education for the best use the discretion of the board of education. Is that what I said? Mike Glenasio, did you
241write down my brilliant words at the beginning? Uh for best use of funds at the determination by the board of ed. That's good. That one as determined by the board of ed. Even better. Okay, we're going to move on to voting on this. Uh I guess all in favor of the motion to amend the motion. [Music] Okay. All those against all those abstaining. Okay. So that is 502. Right. So now we have to vote on the actual motion. Hold on one moment. Yeah, we got Now we have to No, no, we just we just voted on the motion to revise the motion. The amendment, you know, the amendment. So, now we have to actually vote on the actual motion that was made. Okay. Do we need to repeat the motion, Mike? Yeah. Go ahead. No,
242no, I'm just I don't think we need to. So, we voted on the motion to amend. So, now we're voting on the motion to uh Now you're voting on the motion as amended. Right. As amended, right? But that's why I said, do I need to reread the amended motion? I don't think so. Right. Okay. All right. So then, so, so let me reiterate. I mean, I think um I'm I'm fine with the wording, but I don't want I don't like I said, I don't want to create false hope. the offer on the table here and the the there's only going to be the release and the authorization of these funds if it's for start time. That's that's really what we're talking about here. Again, and I and and I and I understand that, but again,
243we have not heard from the BET. We heard from through a letter to the editor from some members that that's their wish. The board of estimation and taxation itself has not had this as a public discussion. So, we don't really know what they as a whole would do. you know where the vote and if you know where the votes are then they've had a discussion that's not been done in public and I hope that that's not the case right that's only from those individual members so I'm hope that hoping that there wasn't a suggestion that you we would know what the vote would be that's all Jen and just to be clear um they cannot condition that money correct no but they're not capital no but they're not going to vote yes if they if
244they if we're not offering any guarantee. Well, that's a discussion for the BET to have, not for us to to opine on. That's that that's the work of the BET. That's my I mean, Sophie, I hear what you're saying, but I'm also just standing by that we can't condition how we would use that money because we would be engaging in a contract with another party and we don't know if they would be willing to do it. Yeah. Yeah. We also still are waiting on a legal opinion from the town attorney on how we would actually proceed with any of this and whether it would be okay for us to do it, right? Well, this is specific. Pretty specific. I mean, you can Yeah. No, I I'm just saying whenever we had I had the conversation
245with her trying to you know understand the legal aspect um she believed and but again we don't have it in writing that if we put forth an interim we must specifically state what we are going to use it for and the amount that we want. So, I don't I don't It'd be good to have get a legal opinion even before um Ben and his office have to do the work to go jump through the hoops in the middle of closing the financial year and opening the new financial year to even see if they would even take it up legally. Well, I reached out. I sent them a waiver and I was told they couldn't turn it around that quickly and I still haven't heard anything. So, Wendy's hand was up, then Kathleen's hand was up
246and then I think we need to move on to make this vote. Yeah. that just they were very clear that this is only for start times. So, okay, let's I guess move it along. Kathleen. Yeah, I'm just going to say let's call the vote. I think we've debated this long enough. All right. So, all in favor of the request uh the motion to request an interim um as stated in the revised motion. [Music] Okay. That all uh opposed. Any abstensions? Okay. So that passes 601. Okay. Um there is one other thing I know the what? Oh, so on our the next item on our our agenda was an agenda plan discussion for 24 25 which is any changes but um we accidentally had a written rep uh CAK's annual report listed as a written report
247and I know that they had hoped to give us uh a little bit of a presentation of the incredible work that they've done this this year and so um we're going to do I need to make a motion to move that to a present mic. Yes, you do. Okay. So, I would like to So, it was erroneously listed as a as that. And so, I'd like to make a motion to move the SEAK annual report from a written report to a presentation. Do I have a second? Okay. Mike, uh, all in favor? Wendy, are you there? Sorry. Yes, I'm here. Okay. Are you in favor of moving that uh to a presentation? Yes. Okay. So, that's seven. Yes, you're nodding. I'm going to take that as a yes, that's 70. Okay, come on up. And
248I'm sorry we had you wait till the end. I I apologize because this is really important work that you guys have done. So, I I apologize here representing our Greenwich Special Education Advisory Council, which as I said we call SEAK. Um, as a council, we remain committed to building meaningful partnerships among families, educators, and community stakeholders. Our council includes 21 voting members, 13 parents, five educators, two related service providers, and one community member, along with four alternates, and four non- voting contributing members, including district leadership and board of education representatives. Thank you. Um during the 2024 2025 academic year, the CK comprehensively evaluated how Greenwich Public Schools currently support students with disabilities and how our past recommendations are being implemented. So drawing on extensive stakeholder feedback, data analysis, and current research, we identified some key
249priorities um priority areas that we would like additional focus. those being um inconsistent implementation of instructional modules, gaps in practical professional development and accessible resources and ongoing challenges in staffing, programmability and student placement. Our assessment revealed two key insights. Uh one being the link between inclusion and positive behavior and the second being inconsistencies in the evaluation and eligibility process. um as well as four critical themes. Those being um the need for unified district vision and leadership across all GPS buildings that clearly defines expectations for inclusive practices, program delivery, delivery and student outcomes. Um the second being inconsistent knowledge of implementation of inclusivity instructional models. Third being gaps in professional learning from professional development offered and the actual classroom implementation and use of resources that the district has made available. Um and the fourth staffing program
250and placement challenges uh creating consistent equitable process for determining special education eligibility, placement and support accommodation implementation. We encourage you to read our entire report um as there are more specific recommendations and much further detail than I am able to present at this meeting. I would like to highlight the key recommendations that are a priority and they require a minimal cost keeping our current budget crisis in mind. They are one um for strengthen secondary inclusion support to further extend success um being seen in the elementary schools over the middle schools and the high school. The second being optimized case load management to ensure equitable workloads and maximize staff. Um the third being creating paraprofessional a paraprofessional academy to provide targeted training for those working with our most vulnerable students and the fourth to be integrated
251behavior support to ensure consistent approaches that maintain inclusive placements. Each of these initiatives are covered in detail in the report and have low or no cost suggestions to implement that could be used immediately for next school year while laying the groundwork for long-term solutions. Finally, all individualized education planning must remain fully aligned with federal mandates including child fund, least restrict restrictive environment, and free appropriate public education. Full compliance is essential to ensuring that every student receives the education they deserve. Our first step in implementing these recommendations is presenting them to you tonight. Next, we would like to work on establishing a vision committee with diverse representation of stakeholders including staff and parents over the summer and launch stakeholder engagement sessions before the school year begins next year. We would like SEAK representation on this committee
252but in addition to key stakeholders who may not be on SEAK. Then SEAK will present to the BOA in October uh feedback on how other recommendations are going. We work uh we sorry we look forward to continuing to collaborate with families, educators, administrators, and the board of ed members. Uh thank you to all who contribute to SEAK and who especially like to thank Dr. Hiliganthaler um and the amazing GPS teachers and staff who have shown unwavering support and dedication to strengthening special education services in Greenwich Public Schools. as a team uh as a team, progress is being made and we know that progress will continue to improve our ability to serve every student. Thank you. Thank you guys for for sticking around uh so late this evening to to share that with us because I
253think you know you brought up some really good points and and and things that we should definitely uh continue to discuss with you guys. Um I I you know I know that this isn't something we can address right now, but I'd love to have the opportunity to get back to you guys. Um at Laura, do you have any questions? Not a question, but if I know you already have board members that work with you, but if you need an additional hand for anything over the summer, thank you. You can feel free to reach out to me. Appreciate it. Any other questions, comments? I also wanted to thank you and all the members of SEAK for the incredible amount of time and energy and work that you put in every single year. I know you meet
254consistently with administration. You meet with parents, educators, you have your monthly meetings, you have your committee meetings, you've put together presentations for parents um and members of the community this year that were, you know, fantastic. And I just want to thank you for your continued work and support uh for the students um in Greenwich, uh and also our the parents as well. I you know it's incredible work that you guys do. So I wanted to thank you so much. We thank you too. Volunteers help. I love your parah academy. I think that's awesome. Thank you. I was nodding along but that's something like I said maybe that we can have as a discussion not not at the moment but um for a later date and I want just wanted to thank you for again not
255just you because I see others members sitting there too. Thank you guys for waiting it out. Um, and if anybody else has any comments or questions. If not, I'm going to move to the agenda plan discussion. [Music] All great. Um, I know we don't have any other meetings currently scheduled. Um, I certainly will be reaching out to members of the board um to try to reschedu for I think the third time now uh a session on an update on uh special education and current um changes in state law statutes and whatnot. Um I you know there's a possibility obviously of other meetings that we may have to uh have over the summer. Who knows? Um, but obviously we'll keep you guys updated. Yeah. Anything else you wanted to add, Dr. Jones? No. Other than good
256night, good luck, and have a great summer. So, I'll just say to all the board members, thank you guys for a really great year. I know that, you know, we've we've had some back and forth and up and down, but I think we've gotten some good work done this year, and I know that will continue going forward. Um, and I just wanted to appreciate uh say say how much I appreciate all of your time, effort, and energy, your input. Um, especially when it's, you know, we have had some really good conversations this year and I just, you know, have had the opportunity to learn a lot from all of you. So, I just wanted to say thank you so much to each and every one of you um for all that you do um and,
257you know, also hopefully say thank you and see you at graduation next week. Um, yes. I would like to make a motion. Please do. I would like to make a motion to adjurnn. Mike sounded like you wanted to second. No. All right. I don't know. So, all in favor of objourning. Okay. Perfect. Thank you. And, uh, just in case we don't get together this summer, have a great summer.