6-9-26 Groton Board of Education Policy Committee Meeting

001Well, good evening. Uh, this is June 9th, 2026. It is 6:04 p.m. and I'm calling to order the policy committee meeting for the Graten Board of Education. Uh we have all committee members present uh myself, Sean and Andrea and then we have a number of um uh Gen Public Schools administration and uh and staff to to help us uh go through the policies uh we'll be discussing tonight. Um the first order of business after the call to order which we accomplished is um uh the review of the minutes and our last meeting was April 12th, 2026. I just wonder if anyone had any um corrections or additions they'd like to make to the minutes. >> They look good to me. >> Yeah, me too. >> All right, so we reviewed the minutes. We can move

002along. Um our next one and this will this next item will take a bit longer than the first two but that's that's the way it's designed. Uh we are going to discuss um the policy and regulation 3542.43 food services charging and then it's food again I guess listed there. Um Ernie would you like me to share that screen at this point or would you like to discuss it first? Um, >> yeah. I mean, you can share the screen, Mike. That's fine. >> Okay. Let's see. Or so we think. Uh, [laughter] let me find it first. Uh, it's going to be a different one that comes up first. I'm just going to have to I think it's this one here. Yeah. There we are. Um, and just briefly, we've, uh, talked about this last time. Um,

003there have been some changes to the the current policy, which I'm just kind of scrolling through quickly. Uh, the last time this was modified, which I want to see, was um, uh, 2024, uh, almost, uh, two years ago. and uh and but but then the motivation was uh partially for uh hey what can we do about uh unpaid balances to try and um help people um you know meet meet their obligations and uh and if not um how we can help them as well. So I'll turn it over to you. So, um I think again you did a great job with the verbiage and um you know just kind of updating it as you indicated. You know, last time it was um discussed was in 24. Um and we did need a few more changes

004in there with the um you know, we currently have four schools that are uh C. Um so there's only three schools that are not and um you know parents families are obviously some of them are struggling. So um we have unpaid meal balances but there was really nothing in there that I mean we always know that a kid is never going to be not denied a meal or breakfast or lunch um and that they can only charge one per day. Um, all of that is my staff knows and um, you know, we we try to reach out to families that are struggling with payment plans. You know, what can we do to help, making sure that they have an application on file, um, maybe they qualify for SNAP benefits. I mean, we we've tried reaching

005out every possible way through snail mail, email, parent square. Um we we as a group feel like we we've covered every possible option to try to work with the families the best that we can. Um but you know the the unpaid meal debt every year seems to keep climbing. So I think that was one of the indicators here that we just had to try to readress this and update the language that you did Mike um very nicely in there. Um, so I mean I guess that's that that's where we are with this now. >> I I take very little credit for that. I think any improvements to grammar and phrasing would be to Andrea and then of course we had the discussion last time where we we added some things collectively. Um do you feel

006that I mean there as we discussed last time extensively there are as you say limits to what we can do. Um, do you do you feel there's anything that still could be added to the policy to uh kind of give you more more tools uh in in regard of the unpaid uh meal balances or this is as as far as we can get with the policy in the like the current legal framework and and and within our school system? Yeah, I think Mike, we've kind of reached the ceiling here as far as I mean, we've come right up to, okay, you owe us the money. We we've tried every option to try to um get it from you through payment options or whatever. Legally, state regulations and stuff, there's not much more language that the

007state would allow us to move forward with uh an example like a collection company or anything like that. um nor do I think it's you know too popular with the board to to move in that direction. But I mean so really I mean I think we've come to this about as far or as high as we can go with this. >> Thanks. Thanks. And and I will um just put a shout out for those uh automatic um payments them automatic monthly payments. Uh, I found it very helpful and specifically that means I don't have to go take a look right before we talk about it at a board meeting. Uh, [laughter] so that's that's good too. Uh, I was wondering if anyone has any uh questions or or comments. I can scroll through the whole

008thing too if you'd like. >> Micah, I found on my second reading or third now I just found a couple more commas and that sort of thing. I'm just gonna take it up to uh to Erica tomorrow. She sent me all of them so I could do it online, but I think it's easier just to drop it off. I mean, it's like three commas. >> Yeah, that that's fine. I I think as our policy committee that standard operating procedure that we if we recommend this to go to the full board, it's within full understanding. It goes through you first. So on the way >> and that we have a history of that a long history. >> Yeah, for sure. And and and the policies show uh favorably because of that. >> So one thing is

009true that legislation is going to has um committed to paying for breakfast for our kids for everybody. >> Um when does that take effect? >> That starts next year. And then Mary Morrison because of the way the grant's written, we're we've told parents that, you know, in taking a seat, they have to fill out the form. It doesn't mean that they have to be eligible, but it will start collecting that data earlier than later. And because we have so many military families, they don't necessaril benefits because they have triricare health and it's husky health that's one of those generators of the SNAP automatically. So we're in a kind of situation where we probably do have families that would have gotten that SNAP if it wasn't the holdback of the, you know, health care plan. So,

010we're just that's another vehicle that I think will start it off, we'll kick off, we'll launch. I know you work so hard with your team, Ernie, and really supporting our families and making sure that they have all the information. So, um, we're with you with that and with Mary Morrison, we'll even capture that data earlier. >> Yeah, that's great. >> I got a quick question. I know that we just barely missed out with I think it was the high school for the percentage of students. When is that kind of rerun to see if we would qualify again for next year? >> Um potentially um next year. Sean um at the end of the year. We'd have to see what this October's numbers which is what the state uses as their barometer. >> Okay. >> October.

011>> Yeah. Which would give us an indicator. Okay. you guys can apply when we ask you or open it up April 1st if we wanted to look at C again for for the high school or any other school's demographics that may change. >> Okay. >> And I think filling out the forms across the board is really essential even for the C schools should you know that will come to an end at some point and we have to capture that data. So, it that and impact a date aid are two big, you know, um collecting data from families and I know it's a lot, but it really supports our district. >> Yeah, for sure. I I've got two questions that that aren't policy related, but since we're discussing it, I'll ask. The fir first one is,

012do you have a sort of up-to-date uh number? Maybe you mentioned it about the the unpaid meals and then and two we did um uh uh thank we're very thankful for some donations by people to help alleviate that >> and so maybe the second question is if someone were to make a donation would they just how would they do that? [laughter] So, >> so um the first question is you know what's the current amount due as of today? It's $71,251. >> So that is >> yeah it's it's an upward trend um for sure. Um and we've collected almost 5,000. So we would be able to reduce that 71 you know minus the money that we've collected. Um, and as far as people can just make a donation to the um, GPS food services, clearly just

013put on a check or whatever, you know, on the notes or whatever. I wanted to go towards unpaid meal balance. Um, like like we've had a few parents that that do that. Um, and then, you know, we would deduct that as well once the school year closes and we see really where we're at and everything. >> Thank you. And I I will add like since the beginning of the year, fuel prices have gone up quite a bit as as it like for just driving cars for instance. And so uh that could add uh family pressures. Um >> yeah. >> So but as you said at the start um every child gets a meal. So >> Right. >> Yeah. And and through the summer like there summer opportunities as well I think. Uh >> yeah starting

014at June 28th. >> Yeah. That's wonderful. >> Per state legislation, if those bills get to a certain point, I think was it a $100, then we notify, and Denise is on here, our, you know, homeless leaison to reach out to families to see what we can do to help them. >> Correct. >> And it might not be a situation of homelessness, but certainly we would want to know if families were in a dire strait and we could support them. >> Right. Right. All right, I will entertain a motion. You can just say um I move this right after I read it, but uh a motion to uh approve uh P uh 3542.43 food services charging policy uh for a to go to the full board of ed for a first reading. >> I move this

015>> again. >> Right. Um we could discuss it if you want. We kind of always discuss ahead of time anyway. Um if not, we can go to a vote. Um >> let's vote. >> All right. All in favor say I. >> I. That passes three to zero to zero. So that's going to go to the full board. Uh and and Ernie, you're welcome to stay for the entire meeting. However, you're welcome to leave. [laughter] >> Good night, everybody. Thank you so much. I know you had a long >> Thank you, my friend. >> Thank you. >> All right. Uh we're moving on. Um we're moving on for a discussion on uh PR 5144.12 um restorative practices response and student discipline. And you and I'll I'll bring this up in a moment, but uh this is

016new and state requirements. So, uh, so this is where we're coming from, but I'll let uh I'll turn it over to Denise and I'll do the sharing. Um, because I'm sure you know a lot more about this than I do. >> Oh, thank you, Mike. And Jen is having some technical difficulties, but um I I think she can, um, contribute. Um, so I'll I'll start off and then Jen can um can, you know, chime in as well. But this is the second policy that is required uh by the Connecticut Climate Collaborative. Um if you recall, we had adopted um new school climate guidance earlier in the year that addresses challenging behavior. Um and we had talked about how that really kind of replaced our old bullying policy and our old bullying reporting form. Um this

017is the a continuation or kind of an extension of that policy because it really um focuses on dealing with behavior through the lens of restorative practices. Um and it it it really um has a basis uh oh I see Jen. Hi Jen. uh the basis is on keeping kids in school, reducing the number of suspensions and expulsions so that students are in school learning while maintaining a respectful school learning environment. Um but the the focus of the policy is on strengthening community through the use of circles in classrooms and um bringing students together to talk when there's conflict or challenging behavior that impacts others in the classroom. bringing kids together um through a restorative lens to address it so that students um number one the focus is on building relationships and that's um the purpose

018of the circles building community. Um the focus is on accountability. So helping students identify where they you know made a mistake and help them learn. Um preserving the safety of the school community. Um, so any behavior that would be um a criminal violation obviously would continue to be dealt with in a punitive way and working with our school resource officers. Um, and the the fourth component of restorative practices is helping kids learn what they did wrong and giving them instruction so that they're able to employ more appropriate strategies to manage their their behavior, their feelings in the future. Um it does have a a heavy emphasis on professional development and we have begun uh training our um administrative team and representatives from our school climate committee. We did a two-day training at learn in March

019and it was really great because Gratton was the only district that signed up for the training. So we had the trainers all to ourselves. Um and we're in the process now of working with Dr. Mari Writington, our um social emotional consultant to um develop training for um August 28th when the teachers come back to school. It will be our district day. We're going to have a 2hour session in the morning uh where the teachers are going to do a circle. And for our elementary teachers, this really won't be anything new, but it potentially will be for our secondary teachers. Um, so we're really going to provide uh we're going to kick off our staff training in August. Um, and we're actually going to um work with all administrators at our August retreat. So, I'm going

020to stop because that's a lot of information. Um, Jen, do you want to talk a little bit about um the pol the the regulations? I kind of addressed the policy. Did you want to address the regulations? And and I should say I don't think we have the regulations document with us. >> Oh, just the policy. Okay. >> Yeah. But but you can you can definitely talk about them because they're very relevant. I just want to point out I can't share that because I don't have it. >> Thank you. >> The practices part of the document. >> What's that J? >> I'll show you what I have. So So just kind of going through the introduction. >> Um that's page one. It's very long. So it actually might have what you think it has. Um and

021then we have the I think Yeah. So here's the practices, the restorative practices. >> Perfect. >> Okay. >> And and then maybe I'll center there. And then then there's a lot of definitions like a lot um understandably. And um and then then we go um to from the practices the purpose and then it'll kind of go through here general principles and still going and this rivals one of the financial ones. >> Yeah. Page five would be helpful because that talks a little bit about um uh the the the tiers and the classroom practices. >> Got it. and and and so I just want to fish out it ends with these, you know, that I guess the legal references, the general guidelines. Um and just before I'll get to page five here. Um would you like

022on the general policy guidelines maybe or or is that good? >> That's great. Yeah. >> Um and uh this I'm I'm guessing was not constructed entirely from scratch from Graten. This was started with a with a cave. >> Yeah. and and the and these language of course as you said follows uh you know requirements too. So >> it does it does the and and as I said earlier the intent is to um not only build community and help students learn from their behavior rather than be out sitting at home when they misbehave. Um but also to keep kids in school. And the other, this is also kind of an add-on to the climate policy which we've worked on in the past year and past prior. Um, it references this policy a few times and really

023those um the procedures are really what makes it mesh together so that as we're rolling out our challenging behavior responses, the response is going to include the restorative practices pieces. Um, and the the document, I know it is long, but it does break it down so that as we're doing training, there's really tier one, two, and three, and classroom and building based. So that when something does happen, it's actually actually I'll back up. The majority of this policy is really talking about prevention. So, it's really talking about what are the things that you can do within a classroom in your tier one to start teaching the skills to prevent the behaviors initially and giving the teachers that information and training to to run those on their own. And then the tier twos are really if

024some sort of infraction happens, how is it still managed within the classroom when it can be and then when does it need to move up into those challenging behaviors and administration getting involved? Um there's a lot of language also to make sure that we are looking at this at different developmental levels. Um it's going to look a little different at the elementary school compared to middle and high school in terms of how much children can participate in really piecing out whatever the conflict was. Um it comes with lots of just walking you through questions to be able to have those restorative conferences with students. And so that's something we want to make sure that we hand out to all staff members so they have it with them. So if something does occur in another location

025whether it's recess um or in a special like they have those things with them to be able to manage it in the moment. Um, so the it is a robust policy, but it does align with a few of the other things including the reduction in suspensions and ISS and OSS because it does it does acknowledge that there are going to be incidences that this policy is going to be above and beyond like you're going to need to do some sort of other disciplinary action. But this would be the the initial work through this until you have to get to something that's going to mean time out of school. That makes sense. >> Yes, it does. And there's there's one line in there that we could remove if we want to, but it just mentions that

026this school system starting in July 2025. Uh, right. So that just signals to me that we definitely want this in place if we can before the start of next school year, right? Like it's it's fasttracked in the sense that this was new requirements that we're that you're already starting to put in practice in place and we need the policy to keep up with that. >> Yes, >> 100%. And actually Mike um and Andrea and Sean in 2014 when I arrived from Stanford, we had already started a lot of restorative practices in Stanford public schools and we brought up um we really got involved with safe futures and there was um someone there who was an expert and was getting her masters in restorative practice. So we were circling up even back in those days. But

027I think this because it's become legislation and policy, it puts it really right back up front and center. And um I'm just such a believer, you know, to discipline means to teach. And for kids to really try to restore relationships because they've wronged someone is so essential all the way through to adulthood. So if we can teach little children how we make up and how we do this earnestly, I think it's a lifetime, you know, a goal. And um it's really essential. And so one of the things we have for tier one is we've had a curriculum and um trying to remember the name, but it's for all elementary school and I believe middle school. Um second step Mhm. >> And so that there are lessons that the teachers teach and you know kids are

028circling up every day in the beginning with um some of their morning meetings and you know working through getting to know each other and treating each other with respect. So it really jives with how Graten Public Schools has always since I've been here you know since I've known it um has always operated. >> Thanks Sean and Andrew. Do you have uh comments questions? Yeah, I have a lot of questions. >> John had to restart. He's having computer problems. >> Yeah. >> Okay. >> Yeah, I do have a lot of questions. >> Yeah, go for it. >> Well, first my first question, well, I have two first questions. The one is where can I learn more about this because I really don't know enough about it. And secondly, when we have those um workshops coming up

029in the beginning of the year, I'd like to attend because I really would like to know more about this and hearing from the experts. And my my third question, I guess, is what happened to stop that, you know? I mean, this sounds like such an elaborate thing to go through for for heaven's sake, stop that. What happened to that? There's still there is still some of that, but sometimes kids wrong each other where they need to apologize. They need to restore their relationship. They've done something that's really hurt other people. So, >> yes. So, this is for more than just like being a a jerk off in class. >> Yeah. Just being a kid. >> Yeah. Exactly. >> Okay. Thank you, >> Andrea. Um, Andrea, it says in the policy that the expectation is that

030the majority of behaviors um will be addressed by the classroom teacher. >> Yeah, I did see that and I that was part of the question. Well, you know, like maybe that's where what happened to stop that. >> Yeah. [laughter] this answer here >> and and then I wanted to give you a website because we've been um purchasing materials for our training from um you know the the the mothership kind of of restorative practices. It's called Institute for Restorative Practices and they have um some really easy to read um books and manuals on circles that we've purchased for uh every administrator for the August retreat. Um they also have some nice cards. Um the cards really are designed um for the administrator or administrator or the teacher to use when um trying to find mine when

031um processing a conflict with students. They're kind of like open-ended questions that you ask the students. So for example, one would be what happened? What were you thinking of at the time? What have you thought about since? who has been affected by what you have done in what way? What do you think you need to do to make things right? Um so there's questions for um for the person who committed the challenging behavior and then there's questions for the person who was harmed by the behavior. So that it's to be kind of a um you know a give and take so that both sides understand how that behavior made them feel >> and um and how we can move on from here. >> I I see. You know, I'm glad you said that because I

032can remember one time when I was when a kid was sent to me and the first thing I said to him, "Tell me what's happened." >> Yeah. >> And the look on the look on his face was like, "Holy cow, you really want to listen? you know, wow, what a um you know, u you know, what a relationship that started right there and then. So, I can now I can see I'm feeling a little bit better about this. >> You probably were doing restorative practices back in the day. I don't think it's really new after being, you know, in this industry for a very long time, both you and me and Denise, too. Like, we've done this. It's not really new, but it's just giving us more resources and more ways, more questions to ask

033and really trying to tackle it when it happens so you can kind of get the kids to fix their problem. >> Yeah. Okay. I feel a little better about it now. >> Yeah. And Andrea, we actually have a problem we actually have a problemolving graphic for the younger children. So, we've embedded those questions in more of a um a graphic um problem solving map with visuals. Yeah. >> Okay. I guess if you really, you know, like if you use your head, you were doing this. >> Yes, that's exactly right, Andrea. It's not really new. >> Yeah. And you could still be the tear of the seas and you could still be, you know, tough as nails. >> You can still give them the look. >> Yeah. Yeah. Yeah. Exactly. Yeah, but I see. Okay, I

034feel better about it. >> All right, that's great. The those steps you read would be great as a refrigerator magnet, I think. [laughter] >> Um, >> so so one question. So I uh mentioned it helps reduce um both in school and out of school suspensions. And I just want to point out that that that's one of the things our school district and every school district in the state gets assessed on. And so any and it's better to have students in school and then like as as you say like the restorative part is then hopefully it doesn't keep happening, right? Uh it keeps people in a in a learning environment. So I think it's very positive with that. Um, so I'm inclined. I I don't see Sean back on. Oh, he's back. Good. Um, let me

035see. >> Sorry. It was very brief. I uh everything was freezing for me, so Oh, good. Yeah. Um, you dropped down in my list there. Um, so I'm I'm inclined to um uh put this up for vote to move it for a first read reading, but we haven't like oftentimes we go like line by line on this. Is is that something you guys want to do first? I mean, it's seven pages. That's why I'm wondering [laughter] u or do you want to um send it send it on this way? I'm fine either way. It'll just be all I have to do is scroll. So, Don, >> were you gonna say something? >> No, I was just gonna It looks good to me. I think >> Yeah, that's the I think part is with me, too.

036>> So, um I think it's very thorough. >> Yes. >> With definitions and um >> Yeah. And it doesn't >> regulations. It talks about school discipline, too. I mean, it's not like we're not going to discipline because to discipline means to teach and they got to learn a lesson. >> Yep. Yeah. And I I'm almost through the regulations. I fell asleep. I'm terribly sorry. [laughter] >> I have another two pages to read, but um >> Okay, >> you are good. Yes. >> What I was afraid of with this was that it was going to be like, "All right, like I can see that you punched Billy in the nose. Now, would you sit down and tell him why?" And then, "Billy, would you understand why he punched you in the nose?" That's what I thought

037this was about. But it's not about that. It's about I mean if he did something that needs to be suspended maybe not just p punching in the nose but you know I mean something really serious it's not going to be sit down and tell me why you did that >> I have to tell you when students are expelled and we had many fewer this year >> but we do restorative practice and I asked them to figure out what they're going to do to restore the relationship and just in a conversation They come back to me and tell me what they've done. And I'm usually super [snorts] impressed, >> especially when they are old enough in high school, sometimes juniors and seniors, and they take the initiative on their own and they make it better because

038honestly, they're almost into adulthood. So they that's what, you know, adults need to do too. >> Yeah. >> So, >> okay. So, Susan, you don't have any problem with me going to those workshops? >> No. No. I'd be happy to have you, you know, um, get more information and the board get more information. >> I'll be quiet. I'll just listen. [laughter] >> They'll they'll tell you to stop it if it's inappropriate. [laughter] You can you can listen, of course, and >> um contribute as you always do. Um, so should we uh I can make the motion. Actually, I move that um we approve um uh P5144.12 restorative practices response and student discipline um for to go to the full board for a first reading. >> I'll second that. >> Right. And we can discuss it,

039but we can also vote. Uh so, uh all in favor say I. I >> and I. So that passes 300. That was moved by uh me and seconded by Andrea. Um so I'm looking down the list. I I think maybe uh some others might Denise maybe. Do you have anything on the other ones? I was trying to I think probably not. >> I don't. Thank you. I'm gonna try to make my way home. So thank you. >> Be safe. You're welcome. Thank you. Thank you, Jen. Appreciate it. >> Thank you, Jen, too. >> I thank you everyone. >> Okay, good. So, they'll never they'll never know how this ends. Uh but we will. All right. So our our next um discussion is on P uhR1330 uh use of school facilities and and I'll bring that

040up. There's some wording changes on this, but um I don't we didn't get in our packet, but like the reason this came to the policy is um it was in finance facilities a while ago and then it got put to us and I think the intent well one we know we need an updated uh charging list of policy for use of school facilities. That's a big E and I think the intent was to actually fold that regulation this time into the policy. Um it's a little different from how we do some other things but uh so that it was going to get board approval anyway and this is way we could formally vote on the on on the pricing. Um, so, so >> Mike, I see that the policy 1330 appendix A. So, it's actually

041the charging is part of the policy instead of the regulations. >> Good. Thank you. >> So, the regulations are just going to be how we, you know, handle the business, but the actual business, you know, the money part is actually going to be part of the policy as a an appendix. And and so that's where that so so what we have in our packet um and what others would if they clicked on the agenda and followed the links um we have this we've got the the use of school facilities and and the ch the changes are pretty minor um that you know board of education board several times um and um and I'm just scrolling through um and then and then the board instead of or it's designate it just changed that way. Um and

042so there really in my mind weren't any uh substantive changes to the policy that the part of what we have and I don't have the appendix A. Uh the newest >> you don't have the appendix A. I'm sorry. >> Yeah. Um >> is Clint still on? is Clint I know he was taping us but I don't know >> I am I am on how can I help >> so when um Joyce sent out to everyone this policy agenda >> she had the attachments I believe and appendix A I don't know if there's a way while you're sitting there if you can just look to see if you see it in the email that we could pull that up I mean I can explain it. I have it in front of me. >> I'm checking right

043now. >> Did you all get it in a packet or anything or not at all? >> I have >> I'm only electronic on this, but but I'll I'll check for sure in the email. That might give me a chance. >> Um >> yeah, I think we got it just in our paper packet, not >> okay. So, yeah. >> Yep. >> So, I don't have that. Um, unless >> I have to say being part of the finance and facilities and policy, they really did a a thorough job researching how other districts do this and looking at some more upto-date costs and things. Um, so I feel like the pricing is right. I think the thing we labored over was the groups and of course >> group one is all our local government here in Grten and

044really starting with our schools has first priority of any of our building access. So we take care of our students first and and then um you have local you know our wreck department uses our building like everybody is allowed who is broughten you know and servicing our kids and uh you know community have access they just have to fill out a form and then the next group is local non-government local charitable and local nonprofit. It's hard to distinguish because some are designated nonprofit but they might make some money in doing some things but that's group two. So there is a cost but it's half the cost of group three which is townbased profitm organizations and any out of town organizations. So, um, for instance, the high school auditorium, it doesn't cost us anything if you're

045part of our school community, our local community, like the rec department. But if you're in group two, which um is non-government, local charitable um, and local nonprofit organizations, you might have to pay for the day $500. And then if you're in group three where you're town based and it might be profit making or out of town then that would be $1,000 for the day. So that's just a for instance. And there going to be costs like custodial um tech support if we need it a police officer if you have to have a police officer there no matter what. And I mean that's even for us. So like we pay the police officers to come for graduation. So um so even when we're using our own services, you know, our own building, um facilities and there

046might be security and kitchen staff too. So that's for all the groups. So one thing I remember so I sorry I don't have it but um one thing I remember a question became so uh we have this threshold when t when the someone there there of course has to be a staff member present oftentimes in the evening that would be a custodial staff there's like a a phrase in the policy which is which is fine it's like you know when a when a um custodial staff ordinarily would not be present but we weren't clear the last time We discussed this for just um several months ago. Like we should kind of put some I like if someone were looking to this policy to figure out if they're going to have a fee or not. We'd

047want to give some guidance on like when that would be. Is it after 5:00? Does it change from school to school? >> Changes. Elementary for instance, we >> might not have the level of support the high school would have. Of course, high school seems to be open 247. [laughter] And and so maybe maybe that doesn't maybe it goes in appendix A or earlier just like you that phrase where it says you know a staff members ordinarily would be present or whatever we we should put something in that says uh to to find out you know to find out what these regular times are u uh please you know you uh you something maybe it's an appendix A somehow they've got to like know hey they've got to ask the administration of the school to find

048that out. Um cuz it's unknown. Like I remember uh I was at something that was regularly at like 6:00 to 7:30 and the custodians were always there. Um I expected they were there because it's elementary school and there's a lot of stuff to do, >> right? uh after a school day, but maybe they were there because of the um the um the the what was happening the event. So, but some kind of like you know be I guess we can't do it but like if you said after 5:00 you have to it's just a little it's nebulous and >> think they need more guidance. Um, >> I have to look to see maybe if it was in regulations. >> We never had something that spelled it out. Oh, and the other part was I think

049part of the homework uh on on your end was uh to see okay what are the groups that are using the schools and um do they kind of fit comfortably into these u these groupings that we have like what organizations are using it and which ones might be left out um or having to be charged a lot more than they would ordinarily have been. Well, I know that um really for local um organizations, you know, it really is a matter of signing up and seeing if you can, you know, if it's available. But I know we, for instance, in the summertime or spring, we have a dance competition, which is a, you know, um a group that probably would be in the third group. Um, and it's got some some of our students, but I

050think it's more of a regional kind of dance troop. >> So, they sign up every year and they do have to pay for the custodian. It's on a Saturday. You know, they do have these different charges and um, you know, they have to pay for the day in the auditorium at Fitch as well. And they're happy to do that because they get the space and I think they sell per ticket and make some money probably to offset their cost. So that's the one group that I know about for sure. Um I can have, you know, we used to have Stephanie Marshall who used to keep really close track. So I just have to find out if we've got her notes or a way to to look back historically. >> Yeah, that'll be important for >>

051and that'll be important for going or not necessarily historically but like this last school year for instance, right? when it goes before the board because that that's going to be the question. Who is it um impacting potentially? And and so uh the dance troop example is a great example of an event that happens you know maybe a couple times a year and then there's that other category of um you know every week for like 10 weeks in a row. um if they have to pay pay $500 a pop then and and like it has like you know 20 students for instance it would be it'd be quite a bit of right >> that'd be quite a burden. >> I don't know of anything quite like that. I mean, I know at some point um when

052the gym is available, like we had some of our um you know, younger groups of kids in different sports who might want to use it, but that's only if it's available. So, >> yeah. Yeah. >> But those are internal. So that is like I think that would even be considered group one or two depending on if it's a profit making >> right and I think that's that's kind of thing that would be um you know helpful for the board that you you know we're all worried about what happens if it's you know putting someone out of business essentially not real business but in terms of like because we want these enriching activities and we know the schools are a great place to to have them. Um but but then if we just went through like

053okay this last school year these are the organizations that fell into um well we wouldn't need to do sports or things like that because we know they fall into like the ones that are connected schools we don't have to worry about those but like really tightly but the other groups um these are what they they use at some level or this is what they would have to pay under this. um some sense of that maybe not everyone but examples maybe um because like the we don't want the unintended consequence of actually I remember the organization was the um the um the uh youth symphony orchestra um themes let's see the east eastern Connecticut youth symphony orchestra >> I think I had to get involved in that one >> yeah it's one of the ones that

054>> it it carried on Yeah. Yeah. >> Because it's one of these repeaters that would be every every week and it'd be nominally after custodians maybe. >> Um but but like basically we want to know that we're um notedly u negatively impacting someone recognizing >> don't want to take on costs that aren't in our budget either. So we've got to kind of balance that. Yeah. Too. >> Exactly. Recognizing that the last time these were updated was a long time ago. >> Right. Right. So that's why looking [clears throat] at the like the financing facilities, looking at how others are doing, what those costs look like now, that's why it kind of jumped up a little bit. >> Yeah. It it had to go up. >> It had to go up. Yeah. >> So I will

055see because you know any organization has to fill out the forms. So, we should have the forms. >> Yeah. >> So, and we have a little later date for our final meeting. Our board meeting is going to be that very last Monday. I think is it the 29th? >> Okay. Yeah. This will go through twice too, right? So, first and second. >> Um, I'll just I'll I'll let you all talk. I talked too much, I think, on this, but uh I'll probably abstain because I didn't see the um recent appendex. Uh but but that's fine. It's that's just what I'll do. >> I'll make sure you get a copy though, Mike. I'm sorry you didn't get it. >> That That's absolutely fine. And I'm sure I got it a hard copy, so it's either in

056my car or still in my folder. U but but I'll let Andrea and Sean talk on this. >> Andrea, >> do you all see anything? Sean or Andrea in there that needs to be looked at? >> No, I didn't see anything. >> Yeah, I didn't either. I think the board's ready for this. >> Yeah. >> Okay. >> I feel I'm not going to stand anymore. [laughter] That's uh pretty certain. All right. Um let's uh I got to get the I'm not sharing it right now, so I can't see what we normally normally see. Um let's uh would anyone like to make a motion to approve uh P13330 use of school facilities um uh to go to the uh full board for a first reading? >> I'll make the motion. >> Second. >> All in favor

057say I. >> I. All right. And that's 300 since that's all of us. All right. And >> thank >> And we're still on. We're still all here. So we don't get to let anyone go. >> It's only an hour. >> We're only an hour in. >> We're We're not even Yeah, we're cooking. >> No, not even. >> And so so these next ones that are coming up, you'll notice they're all in 1100s. And admittedly, when I saw the agenda constructs, like why are we looking at all these? is because we said we'd look at all these as our like sequential review of the um of of the the entire policy manual, which feels like a long-term commitment, but uh so what we're going through here is these 1100s are uh basically community involvement or community

058relations. And um uh so some of these are shorter um and we can kind of decide what what we want to do with them. Like if we like all of them have a few changes so we could pass them through to the board or we could say you know we're looking at this for real for the first time maybe this does need like more of a rewrite. And um so there's not there's not an urgency with these of course, but if if they're ready to go up to the board, then that's good good too. >> I think Erica typically looks at Cade. I'll ask her, but she looks at Cape to see if there's much differentiation, >> but the biggest part on this one, I think, is that you're able to um really update the

059legal reference. >> Yeah. >> So that's really very important. Okay, I think I'm sharing now and I'm going to find this is,00. So this is our discussion on 11 1.0 uh parent involvement. Um and uh we can go through it. I I mean the gist of it is that uh if the more families f family involvement in uh students education and in the school community is something everyone benefits from. >> That's right. >> And that's true today. Even though it was true back in 2003, it's still very [laughter] true today. >> Yeah. So I just have a structure thing on this, but I thought it like we don't have to read it word for word, but um uh it's structured. it we are it's an affirmative statement that uh we recognize that child success uh

060is shared by school and family and that family involvement um um helps encourage positive outcomes. And then uh then it moves to this section where we've got a number of these but but the first four showing up um it's responsibility and this is uh not really a a division of labor statement but more about like who who can do what um for the board and for the families. A communication between the families and the board. uh this idea that it is truly a learning community and then uh u we've got climate and we've a lot of our policies touch on this >> um but the the benefits this is you know the the positive benefits of um a family involvement to the the climate of the schools as a whole. Um the last two on

061this page are um community resources. It's a very short statement um but that there are resources to encourage and support this involvement and um and then uh partners uh it's interesting that the partners for me well I'll just say it the partners are here uh saying that we're partners in in the education and then uh the last part is the conclusion and then what was taken out was actually old old policies these um like No Child Left Behind um and then the legal references have been updated. So, uh that's the structure of it. Um and I'll just bring it back up to the top and open it for for others. Anybody else's insight to this? >> No. Mike, good points. >> Yeah. >> So, my suggestion is that conclusion, while it wraps things up nicely,

062is kind of serving the same function as the the preamble. And it could probably just like it it probably could just be folded in uh with the the the first part because the first part is basically saying uh you know shared responsibilities shared in in child's education and that encourages family involvement. Um and then the last part is you know primary goal of the district is to uh have education access that could be in the front too and um and then assess family involvement will include but not limited to the preceding components you could just as easily say like the following components right and and it feels like to me that it's just splitting sort of the same content. It adds a bit, but I thought we could just put it. >> It does talk

063about professional development activities for staff, >> and I think that's still pretty essential to keep up at the top of our list. Um, you know, making sure that we provide opportunities for staff to recognize this and, you know, keep updated on it. >> Yeah. So, I thought this paragraph could go up to the like with the top part and just merge just blend it >> and um and the only this was a question. So, this is interesting. Um let me find out where it is. Oh, uh there was somewhere where it said uh training for the staff and then it sounded like it was going to be training for the the families true too. Let me see. I like the compact now I'm not finding it. Ah, yes. It's at the end of communication. Um,

064the board will provide support time and training to school staff and families to implement and sustain effective communication method. Um, I was wondering I mean I I guess that could mean like volunteer training which we do. >> I was just wondering what the and families part of the support time and training I mean we do support them generally. >> Um >> I think um I think in PTO meetings especially for our title one schools there are presentations at the beginning of the year and a big piece of that is communication and how it's a two-way street. Mhm. >> And so I think there's some of that teaching and learning that goes on with that. >> Um and orientation and I know that's always been part of title one, but I think all of our schools

065have a PTO. Um some are more robust than others. Um but you know where that communications piece is very much a topic. I meanies that Rebecca Bas could go to one of those or we could do it together and go to a PTO meeting, you know, for each. I've been trying to get to the PTO's and the faculty meetings, but um that could be a practice that we do and maybe board member would like to come and just sit and listen about the communication piece and how we can be more responsive to our families and support them. >> Yeah. >> Around that. All right. >> And hear what they have to say about our communication. >> I saw that too, Mike. And um I, you know, I wondered about how are we going to train

066families. It didn't make any sense to me. And I can't find the policy. I had it in my hand and I don't have it here now. So, I'm just looking at on this on screen. But um how are we going to tr it? It it doesn't make sense to me. >> Yeah. Sometimes it it might even bear sometimes like a a a sentence is concise but then there's a little too much burden on one sentence and and and maybe maybe just have like a kind of a parallel sentence there that probably like it's we offer support for sure. Uh, and maybe the ant like the you might have something um less training sounding for the for the family side. I can't think of what that word would would be right now. Um uh but you're

067definitely providing supports. There's no question about that. And it's um >> like like a >> I don't know. It's definitely information, right? and maybe it's important information for the family's end of things. >> Especially when we did the shift with the science of reading, we've had more of those parent nights and you probably even had them when your kids were little at Northeast Academy, whether it was around >> STEM or math or science or reading. um you know so that parents would understand you know how you know how kids are learning these days and the kind of um practices that we have going on. So, >> yeah, for sure. >> I'll say I've attended a few of the literacy nights >> and how has it been? >> They were very well done. I mean, mine

068was specific to >> Mystic River because that's where my kids go, but >> it was really well done. >> And I think they worked with Literacy How, which is a really uh wonderful organization that has helped us out tremendously. We've gotten grants to help provide these, but the neat thing is that the teachers and the administrators, they're trained first in it and then they can carry it on. So, while we might have that startup cost, which is grant provided because they've been so instrumental in designing it, then they can keep doing it, you know, and tailoring it to your child as they get older. You know what I mean? And we get older with our kids, right? [laughter] I think this would could come back to bite us. Um I saw that and I'm thinking

069yeah training to school staff. Yeah. >> Information. >> I don't [clears throat] think we could provide training to parents. >> No. >> Yeah. >> Information to families. >> Yeah. >> To certainly support certainly time. >> Yeah. Maybe training is it's better written information. >> Yeah. And it's professional learning for staff. Yeah. >> Professional development. >> Yeah. So, so it can go that way. You could train change change training to information and then that would keep it as one sentence or and either it's fine with me or um you could uh extract the and families from that sentence and just make a new parallel session session that includes um I guess support and information for families. You like either way is fine. I think um may maybe it is just easier to change training to information

070knowing that um that um yeah so uh may maybe maybe it's um maybe it's support time presentations and information >> that that kind of would kind of get more of the training feel without saying it. >> Yeah. We got we got there. >> Yeah. Yeah. >> All right. Anything else on this one? >> No. Mike, do you want to send me um you know, I think we talked about two places where wording has to be changed and this would be one of them. could you send me this just highlighted in yellow just that se section and I don't I don't remember what the other one was but if you if you do and you could just send that little section and >> yeah yeah the other one was like to move if if you guys

071are okay with it move the conclusions part up in the intro and if you are too Susan if >> yep I'm good with that and I took some notes too so >> okay so the workflow will be uh uh well if we approve approve this to go to the board. It'll go uh from me to Andrea and then then out from there. >> Yeah. >> Y >> to Eric actually. >> Thank you. Thank you. >> Yeah. And and I'll just CC um uh Erica on on what I send to you. >> Yeah. Great. Super. >> Yeah. And keep me honest, too. Remind me if I don't send it. I'm not going to send it tonight, but if I don't send it tomorrow, let me know. >> Um All right. Uh would anyone like to make

072a motion to approve P1110 parent involvement um for a to go to the full board for a first reading? >> I'll do that. >> Andrea makes the motion. Sean seconds. All in favor? Hi. >> Hi, >> Sean. I didn't get your >> Oh, yeah. Hi. Sorry. >> All right. 300. The votes are in. Um, let's see. So, our next one is a discussion on P112.3, uh, freedom of information. I'll bring that up next. It might be the next one here. We'll see. 1112.3 it's freed of information in our in our agenda. Um the actual title is access to information. Um this one um comes there's a like a form if you want to get something. Um, so right now there's no change on this one. And >> I have I I have some minor changes.

073I just um number two and number three, we could cross out number three. All freedom of information and all that stuff. Um if we just pull in um shall be filed on number two shall be filed on a fully completed and signed fully uh freedom of information and then we can get rid of three. >> Where are you seeing that? >> She's on the regulations. >> Goodness. Yes, I am. >> Oh, good. So that that's a So um if if those feel like good suggestions, we >> um that could be changed without our our voting on it. >> Yes. Yeah. >> I'm just I'm sorry. I was looking at the wrong. >> So you're saying put number three with number two. >> Yeah. Fully signed and fully completed and signed. >> Right. And that's that

074document that's attached to this. >> Yeah. Yeah. >> And my only and so that can be you can you can take that as a as a suggestion and and and go forward. Um regardless of what we do with the policy. Uh my question was is there any uh so the last time this was approved was not too long ago 2022 but you know with with the times changing is there anything that that you'd want to add in here Susan? Um >> no I just guess I want to make sure looking at the price is this what we're still charging? I mean it looks familiar to me. Most often people with the FOIS, they're just happy with the digital version. So if I've collected emails or whatever they're asking for, I just send it, I scan

075it and send it. So there's really not a it's a cost of time for my, you know, >> staff, especially my IT staff. But um >> and you got to pay for that fee. >> Yeah. >> So but but the good thing is that's on the regulation side. So you you're uh uh is definitely within your power to to update those accordingly. >> Right. So I'll just double check those costs. >> Oh, if you're looking at the policy now, I have that. Um I just have a couple of minor little things, but the the third um let's see, one, two, the third paragraph down, the superintendent shall be responsible for developing regulations. Well, we know that. So, let's just get rid of that because that doesn't need need to be there. And then I change

076it to the next sentence to all applicable federal and state statutes and regulations and in keeping with the board's policy or the board's intent will be met. >> So, you're saying add what you just said and remove up until where it says all. >> Yeah. Yeah. because we know the superintendent. Yeah. >> Yes. >> Yeah, that would be fine. >> Okay. >> If Okay. So, that would put us in the first reading, second reading, like we we'll put this through um just fine. Um, just taking a look quickly again. So, so I'm happy like to move this through to the board uh with that change. Um uh uh an alternate path and I'm absolutely happy doing that. An alternate path is not change it and just put a reviewed on. Either is fine with me.

077>> I didn't get that, Mike. >> Well, I mean heard, but I understand what you meant. So down at the bottom, um, if if we were to make no changes at all, we could just have a reviewed by policy committee on and put the date >> and then then it doesn't go forward to the board. But if we do make any changes, and I'm happy to support the change, then then it goes first reading, second reading. And so, um, I just So, so if it's if it's worth it to you, it's worth it to me. and then we'll move it uh forward to the the board. Um I just want to point out there's that other avenue. >> So I just want to make sure that last sentence is um without that first part is

078doing what we think it's supposed to do. So the sup super superintendent is responsible for developing regulations to implement this policy consistent with all applicable federal and state statutes and regulations. and in keeping with the board's policy intent. I mean, I I think that's a pretty strong statement. I mean, I don't that that doesn't bother me that I mean, like Andrea said, that is is the responsibility of the superintendent. Um and you know it just makes it I think stronger that we have to connect the you know the regulations with the federal state statutes and the policy that the board has agreed upon. >> Read this sentence again. all applicable f federal and state uh statutes and regulations um comma and in keeping with the board's comma uh policy intent comma will be met. Um,

079you could add in developing this policy, but I don't see why cuz I think that's what >> I think it's just that it's referring to the development of regulations as a way to implement the policy. >> Yeah, we do still need to say regulations somewhere in that sentence if you wanted to change it. I was okay with the wording I saw. >> It's in there. All applicable federal and state statutes and regulations in keeping with >> our regulations. >> Say what? >> So that's federal, state statutes and regulations. That's theirs. We need to have ours be aligned too because it mentions the policy. We need to, you know, >> yeah, >> I'm responsible for those regulations >> in order to implement the policy that the board has created, but by also following the federal and

080state statutes and regulation and but still keeping I like the way it says keeping with the board policy intent. Oh, >> it's in there. >> It's a Yeah. but it's referring back to the development of our regulations to implement the policy. So, I just think that I'm fine either way, but I think that the policy is good as it stands and if it just if we can just revise it, I think that would save us a little bit of time, but it's up to you all. >> Yeah, I kind of like just reviewing it myself. Um uh but but there's another uh path we could uh kind of put this back in the agenda next time because I I was kind of wondering I think the legal references are up to date because you know

081it's this is a longstanding uh policy but we if if it did come back next time we could just check that check into that too. Um but I see so my my like preference would be just to mark it as reviewed but I'm I'm fine either way. I was wondering about you, Sean. >> I think marking it as reviewed is fine. >> Yeah, I do too. Me, too. >> Not that I have a say, but >> yeah, >> that that'll that'll probably save us a few minutes and each >> I think it will. >> We'll see. >> But I will still follow up with Erica because I wrote that note down >> to check those legal references and I know the form is right because Lord knows I've had a lot of FOIS this year.

082>> Yeah. And I've been reading a lot of these forms and trying to follow up with all this. >> Just a few. >> All right. Okay. Um so I guess I'll I'll make a motion that we mark um policy P112.3 access to information as reviewed by the policy committee on June 9th, 2026. Yes. >> I like that. >> Any second? Is that Sean? >> Yeah. >> Okay. >> Um and then uh all in favor? >> I I don't really know if we have to vote for that honestly, but >> It feels good to vote. So that's [laughter] that passes 300. So that will not go to the full board. it it'll be u written in as reviewed. Um so we're we're good there. All right. Our our last policy in the evening is discussing on

083P discussion on P1140 uh distribution of materials to and by students. Um actually oh no I missed one. >> There's one in between. Uh this the penultimate policy of the evening is a discussion on uh P112 community relations. I got ahead of myself there. Uh this one second. Sorry. >> I know. I'm sorry that's Rob. Uh this one was last modified in 1996. Uh that's 30 years ago. Um we can see that there are already some changes made. uh most importantly to the um uh the legal references. So we should we should be doing that. Um and uh this is on news media relations. Um and my my broad question is a lot's changed with media and what even is news um in the last 30 years. Um, like is this something that uh Rebecca

084might want to go through and like see is this does this make does this um >> look like what we do or does something else need to be written? It is. It is really what we do. But now there are other dimensions like you said. Yeah. I don't think it would hurt to have Rebecca take a look and maybe see what Cabe has said um just to see if there are any other updates >> because this seems to be like if the newspaper called or the media called and wanted to interview or ask us questions like this happens frequently >> and that part does >> and Bev always says it should be up to the board. It doesn't say anything about the board chair, but it's usually the board chair or the superintendent or superintendent

085or the designate. >> Um, so if you'd like to take a little more time, I'm happy to get Rebecca's input. >> That's what I would like. And and and don't take that as a sentence for her to have to come to the meeting. So she she >> Okay. >> If she just wants to provide her input, that's fine. that's fine too. I mean we we'd love to have her at this or any meeting right because her insights are are valued and her role is too but that's >> uh that I was just reading it's like ah things have changed a bit because I was even thinking you know just posting things on our website is >> right >> media news media relations and or watching these mustsee TV videos >> that aren't even on TV.

086What do you what do you all think on on this one? It's a short one. We can read it word for word. Uh Andrea, what do you think? Let Rebecca look at it. See what Kate says. >> Look at what could it hurt? >> It doesn't hurt. No, just a little more thorough. >> Yeah. I think this is ready for the board. I mean, we we do welcome them. I mean, we've had reporters in the room, you know. So, so you want to send it straight away? I feel like it still needs a little like modernization. Um, >> what do you It just needs to be language needs to be beefed up more or >> No, I mean it it really it it feels like a beat reporter calling and asking um you know uh

087like for for a statement or a press release uh rather than often times it's you know you know it's even could just be like an AI summary of of what our we don't have control over that but like our these videos in a way are news media relations right >> uh but I just I just thought like, you know, Rebecca knows what actually uh closely knows what we're doing and if we're missing anything. Um because we reach out to the the media in more ways than this. So, that's that's my thing. >> I think we should have Rebecca look at it. >> Yeah, that makes sense. Good point. >> Yeah, me too. >> I'm sorry. >> And I want to check Cade, too. >> Yeah. >> See maybe what a few others are doing. >>

088Yeah. see what the others are doing and see if there's standard language we can use. >> Yeah. >> Or approve language. >> I don't think we're in a rush. I'd rather do a little more deep dive. >> Waited 30 years. >> Yeah. Because [laughter] there probably will be. >> Yeah. What's another 30 days, you know? >> Exactly. [laughter] So, um All right. So, so we'll we'll bring this back up um next time or if if you want to wait a meeting or or two, that's fine, too. Like um as you deem fit for that one. Um all right, our next one, our last one of the night um is P1140. >> What? >> Are you sure this time? >> Never. Never. But we'll see. Uh P I was sure last time. P1140. distribution of materials

089to and by students. And I've got that one here. Um and um and this one goes through so far. Um there's there's that board change I think just in one spot. And I guess there had to be something changed with the the legal reference that must not have had the um like like the first part of it. So you see there's a nine dash. >> Oh yeah. >> Nothing. Nothing else has been changed here yet, but but even these small changes mean it have to go through the typical board thing. But then I don't think board is called out here. Um but this is talking about materials like uh this is things happening within the school itself. Um, so you've got posters, flyers, announcements, and then um and then like content which kind of like

090awkwardly there but needs to be said somewhere that say and then um and then budget materials and referendums. So we can look through these um kind of one by one and see if there's like additions or differences. Um, so I'll just skip a little the first part and just read the uh the second paragraph. When the distribution of printed materials to and or by students may be beneficial, such activities shall not interfere with the educational process, any such distribution materials must meet the following restrictions. And here we've got the posters and um uh it's for displaying in the school only if they publicize activities or functions of the following types of organizations. student clubs, teams, formerly recognized organizations, school related, parent guardian organizations, talent agencies, local philanthropic organizations, and in addition to these uh you

091can have uh things for for events um that are compatible with the school district. So that that's the first part with the posters. Any thoughts on most changes? local. Well, I know what a philanthropic or organization is, but what would one be putting up a poster in school for? >> Yeah. Um, it could be it could actually be like a um, you know, like something for volunteerism uh, for some cause. Martin Luther King, >> it's a a local it's a philanthropic organization. >> Okay. I was just thinking maybe I'm mis misunderstanding maybe I'm being too specific about philanthropic. I I thought it was with like distributing money to people who need it. >> Did you see the cape sample that Erica did provide? >> I'm looking for the year when it was done, but I

092don't see it. But I'm sure it's escape sample. It gives a lot more detail about the types of information distribution of materials. Then it goes use of student um let's say >> permission to use students in activities of non-educational nature must be obtained from the superintendent or the designate. That's yeah, that's that'd be nice to have in. >> And then there's the whole thing about budget referendum materials because that was really important especially, >> you know, anytime we're doing the budget, we have to be so careful with our parent squares and what we're passing out. >> That one is farther down. That's that's at least um talked about and and saying that you can only say date and time, >> right? Right. And then advertising in school. >> Yeah. I don't think that's really fear

093like there's it doesn't really talk about advertise. I know we can't in certain ways but >> or you can't without permission. So we I think we had a policy that was looked at by finance and facilities where we could have advertising on the fields or in the gym. I think Ledger does it that way and that would help bring in revenue to the booster clubs, but um >> yeah, I was at a graduation >> where that was >> I was at a graduation the other day and there was advertisements all over the place. >> Yeah, >> even on the um the flyer they were handing out. So >> yeah, that's that's interesting. those. Um, does CAE have that? So, I don't I didn't see the Cape model. >> Yeah, I think that was in the

094um hard copy, right? Did you all get the cave sample, Sean and Andrea? >> I'm looking at >> something. I think I have say uh something that says cave sample, >> right? 11:40 >> because it would be good to bring that in. I think that's something we should take a look at maybe. >> Yeah. >> Um just to make sure that we're not missing anything. [clears throat] >> Yeah. And and then um the other one I was wondering just generally >> Yeah. >> Um >> like like it's posters. I I I think BA basically be posters and and like we've got these umformational screens, right? Um, >> and and so somehow I >> and and fly like it's almost like posters and screen display screens and then flyers and posts, you know, like somehow like

095have the titles >> um incorporate the electronic part of of things too. Um, so And then as far as getting other input, they do have that that short statement about the PA announcements. Um, and it just says public address system of school shall not be used to publicize any activity unless it's directly related to the curricular function of the of the school. It had me wondering well was a um I I like is a sports team's result directly related to the curriculum because it's definition extracurricular and I just thought maybe maybe the principles would know just >> yeah and then there's also the culture and climate that we say is so important and sometimes that's you know those and the robotics team I just went up to WPI to watch them this weekend it was

096so exciting I even got down to the pit. [laughter] >> Oh jeez. >> So I mean all those things I think are important. Huh? >> I had my glasses. >> I was just saying watch out there. [laughter] So So yeah, like some broadening of that announcement one. Um >> uh I I mean in a way I'm not so worried because it has to be approved anyway by >> Yeah. by the administration >> and it can take a little more time to update it. I think it's I can have Rebecca put her eyes on and Clint. >> Yeah. And the and the principles because they know they know what goes out. >> Yeah. >> Because at Fitch, we don't want to lose the daily song at the Morning. >> Oh man, that was [laughter] that was

097Phil Piaza when I put him at the high school to help Matt out when he just took on and he did his whole playlist. That has kept up. That is fabulous. >> Yeah. So, what are we doing with this? Because I saw that curricular thing, too, and I thought, you know, what does that mean? I mean, does that you can't announce a football team, a football game? >> I know. No, >> that's all part of school culture, climate, and >> Yeah. >> But they do. >> Just maybe we should just take it out related to a function of the school. >> Yeah. It like we have something about the announcements. it might just be approved by the school administration. Um, >> right. >> But I'm sure we can handle that uh next time just fine.

098Just say uh if uh >> can we just change it because I don't agree with that. I I I think we should be able to announce plays and sports sporting events and different things. I think that should be >> Yeah, it' just be it'd actually just be any activity unless it's directly related to school functions >> or or school the school community, you know, like it it'd be something like that and approved by the administration. Something like that. >> Yeah, I think we can remove a curricular. >> Yeah, >> the curricular part. Yeah, definitely get rid of the word curricular. Curricular. Yeah, that's probably the easiest. Yeah, just get rid of that word. Um, but then we have this larger thing where it'll come back next time kind of blended with the cave. Does that

099sound right? >> Yeah. >> And yeah, >> I think so. >> I think taking a little more time with these two and getting more eyes on it. >> Yeah, >> we'll be good >> because we have a lot to accomplish, >> you know, at this meeting at the end of the month, right? >> For first street at 7:34. We're working overtime here. >> We are. [laughter] So, >> can we just take one more look at um it's under let's see under content on it. Keep going. Keep scrolling that way. >> It's under that. It's a cave notes. >> Oh, I don't have that one. >> You don't have It says cave notes. >> Yeah, I don't have that. >> Oh, okay. >> I only have the electronic stuff. >> Oh, I see. Was there something

100you wanted me to look at in the cape sample on cape notes? >> Uh on that it's on the >> I see it. >> It's on the last page. >> Yeah. >> And it says materials of of religious I mean dissemination. >> Oh, here it is. >> Yeah. We've got it. and then a dissemination of religious materials. And then the district shall impose contentneutral time, place and manner restrictions on the dissemination of religious materials. What are we what what are you handing out cards for the novena? What what is this? What is it? Well, I think there's separation of church and state. >> Yeah. Why is it >> I have to find out more about when when or if that would ever happen. >> Yeah. I mean, [clears throat] I I wrote what does this

101mean? When would that happen? And it is in the content section. You're right. Um I think we need to take a deeper dive on this one too. [laughter] >> What do you think? >> Definitely. >> Yeah, definitely. >> I want to find out more about that. >> This is only 12 years. [laughter] Good. All right. Well, we've got work to do on those two. We've accomplished um we've sent others along, so that's good. Uh the next one item is review of the referral tracking list. And I I'll look at it new again. My hope is that um it doesn't grow longer faster than we can deal with things. So now now we'll go to >> we can't go much farther back than we have already gone. So >> it's true. Yeah. But that we that

102uh we impose that as a like a initiative from the the chair to look through things. But here's our actual referral list. Um we still have um this dis discussion repeat uh what's it uh 1312 public complaints process and procedure. And then that was um that's actually linked to the the um bottom one and I'll skip to that one too. The bottom of three development of a policy re lawsuits filed against district etc etc. Um so it it seems like like in clarifying we're keeping that public complaints one there but it really it's only like a possible entry point to this policy. And there's we've got another entry point that's um the board attorney. There's a policy on that and and I the intent for both of these was to like get regular updates which

103which we are now getting actually and probably have um before as well but to put that in a policy. So when those two come together, uh it probably won't be over the summer, I think, but when it they'll come, we'll treat them together um to address um those two referrals. Um and then um the one in between is review of policy 3542.43, food service, uh charging policy. And um we can't say we've completed it, but I think at least we can note that we've moved it on to the the board for a first reading as of this meeting, June 9th, 2026. So >> back to that. I'm sorry. >> Yeah. So the middle one we've got progress on. We've moved it forward to the board. It's not completed until it's it's twice approved. and the

104other two are linked. >> Um, >> I think we're in pretty good shape. I know that in July a lot of us take vacations, so we try to lessen the number of board meetings. And um I know that Ann Marie um doesn't have um communication or curriculum um in July. So we we try to reduce where we can. So if we don't have anything >> What's that? I like that. >> Yeah, I think >> we made too much as a board as is. >> I I agree. >> Putting that on record. >> Yeah, I I agree. Nobody else does that. Works as hard [laughter] >> for for a volunteer position. >> And I like we got agreed in the chat, too. So, yeah. >> And and importantly, we we put through like we the food

105services we wanted to get through the board. we did >> and and of course the restorative practices was an important one as well and um and the facilities. So the ones that >> like the the ones that have some urgency for start of school year we've we've got >> right like you said those other two kind of in combination we can look at that later you know >> um >> yeah yeah >> I had a question about that last one. >> Yes. Um, it I may I don't know if Susan can answer this, but uh what if it's not um what if Floyd says let's not talk about this for let's not report it to the board for 30 days. I mean, I have a problem about the 30 days, you know. >> Yeah. I

106mean, not that it shouldn't be taken to the board, but I see leg that there could be some legal reason why. I don't know. May Susan, do you see? >> Well, I think I need to ask Floyd that question. >> Yeah. >> If he knows of any policy that would restrict or how does that happen? And I know sometimes it's the matter of what we can say at the time >> and we're kind of restricted especially if we're in the middle of a lawsuit or if it has to do with this student. >> Um we don't want to violate Furpa. >> So >> yeah, >> um >> we just have to be really careful especially if it involves students. >> Yeah. And I I you know the the within 30 days bothers me. >> Yeah.

107And right and I think one way one way this could go and we've got to kind of figure out how to construct this but one way it could go like we could use something with absolutely no teeth which would be regular updates from uh about ongoing u you know matters. Um, or we could say something a like with a longer timeline like it could be at least once every school year or it could be once every um, you know, pick your number of months, 6 months, four months, whatever, something like that. And to that the um, uh, you know, the attorney and the superintendent provide updates on these sorts of things, right? Like I could see, but I agree with you. We want to avoid the um like that 30 days is pretty short timeline,

108right? >> Yeah, it is. >> And uh and >> depending on the situation. I mean um >> yeah, >> if it's urgent, we'll know. We're all confident. >> Well, and when it's emergency urgent, I always let you know what I know from the police department or whatever. >> But I sometimes I'm even limited with the information they can give me. So >> yeah, >> I can only give you what you know what's provided. >> So, >> but I think I think we'll be able to craft something that conveys to the public that, you know, we've got our eyes on things and uh and and all kind of paying attention to situations that yeah, we may we may not be a liberty to uh discuss an open session, but nonetheless um are are important. So, um,

109yeah. So, so I we we'll see where that comes, but it's it's probably not something that's going to get constructed between now and July, for instance. >> No, [laughter] it it has the feel takes vacation. >> Yeah. Yeah. Exactly. So, so it has the feel of more like a like a September kind of thing or, you know, uh when it comes. So, all right. Um, uh, future meeting topics. We're thinking July is going to be light on meeting topics. Um, >> I would say we might not even have the meeting in July because I know I have a couple weeks with family and >> I I think we push to push July off. >> Yeah. >> Y a lot of good work and we put a lot to the board. I also I would like

110I think we should look to make a policy in the future around how many meetings we can have as a month as a board. Well, or in a week [clears throat] >> or how many hours >> for you >> something cuz I've done a lot of research and talked to people in other states and in Connecticut and there's no board that I know of that meets as much as us. >> No. And every every new member of our staff who comes here, their eyes are wide open. and they said never, not even in the heart for not even the big places, you know, um do they have as many. And it is challenging on the board for your commitment and your volunteers, but on my staff who have a day job and usually have to

111show up by 7 in the morning and many of them travel. So, um it just does put a a burden and I don't want them too exhausted. I like them to stay. We've got a good solid staff. I want this to be a place they want to stay. >> Sean, just to share, I I might have collected some data. I looked at the other districts in our DUR and what they publicly put on their calendar and yeah, it's Groten is three to four times that. >> Yeah. >> On average. >> Yeah. >> I just want to point out as our policy committee, we meet usually at most once a month and >> and we've been very effective. So, >> and we usually [laughter] are within two hours, sometimes less an hour. So, we we do

112a good job. >> So, so, so we're I'm okay with that. And, uh, and I I definitely enjoyed our our meeting yesterday for sure. >> I did, too. >> That's a high point. >> I thought it was wonderful. It's the first one I've ever missed. So, it was ter >> virtually, Andrea. >> I'm sorry. >> Did you get to watch it virtually, Dr. A? >> I did. Yes. Yeah. >> Wasn't it special though? I mean, it was >> such a tribute and it was a challenge for me because of >> the hardship that we've had this year. >> Yes. >> But, um, I'm just so pleased that Jen Fleming and her family were there and Mike Nestrom and his family were there and >> that was really powerful. >> Yeah, certainly is. So, that it's

113a wonderful statement to to end on. I I'll I'll turn the floor over to you, Andrea, for last item of business. >> All right. Well, then motion to adjourn. >> Second it. Oh, Sean seconds. Good. All >> favor. >> Wonderful. >> I think that's unanimous. The the meetings are adjourned. Thank you, Clint. Thank you,