4-21-26 Groton Board of Education Policy Committee Meeting

001Hi, good evening. This is a meeting of the Graten Board of Education Policy Committee and uh this is at 602 on April 21st, 2026. are in attendance. We have um uh all of our committee members. Uh that's Sean and Andrea. And then we have our um our chairperson for the board, Bev Washington. And then also in attendance, we have Superintendent Austin, uh Lauren Cassini, and and Ernie Koshiner. Um and I think that's it. And then then Kate Brown's running the show. So thank you for that. Um so that's the call to order. We we have quorum because we have all members. Um the second item is reviewing the minutes where with from the Tuesday, March 10th, uh meeting. I was wondering if anyone had any um uh amendments or corrections they'd like made on that.

002>> Look good to me. >> Okay. So, so I guess I'll I I'll accept the m minutes as um in our packet. And uh the next item is the discussion on P5118 non resident attendance. And I can bring that up on the screen if if you like in a bit. But uh this went for a first reading um at the last board of ed meeting and it did not pass the first reading. And the questions that came up were really uh mostly in the uh the first part of it where it's defining um basically situations where a non someone considered a non-resident basically the terms of of what is a resident and a non-resident were were what were um um discussed and like and and so so that's where we can focus on. Bev's got

003another point though. Thank you, Mike. Susan, is this the policy that Denise told us came straight straight from the state? >> Yep. >> It's a K policy. It's per the law. So, these definitions are the legal definitions of what a resident is, whether we like it or not. >> Um, I think that it's opening up Pandora's box if we try to over overstep the law and try to define it for ourselves. Um, I just want you to know though that in our district, we're very um responsive to our families that try to enroll. Really, Lauren Cassini kind of heads up enrollment and lottery and she's wonderful with the parents as is Rebecca Bas and they really try to listen to the family stories. There are situations where they might not be a resident, but it

004might determine that they need to talk to Denise Doolittle who oversees homelessness. So, know that, you know, in this um we do make sure that we're responsive and listen to family stories. Um there could be a situation where a family's living with a friend and in that case or a family member and in that case they can sign a notorized um admission that they are living in that place um at that time. So um while these definitions are per the law and they're pretty strict, we can't really change them. You need to know that in this district we are very responsive. And part of the reason we brought this back to you is because of the green language which really talks about the military child and the compact which is something Mike and I probably

005wish we had had back in the day. They didn't have a compact for us military kids. But um it really does watch after military children. And in the case of an 11th grader who is stationed here and they may get orders that child, that student can stay in the district to finish up their senior year, which I think is an exceptional um response from, you know, our compact, our national, it's a state state by state, all states have signed on for this compact to really provide for military children. So, that was that's kind of my override, but Lauren knows this much better than I do. >> Yeah. And um I mean I don't think I think the board was in agreement it seemed on the addition of the military to match the compact. So, I

006don't think that was as much of a concern as the first part which really dealt with the what does constitute a non-resident student. Right. So, if we can go back if we can go back up to those um on the screen, Mike. Thank you. >> Um so, the like Susan had said, this definition comes directly from Connecticut legislation. It's worded exactly the same in the CAB policy. >> Um which makes us hesitant to want to change this. But I do recognize and understand the concern that this can be certain pieces, right? Like that temporary basis um is a little vague and that's where that individual conversation with families really does play an important role um because there are nuances to what what we need to accept, who we need to direct them to, what resources

007families might need to get our these kids enrolled in a district. Um, so it really is like a conversation that has to happen between the families and us. Um, as an example, like when we're talking about a a resident or a student residing in the district temporarily, as one example, we have um a family or a mother who wanted to join her boyfriend out here in Connecticut. He's going to be working here for a month or two. She wanted to unenroll her child um in the state she's in. They're living in a hotel. They don't have residency. They're not establishing residency. They can't pro prove residency. One because of the hotel situation, which there are families that live in hotels that again, right, depending on the circumstances, >> right, we do we certainly include them

008um for a number of reasons. Um, and we really try to work with the families. Like if they're in a in a hotel, but they've been in the district and they've established their their lives in the district, we we work with them because they there are other ways for them to prove that residency. Whereas this particular woman, as an example, there is no intent to be here. Um, if you look up the Connecticut legislation, it re it clearly states it's a fixed permanent resident. Um, physical residence is what constitutes residency. Um, another situation, same thing. It was a a family, a mom who wanted to join her children's father in the state, unenrolled her her child, um, you know, from Rhode Island came here. Through conversations and trying to understand the situation, it became clear

009that there were more nuances to that and she really needed to have a conversation with our um, with Denise as part of that McKini Vinto. So each each conversation with a family uncovers pieces and layers that go into this making the determination. Is it temporary? And what is the the reasoning behind the temporary? Is there a plan to establish residency here versus just a quick in-n-out? And the reason this is important really has to do with our budget as well, right? We need to be mindful of students coming in uh families coming in that don't have any intention of be making grat in their home. this comes out of our our our budget that we know we're we're trying to get that passed now, right? And limited. So to have, you know, to take on

010every child that comes in and out, >> um, you know, it's a strain on the district to be quite honest. So if if as a group you are really set against these you know number two number three and number four which again number four we have families we've dealt with families who have tried to you know have their children live in a particular f uh house so that they can join a sports team as an example they want to be part of gren sports. So we see these situations all the time and that's why that language is important in there because it gives us like a little bit of leverage, right? So we can use it where it needs to be used, but then there's also that flexibility of again knowing those nuances and and

011how do we support the family? And I would like to say Lauren did a lot of homework and she researched other local um you know communities like Ledger you you have a whole slew of them and they all maintain this language. They all use the state law. They all use the cave language. So I you can talk about a couple of those that are in sync with what we have here. >> Yeah. Um again there there are several throughout the state that I have looked into. Um Middletown as an example. You know again it goes back to that permanency right like that establishing um to be part of the community. Um not just that in-n-out type of service or using the district for specific um accommodations or sports or you know things that are of

012interest to them, right? Um, you know, we do get a lot of families that are hesitant to have their children in other surrounding districts and so they look for ways um to provide their kid an education in in >> Graten. Lauren, how often do we check on residency? Because I do hear that we have a lot of students in Graten that actually don't live in Graten. So, do we just check on it like once and never check on it again or yearly? Um, can you give me idea how how often we check on that? Well, it really depends. Um, if there's a change of address or typically we find out like through word of mouth or or some of our kiddos may say things that alert us and that's when we begin the um, you

013know, the discovery of whether or not they are in fact um, residents of Graten. We do have for our students that go to out interd district magnet schools, they're required to be verified every year. So we verify those kids every year. Um >> and at the beginning of the year we do ask them to update their power school. So that's something that gets sent home annually. However, you know, people can put down on the powers school what they put down and um >> mostly if we get uh if we send out registered mail and it comes back if there's a concern, we might do a wellness check at the home to see and we actually have had private investigators who've had to go out and um check homes. and our work with impact aid too.

014We we we discover a lot through that. Um when we're working with our military liaison um you know looking to source check families who may not have filled out impact aid, we have her do source checks. Um and that and we work closely with Beacon Homes. Um >> and so through that there's a lot of discovery as well. So because you as you know Beacon Homes isn't all military families anymore. there's a certain percentage of families that are there um that are renting that are not connected with the military. So, we work closely with Beacon Homes and we're able to identify families who may have um applied but never actually >> showed up or were denied or were kicked out. So, there are a lot of moving parts to find that out. But, are there

015kids in this district that may not belong potentially? We're always looking at it. We're always double-checking and verifying. um and looking into, you know, any sus suspected um non-resident issue. >> Okay. >> But it's really important when they enroll, I think, that we do the most fidious job we can in making sure that everything lines up to the policy because, you know, um families do move quite a bit in this district, not only military families. So, um, you know, alerting us and letting us know is really important. And we actually do at the end of the year, >> um, we send intent to move forms out to every family so we know who's coming back and who's moving out. What I did suggest um to Susan and and Denise was if a policy has to

016do directly with state law, maybe you can uh attach the state law to the policy. This way we know that this is state law. We can't change the wording because this is state law. >> Our our photocopy costs are going to go way up. Those are long laws. Uh >> we have a list of them. >> Yeah. emailing to us or whatever's pregnant. This way we know >> because I think we looked at this policy last month and then we sent it back and then I found out that it was state law so we have to have it. So >> we could link it right at the bottom. >> Yeah. Is that 25? >> Yeah. This this one's the the the non-resident I think most directly is that 10-253. It's mentioned at the very end

017of the policy, but it's also mentioned at the the end of this page, too. Um, >> okay. >> So, uh, yeah. Um yeah, it is always hard to cuz cuz what uh people were finding issue with are these situations like it seems like it's um I I think that I agree the school systems quite um uh takes an understanding approach to this uh like you know knowing that people move in and out uh work work with you on this. Um but but you know the the different items that people are taking uh issue with at the the board meeting uh really taking issue with state regulation as it turns out right and so we can't change that. Um I was wondering in the CA in this case um in well it's good that good that

018you checked and everything is still this had been revised for a little bit I guess but that part it is still up to current um uh wording in the the state statutes I believe. Mhm. >> Um, so I was wondering in this case if we say a non-resident student is a student who right at the top. Um, maybe in this case we could just put in accordance with state uh regulations, a non-resident student is um, you know, a student who or something like that. As defined in state regulations, a non-resident student is a student who. U some phrase like this. Um, I don't think typically that's actually necessary, but it might help it get right through the first reading a little quicker and might not harm too much unless Andrea has a problem with it

019or Sean because it's, you know, is sort of an unnecessary statement. >> Oh, I like I like that idea. I have other questions though after >> Okay. >> Um, yeah. And my other uh we're talking about like uh Bev mentioned that you have heard of people that live in a district just to kind of get a sense of the um scope of the problem um you know we have thousands of students in the district this is uh we're probably talking you know tens or 20s at the very most I would think and then probably the number of of cases you investigate and find out like per year is that like you know five 10 less >> less >> I mean I know it takes time >> a few but very few >> that we you

020know have to really investigate fully. >> So by and large we are educating the the students that we are um legally obligated to to educate. >> Right. >> Just just want to point that out just as as as perspective here. Well, and Mike, it's important important to note too because of these policies, we've really tightened them up some. So, we're able to tighten up how we're identifying improving residency. And that's the the biggest piece is that I think it's >> become much cleaner over the years because of the policy changes that have occurred and what is currently in like the admission and placement policy as an example, right? specific documents we accept as versus a piece of mail from, you know, junk mail, right? We're not accepting that anymore. Um, they have to be specific

021documents that prove that you are a current resident of the district >> and they make it very clear when they're signing someone signing an affidavit that this is you're legally testifying that this person lives. And if we send someone out and you're not living there, that's breaking the law. So, they're very clear in enrollment that, you know, you want to make sure that you what you're saying is true and that you are definitely living in this space. >> And I I want to interject. Um earlier in the meeting, my my power blipped out on and off for a little bit. Um if it if it does go out uh for real, I'll just assign join back in on my phone with with less capacity. >> Um but I I'm seeing it. It's kind of like

022um browning out a little. >> Um I could see that. Um, oh, uh, one point like a number three said resides within the district on a permanent basis but with pay to the the persons with whom the student is living and u I think board member brought up situations of of of students uh children living with relatives that not their legal guardians in order to stay in school and and actually that part with pay is is the um is part of the the um statute too. And and it doesn't matter. And and they exclude some types of of things like gifts, for instance. Um but and and that would fit whether it's um not like a a non-guardian relative or or not a relative. So So that part in there, like the other parts are

023um legalist legalistic because that's what's in the law. So, uh, Andrea, I think you had questions about other parts because I mean this hasn't gone to a first reading. So, the the whole policy is on the on the table here for, um, revision. >> I have several. One is I never got an answer about the Fiser people as it were. Uh, as I said when I was principal, I had a lot of Fiser um, children who were from England or France or wherever and they were living in the district. Are they residents? I never got an answer on that. They're not, you know, they live in France, they live in England, but their parents are here on a like a two-year assignment. >> I think if they're living here and paying for rent and they're

024established for those couple years, they are definitely >> res. We have the Australian Navy coming in, you know, being trained at Sub School and I've met them in some of the our parks here in Grten and I know that they're living right nearby. So, >> you know, that's happening still. >> Yeah. Okay. So, but it says on a temporary basis, but that's >> but Okay. So, that means that those kids are residents. All right. Um and then um I still don't I guess I don't get um so this the so what I mean um so if a child is living here and and paying aunt Martha 20 bucks a month for food how is that okay if that's a non-resident it is as according to the state but >> that might that might not be

025a non-resident that might be a resident still >> oh Okay. All right. Um and then >> especially if Aunt Martha gets guardianship, we have a lot of that too >> where different family members will get guardianship for a child >> and it might be for the year, it might be for several years >> and then they might be reunited with the parents. So we do have a lot of different in interesting um situations. Um and we have to take it case by case. >> Okay. anymore. >> If Aunt Martha doesn't want guardianship, but she doesn't want the kid living in a a situation that's not healthy for the kid and she says, "All right, you can come over, but I really can't afford it. Can you just give me 20 bucks a month for her

026for food, you know, and then what?" But as you said, on a case-by case basis, so >> Yeah. you would need to have someone responsible for that child because you know the schools can't take on responsibility for children who don't have a guardian. So you would need to have someone be the guardian. >> Interesting. >> So would the parent still remain the guardian? >> Well then would they be the resident? I don't know. >> Yeah, that's my question. Um >> yeah, it's sort of a gray area. It >> is a very gray area. I know of a situation now where the child is in one of our schools and has been with grandma and grandma's no longer the guardian. Mom is down in Florida and so they're trying to transport the kid back to Florida

027because grandma's not the guardian. So each family does things differently. >> Yeah. >> And this is where those discussions are had which the school system will do and always has. Um, and then the the part that number three, the pay, like paying for food is sort of a gray area because um, in some regards I'm partially u paying the bridge market to to feed my kids. >> I know. Don't you love them? >> You know, uh, so uh, so like paying for like just like I I think they're talking about like above and beyond um like um living expenses for that child. >> But but it was it was unclear to me when I read that. I was wondering that that same thing. >> Okay. >> Do you know of a situation like that, Lauren?

028Have you come across one of those? >> That is one I have not come across yet to be honest with you. Um I think that would probably be one of the harder ones to to tease out. Um right. >> That's my next question, Lauren, is the the so what. All right, we find out the kid is here and so on and so forth. And now we say, okay, you're a non-resident. What happens now? What >> they have? >> That's that second part. >> Yeah, that's where they they need to en they there are options, right? So they need to they can remain with tuition in some cases. um they can or they're required to unenroll in our district and enroll in the district they belong in where they where they truly live. >> And they

029have a right to a residency hearing. Um and and that's very legalistic, too. But >> Okay. So, >> yeah. >> And we've done those before, Mike. >> Yes. >> Those are my substantive questions. The other question, the other Susan, maybe you can do this then I won't have to go to see Erica tomorrow. You see the number five where it says resides in the district. >> Yep. >> Okay. That should be a smaller >> Oh, the D the district. No, no, no. The should the reside should be Yeah, >> because in one, two, three, and four, the resides are all the R is is a lower case, >> but I'm missing is is uppercase. >> Oh, is that the first listing? >> Yes, it's just the R. >> You see, for save me a trip

030to the central office. >> Oh, I got you. Yeah, >> we'll let we'll let her know. >> Yeah, we'll make sure she knows. >> Thank you. That's it. She sometimes will watch the meeting the next day too to make sure she catches everything. >> Oh, okay. Yeah. >> Then Yeah. And there really I don't think there were any other comments from um the board. That that was the the part that got it sent back. M >> so so I um I I would accept a motion to uh recommend P5118 non-resident attendance uh for a first reading to the board. >> Moved. >> A second. >> All right. Uh moved by Andrea, seconded by Sean. All in favor say I. I >> I'll say I too. Okay, good. Yeah, sorry. Okay, so that uh passes unanimously.

031Um so um no abstaining for that. Um and so it's our it's our second first reading. So we'll we'll give it a go and maybe bring cookies ahead of time. So >> make sure they know it's illegal. It's illegal. Yeah, >> we're gonna put that language up at top so that they they understand that. Yep. Sounds good. Thank you so much. >> Thank you, Lauren. >> Thank you. >> Yeah. >> And and I know it feels like we just went around a ferris wheel or a merry ground on that one, but I I think that ha having that discussion and and uh going back and forth uh with it is is valuable in and of itself. >> Well, I think Mike, because at first we didn't know it was state statute, but now we know.

032Yeah. >> Yeah. So, all right. Um, our next I I'm gonna actually I think I can just switch. Are you okay with um just keeping this up? Cuz I'll because our next one is uh discussion on P3542.43 food services charging food. And I'm I can I'm going to switch here to find it. Um here it is. I'll jump in real quick. >> I just want to make sure. Can you Can you see this right now? Like the shared screen. >> Yes. >> Okay. >> I'm gonna stop sharing and then it'll come back later. >> We hope. >> So, so I'll jump in here before Ernie does. Um it it was I know that there's some been some changes in kind of federal reporting and our percentages that have forced us to start charging at the

033high school and other and other schools for lunches. And um in talking with kind of Ernie and some members of his team, this cost is getting very high. Last I saw was over $50,000. Um, and that's a that's a burden that Ernie and his team have to kind of take on um, currently. And I I want to make sure I referred this to the policy committee because I want to make sure that we have a plan uh, in place to support him and so that his team doesn't need to take on this financial burden. Uh, this is something that I personally in my personal opinion don't feel that students should have to pay for lunch. I I know that there's bill there's bills and things that have to be covered, but um I think we

034need to find a way to better support our students and families. And I know there's been talk of like messaging families and trying to collect these debts and that's a lot of work on Ernie and his team >> with kind of a minimum return from what what we're seeing. M >> I know Ernie will talk about that, but I I think we as a board and and a district need to figure out a better way to work together >> to make sure that one all students have equality meals and all students are fed, but two that families who can take on this burden pay, but students who don't have the ability to pay this don't have to pay. Um I think we need some sort of a clear guidelines and expectations. Um, and Ernie, I

035know you'll go into kind of your plan and some of that soon, but I just wanted to get that out there that Ernie's a good man doing great work. My kids love the food that you provide most days. Um, they're kind of picky eaters. Um, but my my young one eats whatever, but uh I really appreciate what you and your team do and want to see what we can do as as a board and as a district to support you. >> Thanks, Sean. And and I'll just add I you we often talk about school lunches. There's of course the um the school breakfast as well. Um and there is and this is be good time to advocate to up at the state because there is a um a proposal to fund school um breakfastes for

036for everybody which would be wonderful. Um and then and then the other part is as we're uh looking into uh modifying the policy uh I don't see that going to effect uh for this current school year. Um so we acknowledge there's there's an issue this year uh but the changes would would would would help for next year. Uh but I'll turn it over to you Ernie. You're of course the expert. >> Yeah. Thank you. Um, so you know this meal meal debt that just keeps continuing to rise. As of uh today it was 55,200. Um, you know, it's just rising. And please keep in mind this is only three schools. It's uh two elementary schools and a high school. Uh, thank God we don't have to worry about seven schools. Um, so it's three and

037the amount is already that high. >> Um, folks have the opportunity any time during the school year to put a meal application in. And the ones that aren't paying their bills are the ones that are what's called uh they're classified as full pay. They're the ones that submitted their uh income got application and everything and listed you know um what their uh yearly, weekly or monthly income is. So that's why they got disqualified because they earn too much money and all rights it's saying that you should be able to pay your bill. Um but unfortunately these folks done haven't um paid their bill and um I don't think it's fair that our superintendent has that burden as well as this board at the end of the school year to have to find the that that

038money to pay for this. Um you know we've we've been talking with our legislators constantly. Remember it's not a unique graten situation. This is across the state and across the country. Um, people just aren't paying their bills. After COVID, when everything was free there for the first couple of years coming out of COVID, people got used to not paying their um, their kids lunch accounts and stuff. Um, so we seen a huge spike right after COVID hit. And then of course, you know, this the folks at state of Connecticut come up with a way to pay for school lunches and breakfast for a period of time. Then they were running low on money, so they dropped lunch and but continued paying breakfast. It's been a rough couple years for parents trying to wrap their head

039around what is free and what isn't anymore. And as um Mike mentioned, certainly we've been trying to do back channels, you know, with our legislators to try to at least get free breakfast, you know, but put it in place so that it's sustainable going forward. It's not just a one-year hit and then we revert back. Um so we're we're trying that avenue as well as you know trying to work with the federal government uh the USDA and explain that you know we provide textbooks and transportation and computers and everything that breakfast and lunch should be part of the um education experience but um we're not getting much traction there but you know we're we're still trying with the lunch breakfast there there's a lot of support for it Right now, folks uh in Connecticut are

040looking at the possibility of lunch. Um but you know, going back to this policy, there's there's a lot of language here, but there's no okay, you haven't paid your bill, what can we do? Um and you know as uh superintendent and and Bev know that you know there's certain things we cannot do per the per the law and that's you know shame children or anything like that which we never want to but it it's the parents you know that we really can't um do too much contacting with them to try to tell them. Some of the avenues that we currently do are through Parent Square, which it's fairly new for us and but we've gotten good results with that. People are responding how much do I owe and all that good stuff. Um where we

041used to send weekly um mailings out to people and you can imagine, you know, the cost of that postage, the envelope and all of that. Um, and if they have a current email on account, our school cafe system automatically alerts parents when they fall below a certain level. We put the level at um, as soon as you go 5 cents to the negative, an alert goes out to them. Parents can from their end elect, let me know when my my account, my child's count gets to $5 or $10 or whatever it is. So they can also elect their notifications. Um but all of these attempts, you know, and this is a weekly attempt. We do parent square, we do email, we do text if they have um and a lot of these things bounce back

042because they they're not accurate. They don't they don't update when they change a phone carrier or if they move or or if they change their email. Um, but these go out all the time. Uh, and and we keep letting families know, we'll work with you. If you owe $300, you don't have to give me 300 right now. Can you work out 25 a week until it's down? Um, because we're still feeding their children the breakfast and the lunch. Um, that's never a question. Um, it's just how do we how do we get folks to to come on board and and and and pay their their bills? I mean, they certainly have the option of sending their child in with their own meal. They they can do that. Nobody's telling the child or forcing the child

043that they have to have that breakfast or have to have that lunch. Um, and I just feel bad. Um, because I don't feel it's it's my superintendent or this board's problem at the end of the year because you I can't tell you in September, hey, put aside 50,000. I don't know what June is going to bring. And as you can see, we're already roughly 55,000. And that number could go up as high as 80 by the time June comes around. Um, so that's that's where we're at with this. And I I appreciate Sean delving into this a lot and and Miss Acriman, you know, making some changes here. And um but you know, as a team, I I don't know what else we can do. I'm doing the most that we're allowed to by law

044at this point. >> Thank you. Um I made the suggestion before. One thing that's really helped me is now the ability to um um sort of have it automatically recharge the account. Um so that when when you come up with that number of 55,000, I think, oh man, what what am I up for? Was my debt because I forgot to pay it this month or something. But I but I um I'm wondering if like it wouldn't even be a regulation level. It definitely wouldn't be a it might be regulation level. It wouldn't be a policy level. But can we kind of make that the default when they're signing up for the electronic like, okay, enter your card information at the beginning of school year and and this is your automatic recharge. Is that it's it's

045an option, but you have to go and find it. Um I was wondering if we could switch it so that they kind of not forced to do it but led down that path first and then um say no I don't want to do that because and there's sometimes I can understand why many people wouldn't want to do that. Um but but many people just do it and then it's it's like so many subscriptions to like a you know media services or something that it's getting taken out. I know it's there, but it just it's the cost of doing business. And um and I I think this problem's going to get worse during the school year and potentially next year as well because of the um uh people are feeling more of a pinch because of

046the energy prices as as our school system will too. >> I know. Um you know, that's that's a good thought. Um, Mike, you know, the the problem is is it's not it's a third party, right, that that handles all the credit card transactions and stuff. Um, so that end meaning the parent would have to do that one-time payment authorization or whatever. Um, so and like you, you probably set it up so that you could have that automatic reload. Um, is that something maybe that we try to publicize a little bit more when um, uh, the parent signs up for a school cafe? That I mean, that's a possibility to try to maybe highlight that as as a as an option. >> For me, it was a relief to have that option. It kind of took

047something one less thing I had to think about, >> but that was my situation and and people are in different situations. Um all right. So uh at this point does if anyone has any other entry comments we can continue with this or I could just um start sharing the um the um the policy but because we should go through it both based on like what the policy is and and what the changes are that might help. >> Keep in mind >> Go ahead. Go ahead. >> And and just keep in mind my costs are rising and staying steady. Nothing's coming down. Yeah. >> Imagine if I had that 55k of operating capital. You know, I still have to pay, you know, my staff. I still have to pay the food, the paper, um, and when

048equipment breaks and stuff. I'm still responsible for taking care of all those pieces while I'm out 55,000. You know, I wish I had that operating capital. And you know, we still live in the age where some parents do still send in money or a check in a little envelope. Um, and we probably get, this is no exaggeration, 25 to 30 checks a year that bounce. So, I'm being charged by our bank for the bounce check >> as well as the parent, but I'm still out the money because they don't seem to send in a good check to cover the bad one. Um, so it's very frustrating when it comes to that. >> Ernie, when a parent sends in a bounce check, do you not accept checks from that family any longer? >> Correct. Okay. But

049>> by the time the bank notifies me, it's been 8 10 days before they even tell me that the checks bounced. >> Yeah. But I mean, so the next month that they send a check, you go, "No, we're not accepting your check." Or you send them a notice. We're not accepting checks from you any longer. >> Yes. All right. Take a bank check. >> Yeah. >> Is there a way like Mike was talking about like auto pay and some companies will give you a discount if you do autopay. Is that something that would be feasible? They say we'll take off a dollar if you do auto pay. >> I mean we don't control that piece. Bev we have no control over the third party. Okay. Andrea, I think you were going to say something. >>

050Yeah. I I was going to ask if you got the uh the um policy that I sent to Erica, the corrected one. >> Yes. >> Okay. >> Yeah. And I think that's what's in the pack. >> I think that's what's in our package. >> Okay. I'll put that up. >> I I believe so, but you'll you'll know. >> Okay. And uh I wanted to say that as far as I can remember, there were no substantive changes. It was just like getting rid of the second person stuff like that. >> Yes. >> Okay. I'm just going to So I I've got this up here. Going to make it a little bigger. >> I just sent it to her this way. >> Is that readable? I think this version did have changes in it. I just want

051to make sure. We'll say Oh, maybe not. This is the unedited one. So, so we >> Yeah, you need to to look at the edited one. >> Yeah, I'm going to keep it on this one for for us because this is the one in the packet. But but as usual, we are always graciously accept your uh your your changes to make it it read read better and um uh more grammatically consistent. Um so, I think that's large enough to see. I'm just going to point out that um we've got this this first page and then then that's one big section and then it goes on uh to the second page and then after that um the the third page is just more um uh the legal uh the the legal basis for it. And so

052this is a situation as Ernie's alluding to that there's a lot of regulations and uh at different levels uh federal state uh levels that that come in here. Um so we'll probably spend uh most of our time on the first two pages I would think. Um so is that readable for you all? It looks pretty good for me. >> Yeah. >> Yes. Oh, >> I can start the first sentence, Mike, because um I didn't think it had anything to do with policy. >> Um I think that at least we'll need that phrase nutritious and healthy foods in there somewhere because it it um it keys into that uh the agreements we have to attest to or or approve every year. We just did that last month >> that the the healthy foods agreement. So, so,

053so that Yeah, I see what you're saying. It's just one, you know, it's it's a it's a declarative statement, but we'll probably need that. Uh, as long as you can find a place to have the nutritious and healthy foods >> somewhere in there. >> Yeah, that would be good. >> Okay. >> And then and then that's that's good good lead in, right? So, the first one saying um it is an essential program, right? We agree with that and and it's not just about providing meals, it's about um nutritional u meals. Um the second paragraph uh is talking about uh the school the school lunch and school breakfast programs um and and how they're administered. I I don't think I mean it's just building uh what we're getting to. Um the third paragraph actually I'll stop

054scrolling and just because it's easier without scrolling. Uh the third paragraph is um talking about how to um I think it's the part about the charging meal and then and then um and then the next part so so basically that part's saying that uh a student can go in get a meal and then uh run a balance that's charged um there I think they're different um policies for for staff um but but this is this is with the students And now, now this next one, we prohibit publicly identifying or shaming a child for any unpaid meal charges. This is uh what what Ernie was mentioning before. I was wondering if you wanted to add anything to that or anyone else at that point. I mean, not not add tax, but to add context. We're good

055there. Uh the next part is who's actually responsible for paying. Of course, the the children being minors are not. it'd be the parents or guardians uh responsible for paying the meal. Um, and it does say charging is intended to be for emergency purposes only. Um, I I that that's something it uh feels like to me that we don't emphasize that. I know it's said at different times. I it isn't our policy and talked about uh things that go home for the parents but but um you know I'm used to charging things in other walks of life. It didn't like it doesn't have that emergency feel to me. Uh the repayment is expected is is there for sure. Um, and then this is where uh this next statement to me uh I think we've looked through

056this as a policy sort of recently. It almost could go in regulations, but it but I think in this case it's important to have one policy that so many parents are going to be looking at that you point to it just here's this one spot that describes the process and and so for me this felt a bit a little more regulation-y um because it's how this is getting done with the power school app and I was wondering if you could talk more about if there's any detail if that's the right level of detail in this policy. See, Ernie, or if there's any additions you'd want there. >> I mean, it it it clearly says, you know, um, school cafe parent portal. Um, they they set their own thing up. There is no fee. There is

057the fee for when they make the transaction. Um, and this again is where they could put in um, you know, whatever limit that they want to be notified at um, or when their account gets to a certain low level. Um, and we do uh, contact parents. Um, negative balance letters are mailed weekly um, by email and by text. Um so that part um we did send as a suggestion to put in that area there. Um also outstanding balances can also be paid online through scal student school cafe excuse me with a debit or a credit card. Um, families are encouraged to submit a meal application multiple times during the school year should their income change. Um, should a parent be laid off or right now we're seeing some Coast Guard families that um have gone

058without paychecks and stuff like that. This is an excellent time for them to put in a new mail application, which several have, and that'll carry them through the end of the year, even if the government reopens next week or whatever fully. Um, once their meal application is in, it would take care of them for the remainder of this school year. Um, a lot of parents think that they can only put an application in at the beginning of the school year. Um, we try to encourage at all of our open houses and stuff. Should your income situation change, regardless, you know, feel free to put an application in, simply do it online from the comfort of your home. Um, because it could make a difference. It could go from full pay to reduce or reduce to

059full um to to full free. So, um, you know, those we thought were very important. Um, other than that, I think those were some of the suggestions that we put in um, sent back to Erica and um, Miss Acriman for that and I think they did. >> And and then um, the next part is students and adults are not permitted to charge a single item or an all car item. Um, that that makes sense to me only because we've talked about it. Well, because we talked about it before and and so u that's separate from um getting a meal like a a breakfast or or a lunch. This would be something from I guess the kiosks or or or machines. >> Um what it is, Mike, is it's literally like um going into your neighborhood

060store to buy uh you know, some juice or or snacks or whatever. So, you know, yep, you're entitled to the USDA breakfast, the USDA lunch, but okay, now that you've had that, if you want to go get yourself a snack at the high school and the middle school is the only two locations that we do that, you can go in as you have money in there um to get yourself an ice cream or whatever like that. >> Even our schools that are C, you have to pay for those snacks. >> Correct. >> Yeah. >> Thank you. And thank you for not making that a possibility. the elementary school that would that would prolong the the going to school arguments every day and they would win in my in my house probably wear me down eventually.

061>> Okay. And then and teachers never um charge. They're never allowed. Our staff is, you know, they come through the lines. They're entitled to purchase. Same thing as the kids. Um, but they have to have a money on their account. Most teachers already have an account set up. Um, or they can just come in simply with cash, but they can't say, "Hey, I'll catch you tomorrow." We don't we don't allow that with the adults, >> right? And then the next part is the Graten Board of Education uh realizes that funds uh from the nonprofit school fund service account according to federal regulations cannot be used to cover cost of charge meals that have not been paid. And that's very relevant here uh because uh well you can talk about the funding streams. You're you're of

062course the experts. >> I mean you know um that is true and that that's the law. Um, so at the end of the year, you know, I give you guys you folks a a list of the the three schools um with a backup of who owes what. Um, and then that's how the um the total comes to be. Um, and then once uh July rolls around, we do the rollover and all the negative balances get wiped. essentially you guys or the board cuts us a check for for whatever is owed and like I say when the rollover happens that we correspond with powers school all the accounts get wiped except for positive accounts so stay positive to carry over into the next year >> right and so there's no reshuffleling within like the the federal

063federally funded money uh to to pay for this or no way to build in um you know a certain certain buffer. This is this is very regulated and for good reason. I mean a small buffer in one school system adds up uh quite quickly across the nation. >> Yep. >> Urg. >> Yeah. >> Ernie, do you keep track of families that do this from year to year? >> Yes, >> you do. Okay. Are there a lot of families that do it from year to year or like five or >> Yes. >> Okay. A lot. Okay. >> A lot. Dozens. >> I'm sorry to say and I and I know some of them may irritate me even more because I can't say a word. >> I do say though, can I just add this, Mike, that

064Ernie has done some fundraising. I just bought a sweatshirt that has food services. He does the farm to school initiative which we I love to take part in, you know, I think four times a year as often as he offers it. And you know, he's done all kinds of other fundraisers. I think there have been in the past families that that have given donations also. People have come up and send us checks because they know that we're struggling with this. So, we do appreciate the community support when it comes to that and Ernie's support. >> Did we ever hear back from Senator Saunders about >> Summers? Yeah, >> Summers about doing um an event like she had discussed. >> Um she had and I think she was working on something even um more specialized. Um

065I haven't heard back from her, but she was working um really I think for the initiative to have free lunch and um breakfast for all kids. She's working on that with Kathy Austin >> and several of the senators. Um but she I think she had shared that she's also trying to figure out another way that she can help us for this year, but I haven't heard back. Ernie, are you are your suggestions that you just made are they in the policy that we have here? Because I don't see them, so I'm I'm maybe I overlooked them. >> I I think they're in the latest round of changes um that I don't think you folks have. >> Erica said she just received them, so she's working on getting that out. >> Okay. Okay. >> Yeah, that

066that's fine. And so so and we'll kind of uh tick back on that, too. Um I just want to get through at least this page and then the next one just the current policy as a basis. So this next one to sustain the district's food service program the district cannot permit the excessive charging of student meals. That's something we were talking about just now. And um uh it's talking about the um unpaid balance or exceeding the cost of 30 meals. Uh then uh you uh the uh family be referred to the homeless liaison and the director of pupil personnel. Uh and then and then this next line, families may also contact Rotten Human Services. That's a um a town department that that's very helpful and often works in coordination with the the school system to

067to support uh families in need. >> Uh and then that that contact information I think is still current though I didn't I know the phone number is. I'm not as sure about the email. I just realized in Oh, yeah. I Yeah, it is. It is. Um and then the second page is um it's just this top part. Everything else is legal reference. And um and and I I think uh this is this the goal of the department is to effectively and respectfully address family responsibility for unpaid meals. I'll note this is Sean probably would talk about that. this is maybe a place to key into um to add some some language. Um and then um and then the next part is is again reach out to food services if you anticipate a problem or um

068something else. Uh dissemination of the policy. Um it's it's given out to in writing to school households. in the the handbooks and um uh those are the first two I know about specifically. We we know those are done. Um Ernie, would you want changes in that part? Like are there there additional avenues that that you'd want in the policy for kind of disseminating uh this? >> I mean I I think this is I think this is fine that this part is fine. Um, like I say, we we thought it it all looked good. Um, and you know, we were even thinking of doing a nice colorful um with the dissemination policy for this upcoming school year to to as an insert in the meal application. It can't be printed as part of the meal application

069because we're not allowed to touch that. But I can put an insert in there along with some more SNAP information as well because a lot of our families who qualify for free don't realize that they probably qualify for SNAP at the same time. Um, you know, so >> except our military families, they do not. So Charles Barn is not able to >> participate. Yeah. unfortunately. Um, but that's what we were thinking of, you know, looking forward of trying to trying to get the message out even a little bit clearer and more bolder like when we come back to school for next year. >> And that would be above and beyond this current policy adding inserts. Is that something you want to add in to h like that? That's sort of it's a sounds like a

070great idea. Is it something you'd want in the the policy? Like um you know we do mention SNAP benefits earlier on. >> We do. Yeah. >> So so it could be you know we could think of a um we want to make sure you know that the policy is is helpful but also not overly prescriptive to where if an insert didn't go out then then we're not we're not in line with policy. >> Um >> I know >> um So, >> I mean, I just I just don't like wordy things, you know what I mean? I just think if you you know, what we do extra is extra, but I I don't know. Sometimes less is more. >> Yeah. You know, >> uh Okay. So, so I was kind of thinking that this this second

071part, the stemation of policy is probably more or less fine. uh does anyone and then we'll go back and talk about the first part, but I was wondering if anyone thought there would be major additions or changes to that dissemination of policy. And I should say I I don't think we're going to send this up for first read uh at the coming board meeting. We'll have another um roll through of this in the policy committee level >> if we get it if Erica is able to send it back to you all and you take a look at those changes. um you know and you I mean that's it's a quick turnaround because our meeting is next you know Monday. though. >> Yeah, I don't I don't see it. I mean, because it won't I we

072can get this done and through I think before the school year. Um, as long as we keep our eye on this, right? Um, so does anyone have any uh changes or additions in a in a major way to the second part dissemination of policy? I don't remember any and I don't have the I don't have my my rei revised version in front of me but I as I recall there were very few like I said I took out that first sentence because I thought it was a nice statement but it didn't look like policy to me but as you said that you has you have it has to contain somewhere the nutritious and healthy words. >> Yeah. Got it. >> Yeah. And there were just things like uh you know like grammatical things. That was

073it. >> Yeah. >> Well, I did text Erica and she said she did get those changes and she is working on that getting that turned around and getting it out to us. So, >> okay, great. >> I'll have her send it as soon as possible so everybody can take a look. >> Yeah, that's appreciated. Uh Sean, I'll I'll turn it over to you if you'd like because I I think you do have a a sense of additions you'd like to make. um even if it's not specific text, just the the um sort of the style of where you like to take this. >> Yeah, I just want to figure out what is our best path forward. I I don't necessarily have that figured out yet. Like what is what's what's best for everybody involved, right?

074And what can we do to make sure that we're not cutting this big check every single year, right? Is it putting money in the budget? Is it kind of fixing the problem at hand best we can? So, I just think we need to figure that out. I don't have anything today, any language today specifically, but I think that this is something that we need to kind of discuss and come up with some sort of a solution for. I think a writing campaign to our legislators. I think Ernie and I going up to Hartford and speaking our mind about how the important and essential feeding kids is and if they are really looking to make a difference in our state and can afford this. This is where I think it'll make a difference. But like you

075said, it can't be given one year and then taken away the next. >> Right. >> I mean, families have had that happen and I think that's what's gotten us into this situation. >> Yeah. I I 100% agree. Yeah. People get used to things. Oh, I didn't have to pay last year. Why do I have to pay now? >> Yeah. >> And if a writing campaign would help, I'll make sure I get the information out, you know, educators could write letters. Um, you know, I could get the unions to, you know, say, I think the more that we get in touch with our, you know, representatives and our senators, um, and say, "Yeah, this is really important to Graten." I mean, ours do know what we're faced with. So, we're fortunate that way >> and I

076and I understand that families didn't have to pay in the past, but once you know that you have to pay. I mean, Ernie said some families haven't paid in two years. So, we continue to send them a notice and they didn't pay in two years, they know they have to pay. And if they can afford to pay, they should pay. I mean, I can understand, okay, I didn't have to pay oh, a year ago, but now things are changing. I have to pay. So, 5 years, four years. That's ridiculous. >> Yeah, that that's that's definitely not right. And especially if you can afford to pay, right? It's it's like we say, the rich don't pay their fair taxes. I mean, the same thing here. The people that can afford to pay the for the lunches

077aren't paying, >> right? >> Yeah. I think but I let's leave room for the you know a a federal or legal definition of afford to pay and what someone personally uh sees. Um because >> I'm thinking it's 50,000 55,000 are not all the people that can't afford to pay because then they then we're not doing a good job of trying to get them to fill out the form for free and reduced lunch. I mean I don't know. >> Yeah. And that may be so and there was a chilling factor I think with the recent upheaval or questions about SNAP and earlier in the school year or last school year. Um but but it is a systemic problem. So I think there is room uh for us to consider policy changes like to to put some

078teeth in it uh additional teeth in it. And I I'm just going to throw an idea out um that right now the the first paragraph that shows on the screen for me at least says parents and guardians it's very simple paragraph but straightforward. Parents and guardians are responsible for providing meals or meal money for their students. Charging is limited for emergency purposes only. Repayment is expected. um is um that is there a way like if you've if you charge to a certain amount or like well this is not emergency purposes anymore like you know that we can kind of shut off that I mean I guess we can't refuse is there a way we can stop that um trigger something else um when the the charging gets to a certain amount maybe not because you

079always have to give meals >> right >> yeah right >> in the past. I think we could provide a sandwich, a cheese sandwich or whatever, but they won't. The law says that you really have to give kids the meal that's being provided, right, Ernie? >> 100%. It used to be called an oops meal years ago, you know. >> But they would get something. But >> yeah, >> but I guess I'm thinking of >> some intervention that's like kind of akin to sending a truency visit out when you reach to a certain level. I'm serious. like an actual like you know and that's a lot of time right and that that co might cost in people power I'm just I'm just trying like what can we do on a policy perspective to to help um reduce

080the amount of of this um unpaid balance >> I have a question for Susan Susan when you get together with the um other superintendent in the area they must have this problem what do they do you ever to talk about that >> I think they're faced with the same saying some of my colleagues like um Cynthia um from New London and Sue Lassard from Norwich, their school districts are fully paid, so they're not dealing with this. >> I see. >> Um I'm not sure about Learn, but you know, your East Limes, your Waterford, they're they're all dealing with this as well. And Ernie, you probably hear it from your food service colleagues, too. >> Sure do. Yep. Montville >> 100%. >> What do they do though? Do they have, you know, do they have any

081kind of a successful approach to this? >> No. Like like in Miss Acriman, they they're they're faced with the same, you know, um regulations. You you can only go so far, you know, and I guess that's the magic question. What's the next step that anybody wants to do? Um because we can >> and you can't shame or harass. >> We can't shame or harass. >> Wouldn't want to do that. No >> Susan, did we ask Floyd what we can do? Did we get legal advice? >> Um I haven't asked Floyd. I mean, I'd be happy to do that. >> Maybe he knows the districts that have a successful plan. >> Yeah. Yeah. So what what I want to assess and like in time for the next policy committee meeting is um you like we're unhappy

082with situation um but is there anything policywise that we can add? I'm happy to make other revisions to the policy like notifying like in terms of disseminating information things like that um and the other uh changes that that um that we have a new draft on that we'll see soon. I'm happy to to do that part, but like before next meeting, like get real sense, can is there anything we can do in a policy regard um to to help this problem? >> That's a good question, Mike. You got to answer. >> That That's my That is my qu I I can't ask and answer the question. >> It almost seems like we can't send to the collection agency. There's no way. I don't know. It It almost seems like I don't know that they're stuck

083with this $50,000 deficit. I don't know. You can't shame him into paying. I I don't know what you could do based on a policy. You can't shame the the child, but doesn't say you can't shame the parents. can't put their names in the newspaper and say uh you know debt or you know I don't know >> and and my question was sort of related to Andrea's question what what do other school districts do right like if did someone else did someone other school district in Connecticut uh with sort of a similar needs of ours u figure out something to do that we haven't uh but and you're a good uh contact Ernie with with with the other food directors So, >> I can ask when I go to learn um we have an executive committee

084meeting on Friday, but it's only four four school districts that are on that committee. Um I can ask those four school districts what do they do? And then when we have a learn board of directors meeting in May, I can ask um several more districts what do they do and I'll get back to you on that. >> Thanks. And I do think I mean there there's a value in um just you know keeping this on the forefront >> uh because it's it's I mean in in large regard we're we're saying at some level we think a um >> uh many of these debts u could possibly be paid by the the people that are running them up. But it does it does um kind of fit within the matrix of of food insecurity and um

085and the u challenges of of providing uh good nutrition for for children. Um Ernie, I got to think you're the largest food services program um in Grten. Uh like public or private? >> Close. EB overtook me. Gosh darn it. >> Oh, that's right. That's right. Hey Mike, in paragraph two, can you scroll up to paragraph two? >> Yeah, I think so. >> Should it be see where it says national school breakfast? Should it be a N in front of the S? Because when you >> Oh, I like that. >> Yeah. Unless Unless they didn't for some reason. I bet it is NSBP. >> Yeah. >> In parenthesis. I'm taking lessons from Dr. A. >> I like it. I like the style. >> Consistency. Yeah, >> I missed that. >> I got your back. Don't worry.

086Thank you. >> So, the next draft we have, we'll have with all of Ernie's suggestions in the next draft. I take it right. I believe. So that that's what I forwarded to Erica. So I think part of uh the things that you guys were going to be reviewing. >> All right. >> Well, thank you Ernie. >> Yeah. Thank you very much. >> Well, thank you all very much for the time and consideration. Um in any way that I can help or my folks can help, please let us know because it's a big problem. Thank you for joining us, Ernie. Have a great day. >> Thanks, Sean. Take care. >> Take care. >> Bye, Ernie. >> All right. Our next one is um discussion on P0521 uh nondiscrimination. And I'm going to just um I'm still

087sharing screen, so just flip straight over to that and make it larger. Um, I think that's a good size actually. Um, this one's actually a shorter policy, so it's it's a two-page document. Again, I just quickly scrolled through it. Um, this is, uh, one of our zero level review. And, um, the idea with this was to add, and we'll talk about it, u updated legal references, but um, I'm guessing Susan will probably lead this one through. So this is part of our systematic review of all the the board policies starting with the the shortest ones which are the the zero thousands. >> So yeah the green policies um you know have been updated so we have like the latest and I think this one was written originally in 2006. >> Yeah. >> So we're trying

088to get through some of those that are over a decade old. Right. And it did didn't change though the nature of the policy. I mean the only thing I see in green is a couple minor corrections of you know our consistency with calling the board of ed the board and with a capital B and um instead of because she or he we're saying they have opposed discrimination act. So not much of the language has changed. I'm just looking. There was a cave sample in there um that I have attached. Did you all get the sample? >> We didn't within the packet, but but I think we discussed it maybe last time or or it's going to be checked against it. >> U I just know these are the changes. Um you recommended that we or

089we talked about the the textual changes and then you recommended that we update the um uh legal reference and it is a strong legal basis for for non-discrimination that that our school system fully supports. Of course >> so I'm just scrolling through. Yeah. >> Susan, if you go into the central office tomorrow, Sean, if you could or I'm sorry, Mike, if you could scroll up a bit. Yeah, I'm just completing my downward scroll because it is a lot of u legal references. Anything in green was added added new >> uh uh that that's some work involved by the way of of finding those and updating that. So, so >> the only thing I see in the K policy which could go in as a regulation or an addendum is a form to report >> um

090it's called a report form for compliance um complaints on discrimination and this is typical of things that we do for any of the titles um and complaint. This is for title six and um it's relevant because we did have a parent who had some title six concerns and we were responsive to her but you know um and got her the FOI information that she was requesting. So, we felt like we really needed to update this particular um policy. >> So, so that that um what you're talking about there's a a form that could be as a regulation that >> Yeah. or an addendum, you know, that you could use so you could point someone who had this particular kind of complaint. kind of like what we do with the bullying policy, now the culture climate

091policy that you know if there is a complaint or a concern from a family then they can you know meet with the principal talk about their concern but also get the information on in writing and that's what we you know usually ask them to do so we can do a thorough investigation >> right and so we don't have one currently like that would be so this is P 0521 that would be an R0521 um as a policy committee and as a board we would look at those regulations kind of like as a packet but our purview is is mostly the policy. So, me personally, and I'll ask the other members, I'd be fine with if if you do feel that that um form is is some useful uh that that could be when it goes

092up to the board for first reading, you could just uh bundle that in as a as an R0521 >> um or 0.1 or whatever they would do. So uh >> well it asked them to describe very clearly um their concerns and including any verbal statements, threats, derogatory remarks, demands and any action or activities that have taken place and attach any additional pages to this so that you could have a complete complaint. >> That that sounds like it'd be quite useful. >> Yeah, it would be. And Andrea, I >> for anybody who comes, so you know that you're not changing what you're asking for, >> right? Uh Andrea, I I remember you having me scroll up. I just can't recall if we can stay right there. You can stay right there. You see, uh I think

093it's one, two, three, four. The fifth one down that starts uh federal civil rights law. >> Yeah. >> Okay. And then um Susan again you could just save me a trip to the central office if it should be if individuals because they and take out an and add an s to individual and that'll save me a trip. I but I think >> I think that Erica did get this. >> I think she did too. So tell me under the federal civil rights law >> prohibits discrimination against an individual. >> Yeah. Take out the an against individuals. >> Okay. >> Yeah. >> Because they >> they Yeah, got it. >> Okay. But I think I did send this one and the I think I sent the food policy and this one to Erica. >> Okay. Okay.

094I think the only one the other one maybe it was the uh non Yeah, I sent these to I think it was the non-resident one that that I did I I looked at it and everything looked good in terms of what was um corrected. So, I didn't send anything to her. So, um but I'll make sure I go through this with her. >> Okay. I think she knows what to do. I because I emailed her. >> All right. Um, if there no other comments or even after this, I' I'd definitely accept a motion to approve P0521 non-discrimination uh or not approve it to recommend P 0521 non-discrimination for first reading to the board of education. >> John, you want to do that one? >> Yes. So moved. >> Second. >> All right. Um we can

095have further discussion. Um if not, I can call the vote. Uh all in favor say I. >> I. That passes 300. And thank you for for all of your work on that. The next item is um our progression on on our systematic review, one of our one of our goals actually for for our policy committee. So it's item six and we're reviewing the thousand series and um uh though our it is a laudable goal to systematically go through the entire policy book. I believe Susan warned us kindly that that's something that she'd been trying to do for many many years. >> Well, um >> well, but who's counting? >> And and so while it looked looked um uh maybe plausible in the zero hundreds or 0 thousands, when you start getting to this next one,

096that's a little bigger and the next ones after that are even larger. So, we're in the thousands. Um there's quite a few more uh policies here and I took a look at it uh recently and I would say um there are several policies that um uh were last revised in uh like 1996 or 1997. I say we target those and uh and even that is a lot. Um and and then basically we kind of have a a 90s theme for a while. I think I maybe mentioned this last time too. We'll take our 90s theme and go through through the policies that are are long in the tooth in terms of um when they last revised. Uh is is that a an okay approach for you all or would you like to kind of look

097through each policy? We can do either. It's just changes sort of the the pacing. >> Well, I think the one Beverly shared with me was the 0 that we're going to look at during the retreat. Is that right, Beth? >> Yeah. >> Yep. and that'll help guide us. >> Yep. Yeah. >> And I've been talking about the belief statements because I remember when I first got here um being pretty impressed with the belief statements and I thought maybe it's time that we look at those belief statements and say is that something we want to think about and update um and it might be good to also have administrators take a look too >> and you know because it would be um I can remember doing this in Monroe as a principal that we worked with

098the board on mission vision and um you know some of the beliefs and it was really a a a good meeting um together, you know, um coming up with what we really believe together. So, but I think it's good to do it at the retreat first and then we can maybe share with the principles and get their take. >> Yeah. Yeah. I was going to say that it's too late to to include them. I mean, we knew we talked about it. So, you you knew we were going to do this at the retreat. Yeah. So yeah, we're gonna continue on with the with the path >> right that's on the agenda. >> Actually, this is a little preview of something I'll say tomorrow, but I do think in terms of that 0 um that uh

099it is important that like uh the school district owns it and so getting getting like I I see our retreat as as getting getting the process starting and then we decide where to go from there. Um, and so in terms of the thousand levels, uh, are does do you want to go sequentially through each one eventually or do you want to hit the n the ones that haven't been revised since the '9s first? That's my preference. Um, or or some other or or just target like specific ones. Um, I think that'd be the least efficient way to do it. So, our options are go through everything, hit the 90s, or um or just kind of uh pick and choose as we go through. >> What do you think, Sean? I I think that we just

100go through >> I know when the 9,000s were done by the board prior they kind of went through Did they just go through all the 9,000s Beverly >> one at a time? Do you know >> what the prior? Yeah, the board right before this board came on board. >> Yeah, they they went through the 9,000. >> Yeah. One at a time. >> Yep. And they changed the ones they thought need to be changed. And >> and like Mike said, just put revised or whatever. What did you say, Mike? If you're not changing it, what would you put on it? Revised. Review. Reviewed. Yeah. >> Yeah. But I think what we're finding is we mostly we we I think we did that for one so far, but we'll we we usually end up changing some some

101wording or or like the legal references, you know, because you're looking at it again. >> The good thing about the thousands, a lot of them look pretty old, like 1996, 96. >> Yes. >> 96 96 207 99. >> Some of them we may not even need anymore. We'll start with the oldest ones and then move forward. Move through the, you know, in terms of the dates. Let's start with the dates. >> Now we're at an impass. But but I guess actually so that' be a um when we hear from Sean and we can do this, we should go through all the uh u the thousands. >> Yeah. >> Right. And then and then which ones we start with is um we we could we could do that way like um um but it's it's it's

102we don't get too far into this policy before we hit an old one. I this policy section because I think um and this would be pretty old too. I think the,00 1110.1 uh parent involvement I think that's like 2020 or 20 uh 2003 or something like that or 2006 >> 2003 Mike >> oh good and then the next one I didn't you know you don't want to say something older than than they are so put some buffer room in there uh and then the next one is uh P112 and that's uh news media relations. I think that is one of these 1996ers >> that we can >> that we would definitely need to look at, right? >> Yeah. Yeah. Um so actually maybe and I think actually I think the next one's pretty old too

103to Bev's point. Um, so for I'm wondering what what do you think we can kind of as a chunk go through in in a in the next meeting like for for a section like this knowing that we'll have other things too like um you know three or four policies um we'll have had to done our homework and like legal references and uh things like that. Um >> would it be helpful to see updated um CAD policies to go with it? >> Yeah, I think so. Yeah. Um and and so I I'm proposing maybe that we go there's like uh four policies that get us through the 1100. So there's 11 1.1 1112.3 and then 1140 and and that's like a a chunk there that might be doable. And and that's parent involvement, news media relations,

104access to information and um uh distribution of materials to and by students. So >> that sounds like a good way to handle it. >> And they do seem like they're at least a decade old. >> Yes. A lot a lot of them. Yeah. So >> and the FOI one, Mike, shouldn't be that bad because that's probably state regulation. >> Yeah. And actually the policy itself is pretty short. It's a lot of it's in the regulations which which we wouldn't touch. So, so if we do, so we could do that chunk the 1100s like that those four um with with cave sample policies and um and then and then I guess I would have the updates of the the rags the the legal references too. Mhm. >> Um and and then because because I if we

105if we spend three meetings on each of them, we're we're gonna crawl through this. Um >> how many are there total? >> We don't want to look at that. >> We'll do chunk. >> It's good to chunk chunk um major long-term uh activities. >> Yeah. Yeah. I agree. Who am I hearing? We're going to begin at the beginning, go to the end, and then stop >> for at least at least for right now because they're all sort of old. Uh but then uh it might for the next sections that might we could be old and we might say it's fine. So, you know, >> maybe not a lot has changed, but maybe some maybe a lot has. So, we'd have to make those decisions. >> Yeah. And my sense is I mean we'll spend time

106talking about it because it's I mean it's the policy committee that's what we're supposed to be doing. >> Yeah. >> Uh so we'll give each um it's it's due treatment. >> All right. So that's for next time. We'll have our our chunk of I guess four parent involvement news media relations access to information and distribution of materials to and by students to for those of you watching online. It's got something to look forward to there. Um, >> hey Mike, yours says access to information. Mine says FOI. >> Uh, the FOI I think is like within the regulation. I think those are the Rs. >> Okay. I don't have I don't have the wording access to information. I'll just put it on my sheet. >> Yeah, I'm just looking at the table of contents of the

107policy point uh book. Um, and >> all right, our next one is re view referral tracking list. And I think I've got that >> still sharing. Um, and we are the policy committee. So that puts us right there. Um, let's see. Uh, discuss. Uh, so the first one on there is R2024-31. It was initiated on October 15, 2024. It's discussion re P1312 public complaints process and procedures as from Ian Thomas. Um this one we uh haven't done this part of it yet. Uh we did I think the um was it the anonymous complaints? We we did one part of the broader um referral. So, so this one I think should come up again pretty soon or it should come up soonish. Uh maybe next meeting. And and the idea was um kind of the um

108the the the general idea was to make sure the public complaint process has sort of um um a check-in with the with the board if it should rise to that level or some wording along with that. Um, but it also sort of over overlapped with um not just complaints. I think uh uh when Ian Thomas was describing this referral, he was talking about um uh getting updates uh like of legal proceedings and things like that. So, so know that as we discuss this public complaint process, we might find that what needs to be added should go in another like another policy. Um, so, uh, any questions or comments on that? >> No. >> Um, >> so you were talking about the two from Ian, which were the first one about the public complaints and then

109the second one about lawsuits. >> Yes. Um, yes. Yeah. Oh, that's right. Because it got to add new. Thanks. I didn't even get far enough down the list. Yes. So, uh, thank you for for saving me on that cuz So, that last one on the list uh was where we refined uh um the referral. So, they're sort of like tied together. Um, and I think we just kind need an appropriate way to to to handle that still. So, that might come up next. Um, Erica, look through Cabe and I can see if um >> Floyd has anything related to that, >> right? >> I'll start with Cabe, but then I can ask Floyd. >> Yeah. And for that third one, I was I was just thinking it I mean, we do have a policy, an

110existing policy as it as it says on the the the attorneys. Um, and maybe that's an entry point to to add something. And I I think, you know, like from my viewpoint, if we had something that said we'd get regular updates and maybe define sort of what regular is, um, that would be a useful addition. Um, I I wouldn't personally want to get into anything that uh is charging a lot more legal time just to describe legal proceedings, but so so there'd have to be a balance there. Um, so so yeah. So thank you. th that first one and that third one should um pretty much come up together. Um maybe next meeting or the meeting after. Um and then the one in between uh is the review policy P354 42.43 food service charging policy.

111And this is from Sean and that's what we're doing right now. It's not completed. It's in in progress. Yeah, I said that >> we had a good discussion today. >> Yeah. Yeah. And we'll >> continue to get the updates to you. And um you said you wanted to put it on for next month, right? >> Yeah. Yeah. >> Are we going to do those three in addition to all of um the 1100s or did should we space it out a little bit? >> We we'll figure that out. Like this is uh sort of our like our to-do list. >> Okay. All right. >> And and then and then Erica and I and and you all will will determine right how much we can actually to do one meeting. So >> Okay, that makes sense. >>

112Yeah. Um because other things come up too as well. >> Yeah, I know. >> So So we're making progress on the middle one and and the um the other two, the first one's the third are are coming up soon. Um, yeah. And I think as I scroll through the other committees just to see where we are, I think, uh, yeah, uh, communications has a shorter list. Uh, but we're we're doing pretty good. Pretty good. >> That hasn't always been this way, Mike. In the 12 years, >> US policy had a huge list, but if we're tackling this um, you know, 1100s, that'll be a good thing. and we'll march through. And the only ones I see 1300s have 10, but everybody else has two to four. So, >> it won't be too too bad. I

113don't think >> that that is good. I I get the sense policy is just just running ahead to keep ahead of the of all the policy that's needed to be changed and and that we'd like to change. >> Yeah. >> All right. Our next item I I've got the uh I think I can stop sharing after this is our uh future meeting topics. Um one one that I know is um due to come up back again is the um the policy and the regulations on um on um charge I I forget what the actual terms but it's like it's um charging for use of school facilities by outside groups. Um I that's still in the administration's um uh lap right now, right? cuz I think you're looking is more research into the the t the

114um in ter in terms of the pricing table but also um uh when we discussed it in the policy committee it was also about um >> uh you know uh nonprofit versus forprofit and like what was and sort of a history of use because we didn't just want to we want to make sure okay yes we could grandfather certain organizations in uh but also have something that was uh appropriate um split between the two. And I I think that should should definitely come up next meeting because uh we'd want to get that in place uh before >> and in and in Graten versus out of Graten, those that are >> Yes. >> community based versus those that might be outside the community. >> Yes. and and and so that so so that one's due up

115for sure. >> Yeah, that is definitely one. >> Yeah. And and I'll open it to everyone else at this point. That's one I knew about. >> I know Erica and I had done a lot of research looking at lots of other districts and how they laid it out. Um so that might be interesting for you to see the background of those things to see how it's been done. Some had two groups or they had three groups. >> Yeah. And I think so. And and of course um and one thing about like um timing of it with the the custodial staff that has to be on in place. Um and then and then uh another facet of it uh that sort of it's it's definitely related to it. Um uh access to um fields during non-school

116hours. Uh is it just is it free and unfettered access? I don't know if we have a statement in there like like if someone wanted to um you know go on the the the new football field or not the multi-use field where the football field is or the middle school fields can they do it? Um um I'm not sure our policy currently talks about that. >> I'm not sure either and I don't know how we would ever police it. I mean, like even with our playgrounds at our schools, they're open to the public, you know, on weekends and people do use them, you know, >> but fences could be locked or not locked. I think the middle school fences might be locked. Um, >> I don't know. I Let me start with Sam just to

117see if there's any protocol. Yeah, I mean the important the most important thing is to get a a workable fee schedule uh in place ideally for next year, >> right? >> Before ne before next school year starts. The timing is a little tight on that. >> Yeah, I agree. That was it was one that was hanging out there. We need to go back to >> Yep. and it and it went to finance and facilities and then um came back to here. So, >> yep. >> Sean, >> they grappled with the same thing. >> Yes, of course. And and it makes sense, right? >> Yeah. uh because we we want to have our schools open and useful for um many many organizations that enrich uh student uh experience and lives and uh but then also we

118need to um be good stewards of our facilities and respectful of our uh right the time of our our school officials and employees. >> Yeah. I mean I know it's tough like I it's tough for me sometimes to find a a place to go like play catch with my daughter, you know what I So, I use some of the school uh fields, right? And I know others do, too. >> Uh just you just hope that people respect them, right? And and >> well, and Mystic River is a great place to go on the weekend with kids. I see, you know, I drive by there all the time and I'll see people out there and >> my kids love that playground there. >> They sure do. Go to mine. My grandkids, they do. >> They like

119the one with the big red slide in Pquanic Plains, too. fun. Let's go to the big red slide. Remy, >> that's what they call it. The red playground. Yeah. >> Oh, yeah. That makes sense. >> And then I lived on Grant Longpoint for a year and a half. They really like that playground, too. >> Andrea. >> Motion to Is that what you >> Oh. Oh, I just saw you I saw you pop up. I I just make sure. Um, I was just wondering if there any other um future meeting topics you'd like. >> Oh, no. I I think you've covered everything in depth. >> A lot. Yeah. >> Yeah. And uh I think anything else would be u backbreaking. >> Yeah. I think the old policy is going to be enough work. >> Yeah. We

120got a lot to accomplish, but I think we got a plan, >> a game plan. No, it's good. >> I I just want to mention that you know that that was the the chair's idea just in case you revolt. >> But we'll we'll go through >> good ideas. >> Actually, it came from workshops, right? The idea to go >> Oh, yeah, it did. It come It came from a workshop I went to. Yeah, the idea. And I said, "Oh, that's a good idea. I can ask Mike to do that." And don't go to any more workshops. >> That's a lot of good ideas. >> No, this was a cave workshop I went to. >> Beverly, don't go to any more workshops. >> Yeah, might might be good advice. We'll see. >> Well, I appreciate you

121carrying through with that, Mike. I do appreciate that. Thank you. >> Well, we're all here. you're you're in with us. So that's good camaraderie. We appreciate it. Uh so thank you very much everybody. And >> thank you. >> Um I I Andrea, now it is your >> motion to adjourn. >> Do I hear a second? >> Second. >> Uh all in favor I say. Good night. Good night. Thanks very much. Have a good night.