9-14-20 Groton Board of Education Meeting

001Miss Joan, do we have do I have a quorum? >> Yes, ma'am, you do. >> All right. So, with that said, Miss Joan, I'm going to call the meeting to order. >> Okay. You have seven. >> Seven. Rita's not here. >> No, I don't see her. >> Oh, okay. It is my honor and privilege to call the committee of the whole board of ed meeting on September 14th um at 604 to order. And the first um order of business after that is I would like to ask for someone to give me a motion to approve the committee of the whole meeting committee of the whole meeting minutes. Easy for you to say 17th. I got Lee. Can I have a second? >> Second. >> I got Rosemary for a second. Is there any discussion? Hearing

002none. All those in favor of the acceptance of the committee of the whole meeting minutes on August 17th, please say I or raise >> I. >> Okay. Those opposed. Motion has carried. So, Dr. Grineer, before we go into the update of >> Excuse me. >> I'm actually wondering if we actually wanted to just switch places with you so that our DEI people and it's so good to see you by the way. Yay. Yay. Yay. I'm waving to you all. Um is um I also would like to this is a regular committee of the whole meeting um and that I'm asking that we add an agenda item to our meeting um tonight. And I need to have um I think three4s um agreement to that. And the uh the agenda item that I'm adding is um

003goes more along with the executive session that we held which is about the lawsuit um with uh the magnet middle school funding. Um and we have had a request for us to look at um going into having a co-consel with I I don't want to pronounce their name wrong. Is it Lambda? >> Yes. um they are willing to become co-consel with um our current attorney on this matter, but we need to have a discussion. She's not available to us to come in through Zoom, but she is available by text. Mike will be able to text any questions. That's going to be the agenda item, and I just need to know whether we um people agree to add that to our agenda. >> So move. >> I have a movement that we can add that >>

004and I have a second. Rita, is there any further discussion about this? Hearing none. Um, all those in favor of adding this as an agenda item for tonight's meeting, please say I or indicate for me. >> I. >> Do I have an oppose? Do I have an abstain? This motion has carried. And we will add that towards the end before adjournment. I promise you. Okay. Thank you very much. Um and so um people were okay with just swapping and just doing the DEI first so that they can >> Well, actually Rick Norris is here. >> Oh. >> And he has a brief report about uh about the middle school. So I'd request that we have him report out. >> That's fine. >> So Rick. >> Okay. I guess that's my cue. Hi, it's uh it's

005wonderful to come talk to you folks again. I always enjoy talking to the board and bringing information in this case uh good information on the middle school. I mean, we're open. We have a certificate certificate of occupancy which we gained last week. Um and I was happy to see the students, the teachers tour the school. I did several walkthroughs and talked to numerous teachers and and other staff members and things seemed to be going pretty well. Um, we had a a it was sort of a difficult uh session getting this thing completed this year because of the whole COVID thing. We had several items that didn't get completed because of that. Uh, one of them's the lighting the blackbox theater which they're continuing to work on. Uh the uh that was particularly difficult. We had

006a couple of the science rooms have temporary countertops, if you will, without the sinks that the uh other floor has. So there's a few of those items that that sort of suffered from from that. We had one uh material item which was really unsatisfactory when it was installed, which is gymnasium floor. Um that uh was also the beginning of that was delayed as was the bleachers. Um so that expects to be completed by the middle of uh October and uh and back uh ready for use. All the other things in that gym are are uh installed and it's going to be a phenomenal facility. Once uh for those that haven't seen it, I you ought to take a look at it. Other things that we knew were going to be uh uh completed a little

007bit later were the softball field and the all-purpose field, which we're putting sod on to make those available in the spring if the sod does well uh throughout the winter season in the very early spring. So that would make that more usable. the Fitch parking lot work continued uh and it was completed and we had a request uh from the principal, excuse me, for a special education driveway which uh is getting approved by planning now and we'll start work on that. So if people see a fence along the northern portion or around the northern portion of the of the school school there, that's what that's all about. Um, but as I said, we had uh really some difficulties. For example, I talked about the science rooms. That company actually wouldn't ship. Uh, the casework in

008there was coming from Pennsylvania. They wouldn't ship because the state was closed. So, I think the team along with uh Dr. Grineer and Sam support. You know, we really did a good job putting this this thing together. Um, there was a question before somebody asked about line striping. U, we're ready to do that. We've had had to change order. It was, uh, requested by the principal that it be put off until the gym's ready. So, we'll look at that a little bit later in the season. Um, other than that, uh, things things are great over there. The building came out beautiful. I think, uh, Mike can attest to that. And and those of you that are going to come Thursday, I'll be walking with, uh, some of you or RTM members or council members, depending

009on how we split up the tours there. But, uh, uh, I I think you'll find it's it's a great facility. Um, I'd be happy to answer any questions about that. And, uh, if you give me a couple seconds, too, I can talk about the elementary schools just very, very briefly. >> Oh, Elizabeth's got a hand up. >> Yeah, Rich. Um, I just was wondering, could you say again what happened with the gym floor? Did you say that it was installed? >> There was there was a problem with the material on the gym floor when it was laid down. There was some severe curvature of the flooring material. >> Oh. >> And it was not acceptable for what we were paying for it. And of course, if we had put the stripes on it, everybody was

010saying, "Why is the floor down?" Because it's all crooked and you got these stripes that really uh exacerbate the problem when you take a look at it. >> So that about a third of the floor has been removed and we're waiting for new material to come in. >> Okay. So it it was it was not satisfactory and that's why you >> Yeah, it was it was basically. Yeah. >> Wow. And you said there's a tour on Thursday. >> Let me let me explain. >> I uh the the RTM and the town council had not toured the building. So I invited them. And when when Rick was talking that it I I went on a I went there today on my own little tour and I if if board members we have plenty of room on

011the tour. If board members are interested every time I go back every couple of days I I'm I'm amazed at what they've done. So if board members it's going to be four o'clock Thursday the 17th. if you're interested, uh, we would love to have you come, uh, because the the interior is really quite remarkable and I'd, uh, like like the the media center is, uh, is up in up and running and the cafeteria is finished. So, uh, it it it' probably be about an hour, probably about 4 to to to 5:30 and and then, uh, we're we're going to ask you to go sign the beam at 5:30, uh, which is over in the in the parking lot um, uh, right uh, across from the town hall annex. So, uh, we're going to try to

012kill two two birds with one stone, but I would really encourage you to come. It it is a a a gorgeous building. >> Yeah, it's it's phenomenal the way the teachers have moved in in the short period of time they've had um and made the spaces their own. You know, the schools taking shape and and of course it looks like it's coming to life as Mike was talking about the beam that beam as we did for the middle school. This one's from Cutler. Um unfortunately we can't do the same expansive kind of ceremony we did before. So, I've been talking with the superintendent about potentially doing a a video uh thing on that, but we do have the vehicle over here in the public works parking area. People are are interested in signing it. So,

013that would be great. Uh and that and that would go up that last beam would probably be put in place around the 25th of September. So, steel on Cutler is really moving. They're moving very well in the project, moving ahead, putting up uh uh walls, doing parking lot work. Uh they're uh in a similar situation at Westside. Um we've suffered a little bit on the steel with the COVID thing on West Side because the steel is coming from Canada basically and um so we're a little bit behind Cutler, but uh we're not in a position where we can't make up that time. So they are moving, putting up steel, doing a lot of site work over there. Demo of the buildings is is going on. I mean Cutler will probably be I'm sorry, Westside will

014probably be down within the week and Cutler is coming down also. So uh it it's interesting. We had an older gentleman uh that keeps wandering on the site over Cutler and I have a picture of him sitting on the back stoop on the north end of the building while they're tearing the building down at the other end. So, we're trying to uh convince that fellow that he shouldn't be walking on the site because it's dangerous to him, you know. So, >> you know, you've told me several times now and I'm gonna knock it off. >> Oh, okay. So, I'd be happy to answer any questions that you may have. Um, like I said, we're progressing well and for me it's one down and two to go here. >> Um, Rick, I noticed the softball field

015>> that's on Long Hill um on the on Longpoint Road. What type of fencing are you going to have to make sure the balls aren't hit out? >> Um, what were you planning on doing there? >> We're not doing We weren't doing any other fencing than what we have because we do have the fence up above on the road. We do have the stone wall. So, and we do have the fence at the field, which is probably higher than the three or four foot fence you normally see on the uh on the softball fields. >> But, but when I looked at it, it looked like home plate. Like, if you hit a home run, could it go over that? >> You're going to have it's going to have to be a Willie Maze type home

016run to Okay. >> to clear that fence, get get onto the road. Not that we don't have players maybe that could do that, but it's >> Yeah. >> Okay. Thank you. >> And we'll certainly keep an eye on it if we need to do something. Um there's space that if >> So you'll be able to see the games from that field. I mean from the road. >> From the road. Yeah. >> I mean the only thing you can't see from the road is the school from the rotten right side, but you see these >> three tremendous fields extending down there. So >> yeah. >> Okay. any >> Oh, yes. Is there going to be a sign um where the Grasso Tech sign is to >> Yes, there is. We're We're working on that. Um we

017have it in because we have to get a variance to be able to put a bigger sign with the electronics on it. So, that's going to be heard by the uh zoning board of appeals in October. So, it's probably going to be later in the year before it gets constructed. >> But, yeah, the plans plans are in the works for that. >> Great. Thank you. Any other questions for Rick? >> Okay, >> Rick, thank you so much for your diligence around >> Oh, yes. Yeah. Thank you. Thank you for allowing me to to share the information with you. I hope to come sometime again on the elementary schools. >> Yeah. So, we'll see you Thursday night. >> Okay. Thanks again. >> Thank you. >> Um and so the it goes back into the grten um

018the opening of the school. One of the things that um Mike and I were having a conversation about this morning um was there is so much stuff that's kind of going on and like in-depth stuff that's going on. And so one of the things that I was wondering that instead of like you know like we wanted to hear about technology right and how the virtual stuff is going is that maybe instead of having Dennis kind of come in after doing his and his team working all day and what have you is is that it gets added to our board notes but it also gets added to the website so that everyone has a chance to sort of um get that information and to do that you know throughout all the things that Dr. Grineer would

019still do his sort of bullet points about what's going on, but that in in but that in-depth stuff um might might I'm not saying it really correctly and I apologize about that, but but instead of having the in-depth stuff happen just for us that it would be useful for all for all all of our community to kind of get that and have that up in the um up on the up on the website. That's just >> Kim, what are what are you talking about exactly? I I don't quite understand where you're going. >> Okay. Thank you, Rita. Let me see if I can try take two. So, we have not been it's our normal September is to think about how schools are opening, right? Because that's what we in September. But since the pandemic, we

020have been hearing a lot about what what our different areas of our school is doing for our keeping our schools either open or virtual and that we've been having people come in on a regular basis and kind of giving their update update on what's been happening, you know, technology, curriculum, etc., etc., etc. My thought process is is that that information just kind of be happen all the time either through board notes and also on the website so that the community can have it versus having these people kind of come in on a on a on a weekly basis almost kind of giving us information about what's happening during the pandemic that Dr. Grineer would always give us and and and Susan would give us, you know, the rendition of sort of what's been happening, but

021those in in-depth conversations. It might be nice to have on the website, you know, this is what's happening virtually and this is sort of what's happening, you know, if your child is experiencing this this or this. So, I was just trying to think about ways of not having our our agendas always just on that considering the fact that there's so much going on. So, I was just presenting that to the board. >> Okay. I I would appreciate it though that last that a real a regular board meeting in September if it could be if we could go in depth about some of these school openings not just have it on the website so that people could you know listen as we do and sometimes you know you can't ask questions as easily when it's just

022on a website. I I I don't disagree with you, but once again, I just um we I was just making sure that we had all this information as as COVID had first hit us and and so that we know knew what was going on and not and and not that this is part of our way, but this is now part of our way and just just how to make sure that we allow the staff to do what they need to be doing, but absolutely it would make sense for a regular board meeting um for for a more in-depth conversation. >> Thanks, Kim. >> Yes, Liz. >> Um, I'm I'm a little fuzzy about this, too. So, let me just clarify. Are you like saying, well, instead of doing technology, we put it out on the

023the web that says, you know, our technology, okay, there are x amount of uh Chromebooks that are still in process. They haven't arrived yet. that type of information or >> Yeah, I just Liz, I'm sorry. I didn't mean to make this fuzzy and I don't want to spend any more time on I was not trying to make this any more confusing than it is. I just was trying to every single committee of the whole since March, we've made sure that this discussion about how schools are going and and bringing in the people that are responsible for that into the board meeting so that we can hear from them. I was just thinking of backing that part out um and and having an update, but that not needing that sort of in-depth thing. And any in-depth

024thing that we should be getting, I think should go on the website because many people don't turn on into the committee of the whole or the or the regular board meetings, but they do, but they might have more access to um the the website. Not trying to make it a big deal if we can just that that wasn't my intent. Um, and so we'll just >> So, sorry. >> It's sounds more confusing. >> It does sound more confusing. It was not confusing my brain and so I apologize for it. >> Um, I should just probably just stay talking to myself than my brain. Dr. Can you um just give us any more information about how schools opening went? Oh, the the the the school opening. Susan and I have been visiting the schools and the

025first thing that we'll assure you is once the children showed up, I think all the hypothetical anxiety went away and uh we have we have been in classrooms and talking with children and talking with teachers and seems like it's going extinly the imp inerson is coming more and more. I was I was talking to Mr. Davis today. Uh more and more of the kids are actually coming from what we thought was going to be remote that they're they're they're coming in in person. Um we uh we're going to do Susan and I are going to do a full report uh next week on the distance learning. We we just want to be sure students have connectivity, have their computers. So, we we put a nice program in place for tracking all this as we spoke

026about this morning, Kim. Uh we're going to we're going to make sure that every single child in the district is connecting and doing the the work that we expect of them or or we will figure out why and see if it's a technology problem or uh perhaps some sort of problem that a social worker could address. But I would I would say at this point uh we are into we've had uh cohort A and B at all the schools except the middle school uh last week and then cohort A uh including at at the middle school today and uh from what I understand it it went uh it went very well. C certainly the the drop off in the morning went well. uh the pickup in the afternoon, which was what we were concerned with

027when a lot of cars are showing up. Uh I think Mr. Davis probably knows a lot of cars showed up and uh we're we're we're gonna, you know, we'll keep on working out that, but Mr. Bass said probably has 75 cars lined up, which is a lot of cars, and we we need to address that. But o overall, I I think the the kids are appreciative of the building. The the the staff certainly is. And like I said, I I I really hope anyone who's available for an hour or so Thursday afternoon at 4. Uh you you will see a very different school than whenever we took our tour in August. Uh it it is it is getting to be a polished off jewel. It's it's really really a delight. And Mr. Davis, are you

028in your new office right now? >> Yes, I am. >> I'm actually still uh releasing some students outside. The car the line is still going. >> No, >> that was a that was a that was a joke that was delivered with very good >> Yes. >> very good straight man. Uh that that's excellent. >> All right. So, Dr. Gineir, how is the high school how are the high school classes? The numbers of students in the classes >> those those classes uh we've done everything we could uh to try to keep the classes uh under 12. uh and uh uh but there are classes uh a few uh that are I I would say average average average class size is probably uh six to 10 uh by by the you know by by cohort. I I

029I was there the other day and I happened to be there during passing time and uh I I I was so impressed the the students, you know, it's it's a one-way traffic pattern. Stu the students basically were silent and and they were going around the school and and I think the the online learning is it's it's a I think it's a little easier with of course with older older students. Um, but the students and staff that I spoke to, it really seems like it's uh going extremely well. And on Monday, I'll give you a briefing on on the saga of sports uh which is uh the next next issue we have to deal with. But starting on Monday, actually all the sports teams get together. Uh they can actually do as opposed to conditioning and

030skill drills, they can do whole team activities. So, um I think everyone's looking forward to that. Rick did not mention uh but we arranged for the the the synthetic surface field to be lined for field hockey today. Uh so the field hockey team is is is all set and I know Jeff Kaki is working with Vin uh Vioni to to coordinate the times for practices and games and so forth. So, uh, it's it's going it's going really well at at the high school as well. >> So, so wait, when you just I just had, um, a thought. So, you're saying all the teams are getting together. Is that all the teams except football? >> Mhm. >> Okay. the football the football team is still allowed to continue conditioning be be because the CIA is going

031to work with coaches to do some sort of alternative like flag football and maybe like a powerlifting thing for the linemen or something but yeah that so they're they haven't been eliminated from sports it's just the full contact football will not be held >> thank you >> they're still in cohorts Okay. >> So, I misread the agenda and I'm sorry about that folks because actually the next thing that's online is the DEI. Um, and so that was my bad. Um, and that's what happens when you have someone who isn't thinking. Um, but so Dr. Grineer, I would love for us to move to that agenda item and then maybe you and Susan can um close up any other com conversations about the opening of school. Um, >> can I just start by saying and then

032Dr. Gineer, you can introduce however you want to introduce is I read the the the data report and the DEI report and what a class act. Um, and just really what a class act a great piece of document. >> Yeah. >> Well, let me let me introduce we have three of the key leaders here uh Jamal Davis, Adah Allen, and Nan Mlin. And just to give a little background, uh when uh when all the social justice protests were beginning u this this spring, uh it it it occurred to certainly to the chairman and then I shared this with with the board that part of a fundamental uh aspect of our reopening amidst all the committees that we had for instruction and finances and facilities and so forth, we really needed to make a very strong

033statement. Uh, and the strongest statement that that I I thought we could possibly do was to create a committee. Uh, if if you remember, we had seven committees in in the road map uh reopening roadmap. Uh, and we we added an eighth and uh Mr. Davis will tell you a little bit um as Miss Allen and Mlin will and tell you about the unbelievable response that we've had to that committee. But just to just to set the stage a little bit, uh when when they started their work, I I I said to them, I think the community certainly the board is going to be very receptive to this because there has been a foundation laid for the DEI work which is has been going on for quite some time and and I think the committee

034is going to uh really just carry that forward and and the first thing is I pointed out to them that that the foundation of the graten 2020 20 plan is equity. Uh that we we took those two middle schools and we put them together into one uh to make sure that those children middle school children had an equitable and high quality education. And then when we took the two middle schools and created uh elementary schools, not only did the board create two magnet elementary schools to address racial imbalances, it actually created a fifth school, Charles Barnum. So, so that by this time next year, this will be a 100% parent choice district. That is to say, parents are going to be able to choose any one of the five elementary schools as a as a

035choice option. Uh and then of course the middle school children will go to the middle school and the high school children to the high school. So all of that work which has really been uh enormous uh has has really gone forward. One of the big advertising points of the Graten 2020 plan uh that I always tried to highlight was we were gonna we were going to stop redistricting of neighborhoods to achieve racial balance. We were going to use school choice. And I know the committee has done some some really good work and made some terrific suggestions about how we make sure all of our elementary schools are going to be welcoming to to to the children which will really be the basis of this. And and I'll just mention two other things. We we have

036been supporting student voice in the matter of social justice for for a long time in the district. We we have a we have a black student union group. We have the more than words group. We have the gay straight alliance. So the students uh at at at the high school and and I and I pretty sure there's interest of at at the middle school for a more than words program and there's been funding allocated for that. Uh that is is going to serve us well because the students u have been voicing their concerns and and taking actions to to to support equity uh for a long time. And and the last thing I'll say is uh uh Dr. Acriman and and Dr. Mitchell have been on the ground floor of the Martin Luther King program

037uh that has just been throughout southeastern Connecticut has been a bedrock of supporting students of color uh to to to go forward. And u I know we have some presentations uh coming tomorrow. Uh, so I'm very excited, but but I think if if you look at the big picture of the Graten community, what I what I said to Mr. Davis, Miss Allen, and Mlin is that in 2016, this community voted in support of this huge referendum, the largest in Connecticut state history, really to bring equity and equality and educational excellence to to our students. Uh so h having said that let me introduce uh Jamal Davis who who was uh the initial point of contract that contact that I had and this committee has uh really really taken off and and as uh chairman Watson

038said has done fabulous things. So Mr. Davis >> Oh thank you. How's everyone doing tonight? Doing well. I hope >> we're enjoying the we're enjoying the jokes. That's good. Uh hopefully I have some more as we go through uh through this report. Uh it's just exciting to have the opportunity uh to share with you the report um that was accumulation of over a hundred um different members who are very passionate about establishing equity throughout the district. I want to begin by introducing Nadine Mlin and Adah Allen who co-chared the task force in the work that uh we're doing. But I think we have to acknowledge um everybody that was involved. As I mentioned, there was over a hundred members. Those members represented all levels of school. So the elementary, the middle, the high school. It

039represented community members. it represented the board board members, central office members. So it it it truly to me we talk about surveys uh we talk about focus groups to get a feel of where people are. Well, we got it through these individuals. We empowered them. We pro provided platforms for them to speak and they have spoken. So it it is my hope it is our hope that you you really listen to uh what they have to say and and be willing to to move forward um in the initiatives that we are going to share. So how do we get to this point? Well we we're we're at this point because we are facing a dual crisis. We are all familiar with the crisis of pandemic COVID 19 and as a district as Dr. Gineer mentioned

040we committed to that. We asked questions about what do our students need and we committed to it. We provided funding. We developed plans and at this point our schools are educating our students within our schools as well as remotely. The other crisis deals with racial inequality, social injustice. And it is my hope, it is our hope that we are as committed and devoted as we are with co as we have been with CO 19 with that of these racial inequalities. As Dr. Grineer stated, "CO 19 and the senseless death of George Floyd and many others has exposed and exasperated many the inequalities and injustice that continue to perpetuate many of our institutions such as health, housing, criminal justice, and education. In response to the growing unrest caused by these events, Superintendent Dr. Grineer assembled a

041diversity, equity, inclusion task force and other committees to develop an reopening plan on June 18th almost, you know, to this date. We we see that the the DI committee held its first meeting and as I mentioned over a hundred members. During that meeting, the uh the committee felt several initiatives or steps needed to be taken. One, build agents of change, organized into subcommittees, develop an equity statement and mission statement, and write a strategic plan for for year one of a five-year improvement plan. Today, we're going to talk about each one of those initiatives. In terms of agents of change, we have committed and devoted individuals who were very passionate and for from basically June to August work digitally to cate a a plan that you have in front of you that you can look at

042and it was led by facilitators. Now I wish I could uh you know read off every member who participated but I will share the facilitators because their commitment continued the work that we started in June. So in the awareness and action committee facilitators Jennifer Carter, Carrie Carter, Sarah Kelly, and Erica Watson. Collaboration and community relations, Adam Diskin and Sarah Whitley. Communication, Jessica Parker. Data analysis, Alfredo Axel. Education, Alicia Ross. recruitment and retention and hiring. Reita Casey, Liz Porter, student voice, Aaron Maguire, Carly Rising, and teaching and learning, Carrie Leaf. We felt it that we had to establish what was our duty, what was our purpose. First, we wanted to identify and confront racial inequalities and disparities. We want to be mindful of intersectionality and all the forms of inequality, injustice. We wanted to foster critical

043consciousness individually and collectively. We want to champion anti-racism policies and practice practices. We wanted to grow social capital through partnership with families and community members, agencies, and organizations. We felt it was our duty to advocate for policies that actively recruit, hire, retain educators of color and educators who demonstrate cultural competencies. We felt it was our duty to seek out marginalized voices and perspectives. We felt it was our duty to educate our community and we felt it was our duty to use data and collaboration to create sustainability. We did this in all eight of the subcommittees. As I mentioned, they are education, awareness and action, communication, data analysis, collaboration and community relations, student voice, recruitment, hiring and retention, and teaching and learning. Throughout the summer, these subcommittees met to develop indivi met and they developed individual

044plans. Those plans are available in the report through the hyperlink. On August 26, the entire DIE committee reconvened to review the plan and prioritize actions. The subcommittee's finance recommendations were then consolidated and line to create a unifying systemwide DUI 5-year strategic plan. That five-year strategic plan focus on year one education becoming informed and building awareness. Year two we want to solidify buyin and initial uh dismantling of policies practices. Year three we want systemic change want to uh dismantle systematic practices and policies. And in year four, we want to look back at what we've done, u reflect on it, and take next steps. The plan focuses on building strong relationships and partnerships, cultural, relevant and responsive pedigogy, equitable hiring practices, empowering students and families, and continual of a a personal and institutional reflection. all accumulated with

045professional development. One of the most important pieces is the need to articulate what we are about and we felt that we needed to adopt an equity statement and it is our hope that the board would consider adopting an equity statement or adopting this equity statement and I read it. I will read it to you. All members of Grant public school community will acknowledge this that systems of racial and economic injustice do exist in our schools and they must be dismantled. No longer will we tolerate practices, policies, and systems that uphold and perpetuate systems of oppression. We are committed to fundamentally changing what we believe about identities, conditions, educational outcome disparities, and their relationship with inequality. As a graten public school community, we will respect and embrace values and implement policies and practices that ensure that

046all people, especially those who have been historically marginalized based on race, ethnicity, disability, sexual orientation, gender, age, social economic status, immigration status, educational status, or religion have equitable opportunities. The mission we feel that Grime public school is committed to cultivating an environment of diversity, equity, and inclusiveness to ensure all groups feel valued, actively engaged, and empowered through continuous improvement principles. We strive to force a culturally responsive teaching and learning practices and anti-racist policies and process that ensure fairness, acness, access, and achievement of our multicultural population when we s in which we serve. We believe that these two statements should guide all the work that we do in the district. >> Mark, do I have the ability to share my screen? >> Yes, sir. >> Okay. Thank you. It's important for us to to really get

047a a true understanding of why this work is important. So, uh we wanted to uh you know demonstrate through data where the disparities exist. Now, this is just a a brief summary. You know, we wanted to make sure we had about 30 minutes. Um but there are some other data points um that we should be looking at. So uh let me begin with the first the first slide. >> So at so when we look at graton public schools um one thing that really stands out is that >> we have almost about 50% >> uh white and non-white population. our our white uh student population is is 53.7% but as you can see um our non-white population is a a a a mixture of different groups um for you know our largest um population Hispanic and

048Latinos 21.6% followed by our our black or African-American 7.2% Asian 6.2% 2% two or more races 9.8% and then we see that our smaller groups are American Indian 1% and uh Native Hawaiian or other Pacific Island.5%. If you scroll down just a little bit what we can see here is a disparity um in with regards to discipline in comparison to that of enrollment. So if we look at our American Indian population, okay, this is districtwide and this data was taken from Edsite and this was the 2018 2019 um report. We see that 20 22.7% um make up the discipline. Uh and again there's a disparity that's up 21.7% from that of the uh uh percentage which was at 1%. If we look at African-Americans we see up 8.5 percentage points to 15.7 from that of

0497.2 the overall population. In comparison to the Hispanic, Latino, and white, we see that there is disproportionality, but going the opposite way. The Hispanics are dropping 11.3% from their overall population to 10.3%. Two or more are dropping 2.3% to 7.5. And we see a very uh drastic difference with our white population, which was 53.7% dropping down to 48 4.8% a 48.9% dropage. So again, what this shows us is that American Indian and black discipline compositions are 21.7 times and 2 times that of their total enrollment respectively. Whereas our Hispanic Latino composition is 4.476 476 times and our to race are 76 times and our white is 089 times that of their total. So we we can see there is a disparity and so when we see these disparities we have to start to ask some

050questions why that is. If we can go to the next next slide please. We can also look at disparities in terms of achievement. our ELA scores on our ESPback, we can see that 6 point 69.2% of our our white students are at or above a level three. And we start to see that drop in terms of Hispanics to 42.7, blacks 39.6, and Asians we see an increase of 74.3. we see similar levels in terms of the discrepancy with that of math. While our math u numbers are are lower, we see again uh that 56.7% for our whites, compare that to 3.5% of our Hispanics, 29% for our blacks, and six 67.6% for our Asians. Now I think it's very important that we don't want to look at um you know our white population as a

051benchmark. Okay, that's not the purpose of this this data. The purpose of this data is to show again there is a disparity in terms of the level of students reaching at or above. And last slide. So I just you know went over discipline disparity, achievement disparity and then we also have a disparity in terms of our educators to our our student population as I mentioned to you our student population is is almost 50% 49% basically uh you know here actually is probably about 47%. But what we see with our teachers, we're about 9%. Almost 10%. So again, it's a disparity. Now there could be a lot of reasons to that, but one can question is there a correlation between our teacher student ratio and the disparities that we see in the other two areas. you

052need to ask that question. And so you can thank you uh Dr. Grineer. You can stop sharing that. Thank you. And so what we really want to focus on, you know, today is about our outcomes. You know, why are we here? Well, we're here because we need your support. Uh >> oh. >> We're here because we need your support. and our subcommittees have developed some outcomes and board requests. I just shared with you the data and how that relates in terms of the uh awareness and action. We feel that it's important that we adopt an equity and mission statement to force a shared understanding of DEI and commitment to the the five-year plan. That we establish a leadership role and responsibility that oversees DEI initiatives such as the imple implementation and monitoring of the DER

053DEI 5-year plan. I want us to make sure we understand that this was more of an ad hoc group, a temporary group. So, we want, you know, we think it's important that we establish um a committee that would continue this work, establish a DEI policy council that would advise the superintendent and the board of education at least quarterly on DEI actions such as recruitment and hiring, retention, equity policies, curriculum and instruction, community partnerships, family relations, professional de development, and student voice. And we feel that to continue this work, we need to uh allocate resources to support DEI strategies. The student voice felt we need to create a K to2 opportunities for empowering student voice to reach more students. I'm going to pass it to Naen and she'll share what the other uh committees are asking

054of the board. Thank you Jamal. You're welcome. >> So for the education subcommittee, their outcome statement reads, "If these practices," and when we talk about the practices, we're looking at the practices that are rooted in our guiding beliefs for educational equity for all. If these practices are implemented, then the staff, children, and parents of Graten will be able to accurately define what racism is. the impact that racism has on our community and the ways that they can facilitate anti-racist practices. So, what we're asking or requesting uh from the board is that uh moving forward we're able to provide staff and administration with resources to present during faculty meetings to educate staff about racism and anti-racism practices. We're also asking um for administer administrators to support teachers and administrators who would like to attend professional development

055outside of Bratton public schools with the purpose of expanding their knowledge base on diversity, equity, and inclusion. For the communication subcommittee, their outcome statement reads, "If communication efforts such as a newsletter and social media metrics showed increased online engagement and increased participation in DEI actions, then they will consider the communication committee's efforts to be successful in helping to create awareness and participation from the school community. The ultimate goal is to see a positive change in attitudes, behaviors, attitudes and behaviors so we can get as many people on board in an effort to foster anti-racist efforts and work towards inclusive outcomes and the communication efforts will be a part of that ongoing long long-term strategy to realize this goal. So specifically under communication, what we are asking for is uh just echoing what Jamal just stated.

056Um just including the DEI mission and equity statement on the Graten Public Schools website. In addition, adding a tab on the Graten Public Schools website for DEI to disseminate information to not only not only school staff but also to the community at large. And lastly, the collaboration and community relations subcommittee. Their outcome statement reads, "If we compile a list of available resources and training throughout our community using DEI using the DEI lens, create trainings within our school community, and assess the needs and concerns from the perspectives of parents, educators, and students, then more community members will have a better understanding of and exposure to the principles of DEI to better meet the needs of our students and families. Specifically, the collaboration and community relations subcommittee is asking for Graten public schools to commit to routinely

057monitoring student needs to ensure equitable access to educational resources, collaboration with the curriculum and instruction department to strengthen the integration of equity into our curriculum development process. And this is actually something that has evolved. Um at first we were talking about um adding a DEI perspective to the mental health summit but uh we it's evolved from that and we would like to have or host Graten's first diversity, equity and inclusion summit where we can build a bridge from the school community into Graten uh at large. And I will now pass it on to Ada. >> Thank you Nine. I'm going to share um teaching and learning committees subcommittee's outcome and that committee shared if teachers engage in culturally responsive practices then students will feel a connection to the learning environment and succeed socially, emotionally and

058academically. And the acts for is to continue professional development on culturally responsive pedagogy and an expansion of school libraries that include literature that reflects diversity, equity, and inclusion. And lastly, um the hiring um recruitment, hiring and retention. The outcome statement is if we focus on targeted aspects of the goals recruitment, hiring, retention, then we should see an increase in diverse educators by at least 1%. This increase in diversity of our staff will support current research that says teachers of color boost the academic performance of students of color, including improved reading and math test scores, improved graduation rates, and increases in aspirations to attend college. Students of color and white students report having positive perceptions of their teachers of color, including feeling cared for and academically challenged. And this is from the Learning Policy Institute. The

059ask for is to evaluate current recruitment and hiring process. Next, establish a nonbiased application process that includes administrative buyin to the importance of this initiative. Three, require unconscious bias training as a prerequisite to participating on a hiring committee. And lastly, to recommmit to an educator pathway to encourage student interests in the field of education. So that concludes our um eightstep committee's work and their outcome statements. Um but before we close, I would like to share an email that I recently received um from a former student that I got her permission to share. Um and it reads, "Hi, Mrs. Allen. I'm not sure if you remember me, but my name is Diana Singleton. You were my fourth and fifth grade teacher at Eastern Point and Katherine Kaskki and my sister Kayla's fifth grade teacher as well.

060I'm also not sure if you'll get this email, but I've actually wanted to reach out for a long time. I hope you and your family are well. Last I could find, you were vice principal of Mary Morrison for a couple years at least. Congratulations. A little about me. I graduated from Fitch in 2016 and attended Massachusetts College of Pharmacy and Health Services in Boston where I got my BSN. I'm 21 now and I've been a nurse for a little more than a year. It's a calling I've pretty much always known I was meant for. I work on a rehab floor of a nursing home in Grten and I love it. I got my first apartment in December and I helped take care of my mom on my days off. I just wanted to reach out

061and say thank you. You were one of maybe two teachers that taught me lessons I was too young to learn. I was shy and quiet and almost ashamed of who I was. But you were beautiful and a dancer and my favorite teacher. I admired you so much. I didn't know it at the time, but you were one of the first people in my life who helped me see that I don't have to choose between being black, beautiful, smart, or successful. I'm not sure if it if it was even something you were trying to do, but I've realized with everything going on in the world right now, I need to acknowledge the people who have helped shape who I am. I hope I haven't upset you by telling you any of this. I know there's a

062lot of tension in our world right now, but I am proud of what I've done in my life so far, and you were a part of that. Thank you for inspiring me. Love, Diana. I share this with you because it really is relevant to what I just to what the work of DEI and the work of all of the subcommittees. And um I was humbled by the email because I was having a really rough day and it was just it was what I needed to to continue. Um so I I just wanted to close with that with that email. >> Thank you. >> Any questions for us? Hopefully we have a lot. Nobody's going to top that email. >> Yeah. >> That's what it's all about. >> I'm just really proud that we are a

063courageous district, that we are really um kind of coming together and trying to figure it out. Um you know, I uh I've done my own work, not enough, but I'm doing my work. And you know, Bnee Brown always talks about I'm not here to be right. I'm here to get it right. Um, and I really feel that that's sort of what what I am left with. Um, we have a lot of stuff that's kind of has happened to this district in this past week. Um, specifically on the board and I love the fact that we're dealing with that, but then and we're also coming into a DEI um, presentation about the work that that has been done and that will be continued to be done. Um, there's a lot there's a lot to digest here.

064Um, and I also want to make sure that this plan kind of goes beyond way beyond my tenure here on the board and everyone else's tenure on the board. And so I I just sort of feel like the board needs to kind of kind of come together and kind of sit and kind of say, you know, this is what we embrace. This is, you know, in a sense I kind of want to not rubber stamp it because I don't want it to be put on a shelf, right? like I want it to be I want I want to be able to say that this is part of our sort of document about how we moved forward as as a district and that these are some of the things that we are employing um as part

065of our moving forward as an anti-racist district um and so um that believes in inclusion and that believes in equity and so um I just don't know the paths to go to to go do that um Jamal um but that for me um I'm humbled humbled by your work. Um, and I am also just humbled by the the the courage that over a hundred people took on their own time um to kind of think about um what does diversity, what does equity, and what does inclusion look in our district. >> Thank you. >> Muted. Rita, wait a minute. Okay. the board received a very insightful um email from a former student who graduated in 2020, Kyle Thaxton. >> And I'm going to quote a little of this because it was very powerful to me and

066it's something that has um been something I've been extremely concerned about for my time on the board. So, I quote, I wish to share another story with you before I close. In my junior year, I helped organize a student project with the Fitch newspaper club to examine the racial statistics within Fitch's AP, IB, and honors classrooms. I was shocked and disappointed when crunching the numbers. We learned that there is a huge racial racial gap within these highly esteemed university level classes. there is a lack of racial representation for students of color within a AP classes and even more dramatically within the IB classes. And and he also mentioned or that an even more interesting point to share is that for non-white students in AP classes, they were statistically less likely in comparison to their white

067colleagues to take and be able to pay for an AP exam in the spring. This research illustrates that there may be a systematic racial issue in the within the Grten public schools and it goes on. So my question is I would like to see part of this five-year plan starting with middle school and going into ninth grade having a five-year plan to in bring up these numbers so that our API IB classes and honor classes depict what our racial makeup looks like. So, I'm I'm hoping you could somehow include this in your um document that we need to really come up with a plan that we start encouraging these children whether it's our guidance counselors, but we really need to have this because if you know if you're not going to be able to take

068these rig rigorous college level programs, you know, what are you going to be able to do later in life? So, I I really feel that we we need to make the effort to get these students involved. Um, so there was a teacher I I'd like to be able to contact at the high school who was who helped organize the Fitch newspaper club. Her name is um Rebecca Barry. And I'd love a copy of this report that the student is is talking about. So anyway, I I would like to see something concrete. And I'd also like to know what are the courses in the middle school and the high school in particular that really talk about racial inequality. What what classes do we have that really make people think about systemic racism? So if I don't

069know if we have any specifically in our history department, but we need to and in the middle school. I think your points are very important for us to really consider. Uh I would argue um to to achieve those ends um the board has to be willing to establish a a council or committee that would be the governance and show commitment and leadership in that area. >> Absolutely. Mhm. >> So therefore, we we would continue >> we look at that data on a regular basis to be able to identify gaps as you said, what I typically like to call opportunity gaps and then we would develop strategies um at the district level, the school level, and then hopefully, you know, at the teacher level to be able to address those areas. Um the data is out

070there. We know that. Um >> however uh where we need to improve because I think it's important that we we we do acknowledge we have done some great things in the district and we will continue to do that. Uh but where we need to improve is really uh looking at that data critically um not to point fingers but to to ask questions why and then address those why with strategic actions. >> Right? And that's why we need to start having teachers connect with the students and and guide them along. >> Absolutely. Absolutely. I mean again a way in which to do that okay is really look at our hiring practices um as we as we start to increase our our students of color. those individuals now can provide uh voice within those meetings when they're

071talking about student performance. I'm not saying that doesn't happen now, but we need we need it to happen more frequently and more often. And with with more students, more teachers of color, uh the statistics show that those conversations happen more frequently. I still would like to see how we're going to help these students and encourage them to take these more difficult classes >> and have the courses to back them up. >> Right. And Rita, that sounds to me that what I care Jamal and what I'm thinking is is that that comes from us. So that that we set the we set the bar. It's not Jamal's report. Not not on that. >> No, no, it's it's it's a all teachers, administrators, and the board of education >> to implement this. >> But we but we

072set that >> Oh, no. It's not the report. It's just I want to have something concrete to go along to to have evidence that we are, you know, that it's working. >> I saw Liz. Yeah, I was just wanted to support what Rita was saying that we need to, you know, this is a bottom up. um we have to grow and um having taught IB, AP, Yukon, ECE um for many years, yes, there is a racial disparity. Um but I think that one of the primary problems is is that it comes from the support that students have had over the years and we need to address that that support. And I think we need to address it and I'm sure it is being addressed through curriculum. So the curriculum development and I you know from

073what I see coming out you know there's no quick fix is what I want I'm saying is that this is a a a situation that we need to continually address and to um evaluate and adjust our practices. And I think that's what we're doing. So, um, Jamal, it's an honor to be working with you and, um, Reita and I have actually become friends over this. I never knew, Reita, right, Reita? I know you're there. So, um, but it's been very, it's been very helpful, but you know, we need to look at this with a critical eye, not an emotional one. Jay, I >> just want to clarify that um a few years ago when it was brought to our attention that um students were not able to pay for their AP tests, we were assured

074that they were being paid for and I just want to make sure that that policy has continued. >> Yeah. Yes. >> Okay. And um I and I also wanted to um uh say as Kim said that um I want to thank everyone who spent their summer uh working on this. I know a lot of organizations came out with a a statement. I'm glad that we are committed to the long haul um for a process um because this is not uh a one-time thing. And this is going to take uh the commitment of administrators and teachers and ourselves to make sure that um we actually follow through with uh recommendations. So thank you very much. >> My sense is that this is a marathon and not a sprint, right? >> I think it is. You're right.

075>> I I wish we Dr. Ger, I'm sort of and Susan, I'm sort of thinking about like I I would love for us to like have a separate meeting where the board kind of comes up with looking at the mission statement and the that came up from the DEI. Not just the mission statement, but um >> the equity statement and mission state. Yes. >> Oh, I'm so sorry, Jamal. I >> No problem. No, >> the thought process today is minimal. Um >> I've been told I talk a lot, so I you probably I probably lost you a little bit there. >> No, honey, you didn't. Actually, you didn't. Um I no I just lose me. Um is is that I think that the that the the board needs to kind of take a look at

076that and and and and make sure that that's what we want to own alongside of like I just don't want it to be a blanket. Yeah, let's do it. Um, and then the other part is is that I I want us to be thoughtful and mindful about what committees that we do develop to kind of begin to kind of look at that so that it marries with your with the plan um and that it's also sustainable because it's a I this cannot be a feel-good moment folks, right? Like we like this is like we are doing we are trying to do systemic change. Um, and so, um, I just want to make sure that the process, I know I'm all about a process, but the process makes sense and that we follow through. And, and

077so, Dr. Grineer and Susan, I'm really kind of thinking that maybe the board just needs to sit with this for a couple of hours with each other and just kind of kind of come up alongside with that. You were raising Were you telling me to stop? Are you waiting? >> I was I was raising my hand. >> Okay. Dr. Grineer's also. So, Lee, what do you need? How can >> I I I think that they're they're I think that until we have a point where our students can look at teachers who look like them and there's going to it's going to require a little resource for this. It's going to cost some money. Um and I hope that we're going to do it. I know that Lori was trying to do this when when this

078all happened, you know, with with COVID, but I hope that we're going to actually start looking to find educators who look like our students, >> Dr. Grineer. >> Well, I I was going to say u like you, I'm I'm impressed with the report. It is a huge overview. I I would like to propose that Susan and I meet with the Mr. Davis, Miss Allen, and Miss Mlin. And I I think of that as a kind of the balcony view. And I I'd really like to put some immediate steps on the table for the board to consider. You know, I I often I often think if if you have like 10 or 15 main goals, you probably don't have any. I' I'd really like to get this down to something that we would do per perhaps

079before January and then maybe something in the spring. And I I know they've got this five-year plan and I I I think putting a a concrete plan together for the fall would be a huge step. We we we've done some diversity training. We want to continue that. But I I'd like to have them come back w with a with a a a kind of a a a fairly limited but important few steps that we're going to take to realize this vision. >> And I'd like to piggy back too from Dr. Grineer because I think there's a couple things we can do very concretely. I think a few years back um we had talked about um a guest speaker who had come to us, Valerie, and she actually presented um for all of our teachers at

080the beginning of the school and was very wellreceived. But we've also connected with CRE partners and through one of our grants, we're able to establish a relationship with them for the year and they've also been able to talk to our teachers about diversity, equity, inclusion, and race. and one of the books that we've chosen or this committee has chosen and so let's so you want to talk about race and we've purchased it enough copies for all of our committee members for all of our administrators and for our board and so I think it's a good place to start um because you kind of need a launching you need kind of a jumping off point and I love the idea Kim one one of the things that the board has done over the years that I've

081been with you is you go on retreats and you take the time to discuss really important things and this is definitely something to retreat on. So that's just my my perspective. >> I I I think that one of the things that I would like the board to do pretty quickly is to really review the equity statement um and then um as and something that that we would like to sort of um have that become part of ours as well. that that is on our that is on our agendas um specifically for the for the regular board meeting. I I I I don't want to we can't say yay or nay tonight anyways, but I would like for each and individual board member to kind of take a look at that um and to see if

082that's something that we feel that we can not only own for this current board, but that it becomes the it becomes the the the the ground, it becomes the marching orders for the next group of people that come in um whoever are board members. That's just that's just my thought process. >> Yeah, >> Andrew, >> I wanted to to congratulate everybody uh who worked on on this equity committee. I was a part of it and I was so proud to be and I would very much like to be if there's going to be a board member on that committee that you talked about with Dr. Grineer and and Susan and and Jamal, I would very much like to be a part of that. Yeah, we'd love to have you. >> Okay, very well. Thank you.

083>> I would love it if Andrea would words smmith for us how we could include this for the board of education on to be part of our mission statement and our goals. >> That's something that I'm I'm very happy to do. I think we really do need to have that meeting where we where a retreat where we talk about this >> and maybe even to uh bite the bullet and do it in person. I think you need to be face to face and you know just feel things. >> Yeah, that has been what has been pretty difficult I think um to to do that. >> Um can I add something? Um, I'm very impressed with the work that's going on and I'm impressed that the board is taking this so seriously and um I'm thrilled

084to be part of this. Well, thank you. >> Thank you, Andrew. Thank you, Rosemary. Um, and Jamal, just so just could I have my name added to the community relations thing? Um, I think I made almost every single meeting. >> Community relations. Yes, I will make sure that you are added to that. I apologize that your name was omitted. >> No, that's okay. >> I knew I knew you were you were on there. I just didn't know exactly why that wasn't put there. >> Sure. As long, you know, as long I don't mind my name being in print as long as it's not in the obits or the police logs. >> Well, the police logs, Kim, come on. Yeah. >> All right. So, do we have any more questions um or thoughts about the report?

085because if not, I think we have a really great segue into our next conversation, which is um I think adding on to um about the fact that the board wants to or or or in a sense that um to be able to sort of address sort of the what has happened to us or what has happened in the past week um in terms of social media um putting something out um for us to know about. Um but um and I know that many of us have wanted to kind of come up with a sort of a statement. I sort of feel like this DEI plan is part of our statement. Um but um and I know Andrea, I always look for you when it comes to sort of words smithing. Um, but I I um

086didn't know folks about where you wanted to go with just kind of making like a statement about sort of what we've experienced in the past week and a half or the past week, excuse me. Um, and um, so and I know we we wanted to talk about it and um, we needed to be able to have that as an agenda item versus kind of talking about it offline. So that's why it's on Tim, point of clarification, please. >> Absolutely. >> Um, are you talking about item number six? >> Yes. >> And is this dealing with the situation that we now find ourselves down one board member? >> Yes. >> No. >> Okay. So um my question first then before we continue with this and um you know we go on is is this an official

087resignation? So um we do not have an official resignation um as of yet. I mean I I didn't get anything to in today's from the the town clerk which is what the process is. Um, for me it was more about, and I'm not about wanting to demonize or villainize anyone because that I don't feel that that's in a that's in a place for us to be, but it is we do now have this wonderful opportunity. Um, I think Jamal, you you courageous um uh courageous uh collaborative way that we could kind of take this and say we still we we got work to do, folks. Um, and that's why we're sort of really embracing this whole concept around the de the DEI. Um, but I know that many of us wanted to have a statement

088that kind of talked about the fact that um, you know, like this, yep, this happened and we thank you for the community support. Um, but that um, it just goes to show that there's lots of work that needs to be done around understanding anti- anti-racist language and and behavior. Um, but I um I I didn't want to be the one that said that this is what we had to say. Um, I wanted to I think we needed to hear input. I would love to ask Andre to to kind of give it a wordsmith look once she hears about everyone's ideas. Um, but I wanted to make sure that the board had an Apple. This is our first time that we've gotten together since what has happened. Jamal? >> Yes. If I could just share um

089in terms of the process that we are currently going through in the district uh um at all levels. The first process again when we talk about uh year one is education. It's a key concept which is critical consciousness. And critical consciousness is basically defined as the beginning to to self-reflect to acknowledge uh that inequalities do exist to acknowledge that we do unfortunately live in a racialized world and that you don't just stop there that then you take action to fix that. So that could be individually, that can be structurally. And so um what I would say to the to the board at this process is is that um you know with what has transpired um locally and nationally, uh it's important to really reflect and again ask that critical question of why. Why why are

090these things happen? Why do uh people struggle with um recognizing that inequalities do exist? knowing that for fully that we live in a racialized world. Now that living in a racialized world is no fault of anyone here uh but we still have to acknowledge it to move forward. And so I think what the equity statement what you're saying the equity statement does it begins that process of self-reflection but also it's that critical consciousness because not only is that self-reflection is putting action into words and then becomes a guiding principle. So that is just a model. Um it's not necessarily what you have to adopt. However, I would argue that in any um equity statement that you do that we do adopt that the board does adopt, it needs to be clear and explicit and not

091vague um because um you don't want people um when they are interpreting trying to interpret it, they're coming up with different interpretations. So it has to be clear of what the the focus is because that is going to be the guiding principle of all the work that you're going to that the district in the board is going to be doing from this point on. >> Thank you Jamal. Any thoughts? >> Tim, I'm sorry. I'm confused. >> I'm sorry, Lee, but I just want to clarify. Okay. >> Yeah, I do. Um, is this a statement that we want to make based concerning what has transpired in this last week or is this the development of our equity statement because I'm getting two reads here. So my original intent with the agenda item was this was the

092first time that the board had a chance to get together after what we experienced over the past week and that did what did the board want to do about what has happened and how do we want to proceed and do we want to have a statement >> regarding that situation? >> Right. Right. However, does it have to be about that situation or really is it about how the board wants to move forward around diversity, equity, and inclusion? Because my fear is if that if that we go back to what has happened and what we all experienced, we're we're staying here. and that really what the reason why we're doing all of this stuff with a five-year plan plus is is that we're trying to move our our district forward. So, if I you know, not

093not trying to be snotty, but in a sense, it's the answer is yes to both of those questions. Yes, it's about what we've experienced because there's so much out in the media about this. And two, it's kind of about we're in the midst of of of beginning to put our feet on a stronghold around understanding anti-racist language and behavior. Um I this is also an excellent opportunity to start with the step one of the program which is education and we need to um have a very specific um coordinated um statement about the issue. So it's um it's actually a even includes education. >> Hello. >> Yeah. No, Rosemary, sorry that I'm sorry we heard you. >> Oh, good. Okay. >> So, I guess the question is, do we want to does the board want to

094have a statement about what we experienced last week? >> Um, yes. I think so. >> I have a question. >> Yes, Lee. >> Um, this this is the first time that we as a group of our our people have talked to each other about this. >> That's correct. >> I think that we need to do that. >> Yes. Before we come up with language or what it is we want to talk about, I I think that I would like to talk to my other board members and I think we are we are definitely it is time for a retreat. >> Yes, I agree. >> None of us have talked to each other yet. At least I have not. >> No. Um, so you know, I I think first of all, we can't vote on anything

095anyway, but I would like to see if there is a consensus that we would like to talk as a a board about what we want to do. That's what I think. >> Period. Dot. I agree with Lee. >> Um I think we're talking about two different issues and I >> I think we are too. >> Yeah. I I think that we need to I think we need Lee is correct. We need to get together and talk about one, >> you know, each of those these two things. And I think we have to get the, you know, the um the more I don't want to say the more pressing. I I don't mean that. I mean we have to get the one that's more >> the the elephant in the room. >> Well, perhaps that's the

096word. >> Well, >> but anyway, that's where I'm >> Yep. So the reality is that we that we're not going to be able to have a conversation about sort of what we experience and sort of debrief each other um because I think that that would have to be sort of an executive >> session and you have to understand >> and what are the parameters of a of an executive session? Is this something that we could speak about in executive session? What are the parameters? >> Yes. So, okay. >> So, you can you can talk about personnel behav personnel matters in executive session. Um, and the person if it's a personel um, if it's a personnel issue then that then the person like if you're going to have a personnel issue about me, I would have

097I would have to be given the right to be able to have this executive session within public or within an executive session with with me present. Um, that's that's the parameter of the executive session. Um >> what if the what if the the the question was not about an individual but about freedom of speech and um you know the um the responsibility that goes along with freedom of speech you know um I cherish the idea of freedom of speech but I also understand the consequences of it the responsibilities of it and maybe that's >> maybe that's what um we should be talking about instead of talking about an individual. >> I have no interest I have no interest in talking about any individual um in a in a public thing like that. That's just not

098okay and and I wouldn't tolerate that. Um once again, I put this in as an agenda topic because this is our first time being able to talk about that, talk about sort of what we experience in social media and and lots of texts and lots of emails that have been sent to us. And so wanted to give I wanted to give ourselves the chance to do that and also to ask the question does the board want to have a unified statement about what we experienced um or are we going to sort of move on and also know that we are going to be having these larger conversations around diversity, equity and inclusion um and whether that's going to be and that in itself is going to be a statement. Dr. Dr. Grineer, were you swatting

099that flies or um >> No, no, no, no flies. Um I would want anyone who's watching this meeting to know that we we planned this meeting at least in early August, if I'm not mistaken, Mr. Davis, we we said we were going to do the committee's work and the committee was going to report out uh on at the at the first CO meeting. Uh My my thought is that the board has has through this report, through commissioning this 100 person committee has spoken loud and clear and has made their intention to move forward very clear, crystal clear to me and and I think from my my perspective uh the board is following the right process. uh the board over the last week has has acted in in in unison. Some of that was uh planned

100uh in executive session, but right now I I think the board is uh so somebody said there are some districts that are making statements which are nice to read, but this this board this board not starting tonight, starting years ago, but this board is on the ground floor of what I think is is is really a game as we often Jamal and I talk about this this is a gamecher and we've got a five-year plan here and I think the board is speaking with one voice and I am proud to be part of it but I think it's very it's very clear what what we're saying. Uh so for me that's my statement and that that's been my statement uh since uh Mr. Floyd was was killed and I I have been so proud of

101this board and we've moved forward uh very clearly without our actions. I don't feel a need for a for a statement. I I think the statement has been made tonight. >> I think so too, Mike. I do. >> You know, we can say anything. You have to look at what we do. And if you go back historically, we already have a grounding in where we want to go. There are so many initiatives that have happened. Getting rid of the basic courses at the high school, expanding the middle school programs. Now we got we've got six through 12 in international balariat. There are just so many things that have happened under Dr. Grineer's watch and even before. So we have a a we have a a a a basis to begin on. So we need to

102move forward and I I agree with Dr. Graner and and with you Kim. We need to put this behind us and really look at what's important. What what's important is what are we going to do for kids? I whenever we have a Dr. Martin Luther King meeting, board meeting, we always start with a reflection from Dr. And it's whenever it's my turn to do the the reflection, everybody knows what it's going to be. The reflection is where do we go from here? And I think that's what we have to read and decide upon. That's all there. There's no more. >> Amen. Sister, >> I once again I wanted to be able to make sure that we had some way of kind of coming together and saying how do we want to respond to this um

103event? Um, and do people feel like it's important that we do a response or is our actions is it by what we do is that is that what is is is that how we respond? And so once again, it needed to be a board decision. Jay, >> so I agree with Dr. Grineer and and Dr. Acriman. Um, we need to just stay on the course and continue to implement uh these practices to make sure that our students and their families and our community know that we respect them and we want to hear their voices. And so I think we just we just need to to move forward um in that regard. Um and I think lessons have been learned. Um but I'm not I'm not sure that that we need to state the obvious. Um

104especially about a member who is no longer on the board. >> Well, she still is on the board. Yeah, I have a question. >> Um Lee, I'm gonna go to um Jane because she has not spoken. And then um just for the order, it's going to be Jane, Lee, and then Rosemary. >> Okay. But Jane, you need to unmute. We need to think back. Did I Did I get it? We need to think back to the old saying, actions speak louder than words. So, we need not beat the dead horse or however that goes. I I think we're on the right track. >> Thank you, Jane Lee. >> Um, yeah. Um, does it I I think it would be wonderful if the day newspaper were were were told about our DEI committee. I don't think

105that that um Kim who Kim who's at the day is aware of the work that Jamal and and the rest of us have done for the past six months, five, six months. And I think um I I think that that Jamal and and Mike might might be good to talk to Kim about this this committee >> which happened long before what happened last week. >> Yes, I'll call her tomorrow. >> Thank you very interested. >> Rosemary, >> uh I agree with Lee. I think um we do need to make a statement, but it doesn't have to be a negative statement about um um any member or former member. It needs to be a positive statement. >> Absolutely. >> About the direction that we're going in and >> Yes. >> and the and what we support.

106>> Yes. >> So, >> all right, folks. Thank you. I'm glad that we were able to finally kind of come together. Sorry it's not in person, but um it's at least we were able to have a conversation. Um Dr. Geneer, I am going to ask that you begin the conversation about our added agenda item which is about the lawsuit and if you could just update us on what's happening. >> Sure. Uh we uh we received a phone call uh in in early August uh telling us that the department the federal department of education's office of civil rights uh had had determined uh they they they wanted to know if Fitch High School athletes competed against transgender athletes and we told them that we did not have any transgender athletes. uh nor did uh any of

107our competing schools, but they asked us if if it was uh if it was our if it was our intention to follow Connecticut state law and the CIA rules. And we of course said yes. Uh and then on the 3rd of September, we received a phone call saying that the Office of Civil Rights had determined uh the the federal department of education's Office of Civil Rights had determined that because we allow transgender athletes to compete, female transgender athletes to compete in in Connecticut in the CIA, um that that was a violation of the grant uh it's it's a grant by the way that Warren has for the regional multiculture magnet school and has uh for it and and Norwich public schools is also involved as well as New Haven public schools and and CRE in

108consortium with uh Enfield. So, right now we are waiting for uh for the assistant secretary of education, her her name is Kim Richie, uh for her to certify or not certify. And if she does not certify, we would lose uh $74,000 to pay for this year's program and $74,000 to pay for for next year's program. And uh however uh uh we uh we have joined together with Michelle Lobin who is a member of the Birch Moses law firm uh is also working with uh Shipman Goodwin attorney named Linda Yoder. Uh she's representing CIA. So there's a consortium of of attorneys that are coming together to try to try to block this. I I also was on the phone today with Congressman Courtney's staff. Congressman Courtney along with all the other members of the Connecticut delegation

109are writing a letter uh tomorrow I believe uh to the secretary of education saying that number one they think it is unfair uh to tell a school system a matter of days before a fiscal year uh that they need the money. Number two, they have not followed the appropriate process for the Administrative Procedures Act. Number three, we believe although Connecticut is not the only state that allows transgender females to compete, we believe Connecticut is the only state that is being held accountable for for what they perceive to be uh this violation. So the there's an organization called Lambda Legal that uh has sent us an agreement uh that uh that our lawyers have looked at and it basically says they're willing to sign on pro bono uh at least provisionally. The board board can always

110withdraw. Uh it's an organization that actually supports transgender individuals and they see this as part of their uh central mission. Um, so we would have their uh their efforts. I know the US attorney has also the Connecticut US attorney has weighed in and he is trying to uh contact the the federal education uh department office of civil rights. Um, and I received a call from the New York Times uh this evening. The Times is going to do a a report on this. Uh people are very concerned uh about this selective enforcement last minute and and and what the secretary of education plans to do in the next two weeks is to uh allocate that money to other other uh institutions uh and deny uh we we we asked if they could just hold off on

111that until it was adjudicated and they said no. Uh so we're not exactly sure what's going on. Uh but the I think the next the next big development will be the the letter from the Connecticut delegation. We we I I spoke with them on Friday all all of the all the the staff members of the congressman and I think we're going to have a strong statement. uh but the education department has taken the extraordinary step of changing the regulations because these were not the regulations that we were informed of in April. Uh they specifically said this is not policy. This is we are not changing the regulation and then they changed it uh on on the 31st of August and contacted us the first week of September. So, this is going to become public and

112it's u potentially uh is a well it's it's it's a huge loss. As as I I said uh to the congressional staffers, this is a budget that that started on July 1 for us. So, this is this year's budget. We're not we're not talking about a future budget that could be endangered. We're talking about this budget. And this budget includes the salaries of of uh all of the all of the uh magnet uh coordinators that we have. It also includes a quarter of a million dollars for buses to support the um the magnet magnet school students going around town. So this is this is a uh the middle of everything else. This is a real a real threat to the district. And I'm I'm so disappointed that uh we can't seem to get, you know,

113and and what I should have said, I didn't say for the public's benefit, they they they offered a a deal on the 4th of September, um that we could get the grant if we withdrew from all intercolastic competition. So, we'd have to have the Fitch athletes, who of course have nothing to do with the middle school, but the Fitch athletes would have to drop out of all sports, uh, which of course we didn't agree with. >> So, that's that's where we are, >> Jay. >> Okay. So, I'm confused because this started last week in executive session. We were told we couldn't discuss any of it. So, is everything we discussed last week now on the table? Yes. Be because of the because it's become public. Okay. And the other districts, New Haven already reported it.

114>> So there's a there's a federal lawsuit pending. >> Federal district court. That's right. >> Yeah. Because these regulations weren't published. >> Excuse me. The the federal district court. No, that's part of our challenge. the federal district court is that the non the non-transgender female athletes uh sued under uh under title n >> title n right okay but the point is it's still they they promagated regulations without properly advertising and going through the the procedures there's multiple causes of action underlying this my point is are they going to go for the TTRO >> what's the TTRO >> are they going to go to the federal judge I mean, again, we discussed this all last week. It was it was secretive. Are we allowed to discuss it tonight? >> Well, it wasn't really. >> Well, yeah.

115The our strategy was was >> supposed to be >> We're going to wait for the if there's a denial, Jay. >> Yeah. >> We're hoping that the congressional input uh will allow cooler heads to prevail. >> Okay. But yes, if we are denied the grant, it is uh it is the intention of our co-consils to pursue an injunction. >> Okay. And then did she ever come up with the um proposed budget for a case that could make its way all the way up to the Supreme Court? >> She didn't have it. >> No, but but but we have >> Well, she's had a weekly. I'm asking if there's an update. Yeah, >> we we we have a we have this law firm, Pro Bono, Jay, that's that's willing to to support it. Uh I I

116I haven't gotten that from her. I'll get it and I'll get the word to you tomorrow. >> Okay. Thank you, >> Dr. I know Lindsay got a question, but Dr. Grineer, the reason why this is now public is because another district >> That's right. >> made it public. >> That's right. So, we we were doing the correct thing last week, which was to do an executive session, but it was another district that brought this out public. >> That's correct, >> Dr. Geneer. >> Sure. >> What if what if we signed that paper and just did what we wanted to do and have our students participate? >> No, just that's disservice. Well, sign the Well, that I think that offer is off the table. U >> Okay. Okay. It's off the table and >> just to

117get the money and just have our students participate and ignore. >> You can't do that. >> That that that thought occurred to me to be truthful. >> Well, yes. I mean, it's what the present administration is doing federally. So, >> yeah. Yeah. But we thought they they actually wanted the vote of the board in I said that. Well, first of all, they wanted the vote of the board on the 4th of September, and I said I can't even talk to the board until Monday the 8th. So, I think that's off the table now. >> Okay. So, Dr. Grineer, how could you, you know, send to the board exactly what we would lose for that 700,000? I mean, I'd like to to to really see it in writing. so that we would, you know, could understand

118and the public would understand. >> Right. Okay. >> Especially with our new middle school. >> Yeah. It's all it's all middle school money. Of course, it has nothing to do with the high school, but it's all middle school. Yeah. Sure. I'll >> And also the regional multicultural magic magnet school in New London loses 300,000 for their early years IV program and the Norwich middle schools earn 300,000. But we're the ones who are really affected with the 700,000. >> Yes. >> And next year also. Correct. >> Yes. Next year also. That's right. >> Yeah. >> It's about one and a half million for GR. >> Yes. >> We can't absorb that. There's just no way we can absorb that. >> Of course not. >> Absolutely. >> Of course. Wait a second. Of course we could absorb

119that. But we would be cutting our educational program to the bare bones. So absolutely we could absorb it. We could absorb it. But then people would then have to be able to be okay with what our educational system that we have worked so hard and got what we thought was like I mean like if this was the first year monies I would say but the this is year four and five. >> Sorry. >> You're right. But but but Liz, the the the the reality is is that yeah, we we could absorb it, but >> but what I I meant, Kim, was that yeah, we we couldn't absorb it in terms of keeping the status quo of what we have. >> That's correct. >> Okay. So, I want to clarify my statement. We if we were

120if we lose this money, our status quo is gone and we would have to we would have to totally >> redo our whole system just basically because that's a whole lot of money and um but that's what >> how many people right and how many people would lose their jobs >> in the middle of the year? How would we handle that? >> Right. Yeah. >> With co >> So Dr. Gene, what what are our steps tonight? >> Well, I think we we I will share with you the the letter from the congressional delegation. Uh Congressman Courtney's office has been calling weekly. Michelle Lobin is meeting with the uh with the New Haven board tonight. Uh the the next big step for us is uh hopefully to have the assistant secretary of education know uh what

121uh the consequences are going to be and uh she would certify that we are supporting the the civil rights. I I I said to the Times guy today, it's so ironic. This is a grant that was to hopefully to bring these two middle schools together and and bring socioeconomic and racial integration and so forth. And and and and it is being and we are being accused of violating the civil rights of u of students which >> divorce >> they don't agree with >> Yeah. Yeah. It seems uh it it >> we the timeline is so short. That's the problem. This this we have two weeks. This ball game is over >> on the 30th. >> Is there a downside about having a a a group of people who are attorneys who are wanting to work

122proono on this with us? Is there a downside to that? >> No, I I I don't believe so. >> They've been around for a long time. I I mean I I I I I'm not I'm not actually being silly. I'm actually like is there a downside about having having us agree to work as a you know as a board having of of allowing them to work for the district good? Well, I think you you would want to you would want to look at the organization and and make sure these like with any attorney, you want to make sure that their their ethics and their goals align with the boards. Uh I I I think I think there would be a number of of very fine organizations and attorneys that would take this proono. If this

123goes where I think it's going to go, it will go from district court to the second circuit court in New York and from the second potentially to the Supreme Court. And uh I actually don't I don't I I I don't think the financial impact would be huge for the board be because I I I think this would I I I mentioned to Kim last week I I subscribed to the Economist magazine which is a British journal and this was one of the lead stories in the British journal about Connecticut and the CIA and the transgender issue. So really I think this is going to be a it's going to be a national if not international issue. Um >> yeah, >> Kim, when I was at the learn meeting, um the executive director at Learn said

124that she's hearing from other rests that this is not only happening to Connecticut, but with other that there are 17 states in the District of Connecticut that have passed these transgender um female athlete, you know, rules. >> Yeah. >> And I I just >> Connecticut. No, District District of Columbia DC >> and the 17 states have all passed similar and DC have all passed similar >> yes >> um laws and I would like to know you know maybe have um learned just sort of reach out to see if any other for sure if any other states have been connect um contacted. >> Okay. >> Could you do that Rita? I mean, as it >> Well, Mike will Mike can just call Kate and ask her. >> Yeah, I I I'm writing a note. I'll call

125Kate and we'll find out. >> Yeah, because that's very important for an article or anything else that's going on, you know, to make sure we get it right. Are other um districts um signing in with this um Lambda organization? >> That I don't know. I can find out tomorrow. I think New Haven is talking about it tonight. What information does the district need to know about this organization? >> We can look at it. >> Well, I can I I can I can send I I I'll share with you the document. I mean, we don't have to sign it tonight certainly. Uh but I'll I'll send you the doc. It it's it's an organization uh that that uh supports transgender individuals, LGBTQ individuals. >> Yeah. >> So, this is definitely the committee of the whole that

126has diversity, equity, and inclusion all in >> it all it agenda. >> Y >> I didn't even plan it. I'll find out tomorrow and I'll report how many other districts uh signed on. >> Okay. What other information do we need to have that Dr. Ganer can go and seek? >> I don't know about I mean are people are wanting are we wanting to move forward with this and and >> it's happening. I would say also to when we talk to Congressman Courtney, Mike, if you find out at a national level who this is happening to beyond Connecticut, we're hearing that it's only Connecticut and that might be true, but it could be wider than this. And it would not surprise me if the federal government tried to find out who filed who, you know, had

127these policies and laws in what states. >> Yeah, I I'll find out. I I'll Courtney's chief of staff is a Fitch graduate as you know. >> Yes. >> Uh so uh Yanti Grant I don't know if you remember Yanti Grant Grants. She's a >> very uh ca capable young woman but I I'll find out about the national. >> So So what would this mean if if we you know if they reallocate the money to someplace else >> and we don't receive it? No, I know that. I'm just saying what does it mean for for us immediately in October? >> We would have to reallocate as Kim said >> u we'd have to reallocate or I'll give you the breakdown tomorrow, but we'd have to reallocate that money and take it from other aspects, other areas

128of the budget, >> of course. >> Or would we think rethink some of the coordinators or >> Right. We could we could do that. Sure, we could. Yeah, we I you know, I'm I'm sort of hoping that this this is not going to come to the to the conflict. You know, the other thing I said to the reporter was we live we live in in in a in a civil society that's ruled by laws and we have ways to solve conflicts. I'm not saying there's not a conflict here, but there's a way to solve the conflict and and and courts uh are that way. that that's the vehicle for conflict resolution in a law- abiding society. And the the the federal federal education department seems to have lost that picture. >> Yep. >> They're circumventing

129the system and we need to hold them accountable back to it. >> Been going on for 40 years. >> Okay, let's not get into a political thing. Let's just kind >> You know, it's true. >> Any other questions? What can we do, Mike? Personally, do you want us to get letterw writing campaign going? Do what what do you want? >> Yeah, I think we need to we need to wait for the decision. >> Then we'll file the appeal and then maybe there is some political pressure we could bring to bear on the appeal. >> Okay. So, just wait. >> Yeah, just wait. I'll let you know as soon as I hear anything. >> All right. very very distressing. >> So I'm down to >> um >> referrals >> um re uh referral list and then

130also um future topics and I know that there's a couple that some um people want to add. So did people look over the referral list? >> Yeah. So um haven't haven't we done any of these policies? >> Yes, we met today. We will bring it to the board. >> We even have cursive writing coming up. I'm happy. No, it wasn't. >> It's going to curriculum instruction first that today. So, we're gonna So, for agenda topics, Jay, do you did you have a couple? >> Yes. So, I don't know if anybody had time to um read the email I sent uh or read the article in the day about public schools. >> So, I'm curious what our current procedure is for verifying residency. >> Yeah. and whether you know we need to um to look into

131how Norwich is is uh enforcing their policy. Um, you know, the the article mentions it's it's it's painful, but it it's only right to the taxpayers that >> students from the district are attending, especially when it it comes to special ed. And and the superintendent there said that people seek out their special education. >> Um, and so, um, that's something I'd like to discuss, see how we're doing it now, and do we need to do anything different? And >> I like it, too. >> Yeah. Um, >> Jay, Jay, do you see that to go into finance and facilities? Um, do you want to have it come back up into do you want to have it as a committee at the whole? Um, >> I was wondering if >> we have a policy and I think

132we should take a look at the policy. >> Okay. And I I just >> it can happen simultaneously, but we can look at the policy. >> Sure. >> Maybe you could discuss what are the I mean her indication nor was that they weren't doing anything when she got there. So, in other words, maybe we need to hear what we're doing first and >> we'd be happy to share with you. Uh, >> yeah. So, >> um, and then the other thing is, um, and I know this sounds very trivial, uh, when you consider everything else going on right now, but, um, so there is, I know at one time we talked about getting rid of snow days ago. Now, do we have a distance learning program >> set up? Um, you know, has the state basically

133state never allowed us to do this in the past, but can we now cancel snow days and just pivot to distance learning on a snow day? >> And if you don't know the answer, can we at least discuss the possibility? >> Yes, >> we we are talking to the commissioner about this and the it's really a state board of education decision. I think every superintendent in the state would 100% agree, >> right, >> that that if there's a a snow day or or a a huge heat day for some schools, it's it's a mess. >> Remote learning when we needed the four extra days for the middle school. We just did it, >> right? >> That's what I do with Mary Morrison. >> And Mary Morrison, right? >> Mary Morrison. Yeah, >> I I just

134did it. >> I say, "Let's just do it." So is that is that so then does that mean that we need to wait for the Connecticut to come up? I mean like where do we go with your agenda topic Jay? >> Well maybe Dr. Veneer can just check the floor and see if >> Yeah, I'll report to you. >> Right. >> Okay. >> We even have the conversation about if a child is not able to come to school, they're not feeling well, but they're able to do all their work and zoom in. Shouldn't that count for a remote day? as the child's not absent. They're doing their work. They're coming, you know, but they're being very safe in this time day and age. And I think that's wise. >> So, do we need to re-evaluate

135attendance policies? I mean, have you done that already? >> We're actually working on that with this remote learning as we speak. We're waiting for that addendum for attendance. We've gotten an an addendum on everything >> everything, >> but not attendance. So, I got a call in um with the state department right as we speak. So, >> thank you. >> Waiting to hear. >> So, Susan, do you mean that if if a student h or a teacher or an aid has to quarantine for two weeks, if they've come in contact, but they're at home doing their work, it still counts as being in attendance? Correct. >> I think those are two different things. I was speaking about uh we had a couple kids today who weren't able to come in. They weren't feeling well and their

136parents kept them home but they still were able to connect with the teacher and do the mini lesson and do the work and so they were a principles were asking this should count you know so >> yeah it should count >> in your case Rita for sure it's an executive order they have to stay home for 14 days personnel are being paid and students should be able to do remote >> right >> great thank you >> did did anyone else have any other agenda topics? >> Can I just piggyback on something though? Um, when you talk about the attendance policy, um, this came up a few years ago, um, when I was doing stuff at the high school. If a teacher is, let's say, has a a child home, sick child at home, but can

137do Zoom lessons, would that count as a day that she's able to be or he's able to be a teacher and not count against them in terms of attending in school, you know? >> So, understand what I'm saying, >> right? So, that sounds like that's a really good agenda topic. I don't want to have conversation about that. that is actually and Susan is looking into that. So maybe some at some point we can kind of piggy that into either a board note where it gets stated out what what that is or we have a discussion about it. Um but those that's a really good thing. I just I I want to be careful that we don't go into a conversation about that. >> Okay. Great. >> Anything else? >> Is it time? Motion to adjurnn.

138>> Have a second. >> Second. All those in favor say I. >> Iained that we're done. Bye guys. >> bye. See you next week. >> Feel good. >> Think this is boring as not paying attention. So this looks great. Mark, you look like a some sort of NASA astronaut there. That's very impressive.