001So with having a quorum um what I'm going to do is I'm going to call I'm going to call the committee of whole meeting to order. Um and today is October 13th at 6 o'clock and once again it's the committee of the whole meeting for the board of ed. The first agenda item is the approval of the minutes of September 21st uh 2020 which was an attachment. Can I have a Can I have a motion to accept? >> Got Liz. >> Do I have a second? >> Second. >> I've got Rosemary. Do I have any discussion about those meeting minutes? >> Hearing none. All those in favor of the approval of the meeting minutes from the committee of the whole September 21st, uh, please say I. I >> I oppose abstain. The motion has carried.
002Um, one of the things, the reason why I asked um specifically to Caitlyn about um the comment se section is that I know a lot of people add chats who are like listening into our meeting and we're trying to respond to that. And I think that if this that this is a committee of the whole meeting and the rules thus far have been it's not a public participation. We have that at the end of the meeting. So if we do have questions, I do would love to have them knowing that a screenshot or a it will be downloaded into a word document and that we can then give it to either Susan and Mike and they can get the they can disseminate the answer if the answer has not been um given throughout the meeting.
003So, um, and I know that we've done that in the past where we've kind of gotten involved with the chat sessions and I find that, um, I think we can chat between ourselves, but once again, um, we have to be I want us to be mindful about that. But if other people who are listening who are not necessarily a board member um, at a committee of the whole meeting, it is a committee of the whole meeting and we take public comment at our regular meeting which is oftent time at our um, at the end of the month. Does that sound like that's a good clarification for us? >> Yes. >> Because once again, we are moving into this world of of um interesting virtual meetings. Susan, >> I just wanted to say, do we need
004to have them identify themselves and an email that we could get back to them on >> or would you want it on a frequently asked question? >> You know, that um Susan, that's actually a good question. And so if there's someone who is listening and that wants to have a question answered and it doesn't get answered through the meeting, if you can make sure that you shoot an email um and our emails are pretty accessible on the website um to make sure that we get to that. So I'm not trying to like not have community involvement. >> I'm just I'm just trying to make sure that we have some sort of um flow to the meeting. M >> Liz, >> just a quick um point of uh of point is that um all the board
005member who has resigned, her name is still on the list of emails going out, >> but my understanding but my understanding is that she's not on that list when I talk to Joyce. Um >> the name comes up. >> Does it? >> Yes. Dr. >> I deleted her off of my list. I >> I believe I I'll check it, Kim. I believe she was removed from the from the system. >> I do believe she's So, it could be Liz that she like her name is still in there, but she's not receiving anything because she doesn't have access into the system. But, >> but Liz, >> I just wanted to make make you aware. >> Thank you. I appreciate that. I I >> Good. And that was clean. I'm sorry. >> Excuse me. Liz, could you
006tell me where the thing shows up? >> Um, in the like if you do a a a >> reply all, >> reply. I don't know if it's reply all, but Kim, you sent us an email um in response and I'm sure you didn't type her name in, but her name appeared and the CC. >> Yeah, I think it's with all board of ed. So, I'll talk to Adam about that, Mike. I'll take that off your plate. >> Okay. It also may be Kim, you you may have a group set up and you have to remove her from your group. >> And I and I did. So, I'll check. >> All right. So, we'll look into it. >> Thank you. >> All right. So, we're going to move on to the next agenda item, >> which
007is the enrollment numbers in our schools. >> Can everyone see the charts? >> Yes. >> Yeah. Susan, >> are you sending this to us? >> I actually sent it out on Friday. >> Oh, okay. Okay, I'll go back there. Thank you. >> That's okay. I can I can send it again, too. >> No, no, no, no. I'm sure it's here. >> So, there are two ways that we looked at this. Um, >> I sent it if you're looking. >> Oh, the the preliminary enrollments. Yes. >> So, they are preliminary. Um, Mike and Lori and I and even Ken had looked at our numbers based on our October one numbers. Now, these aren't official October one numbers. They're still working on that. But using these October one numbers that we collected through Power School, we were
008able to take Claude Chester and SB Butler um and put the enrollment together um and then Mary Morrison for the Westside School. So looking at Claude and SB Butler going into the Cutler site, most of them there are some nooks and you know this is all based on our um recommended plan which has the least disruption. So um you know based on that we're looking at the numbers. I want you to know that both schools are built to be what we call four tier schools. So, starting in preschool, preK, there are four classrooms for our littles who are three and four. There are four classrooms for our kindergarteners, four for our first grade, four for our second, third, fourth, and fifth. And using what we determine as kind of our um our recommended numbers. The
009board always publishes this and later on in our agenda, we're going to be talking about that. but looking at the numbers of 20, 22, even sometimes in the upper grades going up to 24. So, um, so with four classrooms per tier, per grade level, you're going to need four teachers or four FTEEs at every grade level, including preschool, preK, all the way through fifth grade. So, what you see on the left hand side of this full version, and I kind of like the full version because it and I actually did the math a couple times and and had a couple people check it, so I feel like it's pretty accurate, but it's based on preliminary numbers. So, um you can see that the Cutler site is pretty full out of the gate. Whoops. So, you
010know, when we look at that based on bringing Claude students and SB Butler students um together in one building, you can see that we kind of have maxed them out at about 618 once we've taken the 30 kids that were originally from PV and bringing them back to the west side. So, they were really on the other side of town and we're going to bring them back to the westside site. And I know that uh Mike's going to talk later on about the Zuba platform and the feedback, but there are a few other situations where they're either going to be grandfathered in in a walking distance. Um so we have some other options. And then we also have the lottery. So, we're really looking for families who, you know, will want a theme on the
011other side of town or maybe a new school um close to them who would want to go to either Cutler site or the Westside site. So, it works out pretty nicely for this group. I'm going to move my I'm going to move everybody over so I can move my screen here. Um, and then just moving Mary Morrison over and adding the third kids, 30 students from Cutler, they're at 487. So they're about 15 away or 110 away, 13 away from the max enrollment. So those children will have to come from our other um you know four elementary schools um and you know virtually our preks preschools for both schools. The enrollment possibility is 90 for preschool where you would have two class sections of 15 with three FTEEs or three teachers. In preK we're taking
012the two preks. One is at the um Butler site currently and one is at the Katherryn Konowski site currently. And instead of having TK involved in this, we're going to have preK because we get basically double the amount of students, which we want if we need to be able to, you know, have this school legitimately filled so that we get the funding. So the 604 number is really we have to actualize that number and it's kind of a musto. Um so and then kindergarten kind of out of the gate I was telling Mike that we usually plan for 80 in a four tier school because that gives you 20 per and in the past we've seen that at Mary Morrison, we've seen that at NEA, we've seen that at CK. So those that have the
013four tiers typically have about between 70 and 80 kindergarteners. Um and then you see the numbers here in first through fifth grade. Um you know there's room for other kids in those grade levels. So um you know that's you know that's important to know so that we can bring in those other children hopefully even maybe bring some back from some of the magnet schools over in New London. um or you know other places maybe you know have parents interested in our town and want to move here because of all all the exciting things going on. Um but we do have room and we want it we wanted wiggle room really in both schools. So um Mike I'm going to let you take on from here if there's anything else you want to mention. Well, I
014I actually when we get to the plan, I I I was was just reviewing the feedback we were getting. Um, and it's interesting the people are, of course, we don't know what the themes are yet, but a number of parents have indicated they wanted to go to one school or the other school for geography reasons. You know, like their child care is in one place. And so, uh, the fact that we've got some some movement here is is is very good. And it will it will allow us, uh, when when I when I get to the map, I'll show you. Susan and I are also thinking be because there's because there's room in in the U in that number. Could you highlight the 487 number, Susan, just so everybody knows what I'm talking about? Yeah.
015So in in that number we we know that we can accommodate children especially children who live near uh near westside and we anticipate there's going to be a fair amount of uh fair amount of interest because children would be able to to walk to that site. >> So we we you'll see you'll see uh when when I get to the map exactly what we're doing. But I think this is going to give us a little bit of a little bit of movement. Uh the the three schools that remain open uh will be stable. We're not changing their neighborhood catchment zone. Um and and the three that are closing are are going to u are going to be able to to to accommodate. and and basically what we've been able to to uh to do and
016I know Susan was super interested in this is make sure kids go to school with the kids with whom they're going to school now. We we we didn't want to uh have to move kids around. But as I said I I we got some requests from people who live near Cutler. I think it's in that Belleview area. U they they want to go to the new Cutler school. They they they they asked if they had if they could have permission to not go to Northeast Academy, but to go to the Cutler School. And of course, the answer is yeah, we're going to have a lottery. And in all likelihood, we'll we'll honor those requests. And you also have two different areas, one on the color side and one on the on the um west side
017that are hash hashtagged and so that they will be um grandfathered in so that new families coming in or the families who are there now can opt to the new schools. Right. >> Yes, that's right. Um, it might be useful, Kim, if we could go to the next one and we could come back to this, but I can >> share Mike and then you can start sharing. >> I did see that those these two agenda topics were sort of interchangeable and that we were going to go back and forth that we were going to toggle between the two of them. >> Can we have questions after this one or would it be confusing? >> You could uh No, go ahead. Ask your questions now. Uh, sorry. >> Before you leave that screen. Okay, I can
018go back. >> Yeah, >> I mean, you don't have to. I have the screen in front of me. My I have a couple of questions, though. Um, it doesn't necessarily mean you need to have the screen up. My question is about the title one schools. CK is a title one school. Clchester is a title one school and Westside is. What will happen? Will we have that designation for Westside? Will we keep that? And what about the children going from Quadchester to the Cutler school? >> So they base it on the t they base it on the October one numbers from the year before. So instant for instance, Westside will still be considered title one. So Graten Middle School gets to have that designation for at least one year um because it's based on last year's
019October one numbers. And the same thing will be true for Claude. They'll be able to hold on to that designation. I think you know though that um since I've been here, we've expanded. At first it was only Katherryn Kolowski, but in looking at the numbers, they're pretty close. Mary Morrison is very close, too. So, they may even become a title one school on that side of town. So, I think that um you know, we have to look at that carefully. I've got to call into the state department um the title one um representative just to talk to him about all of the transitions we're making and to make sure we do this correctly. But our district has been able to support three schools under title one and also the district. So a portion of our
020funds are carved out because we know we have families in all our schools that need that help and support. So we're able to do it kind of as a district as well. And what happens if the Westside Elementary site does not make the 604 number? >> Oh, we will. >> You will. Okay. And what about And >> the answer is you wouldn't get full reimbursement. That's why we say >> I know. That's what I'm concerned about. >> But we will. So, you will. Okay. And what about the staffing? Are we going to be losing teachers, gaining teachers? >> Good question. >> Susan Susan has the answer. Well, when you look at just the FTEES moving from these three schools to the two large schools and the numbers that would support a four tier with, you
021know, with these numbers, we're going to have to add two additional FTEEs, but we may save on FTEEs in the other schools where t where kids are moving out of. So that's going to be kind of a a plus and minus integer problem with you know figuring out how that works. But so far we see positive to to at least classroom teachers. There might be some differences with other areas too with some of the special areas. But I was a principal of a 600 550 to 600 school in Monroe and I know that it really does take more than a full FTE sometimes of some of the special areas just to get them scheduled. So we'll we'll have to look at that more carefully. >> And what about librarians? I mean, um, our, you know,
022our media centers, will we have to make an accommodation for that? Because it's such a large number of children in each school. >> Well, that's what I'm saying. For all those specials, they'd have to see all 600, you know, in all these classrooms. We don't have any school now that has 28 classrooms with 28 teachers. So, that's just another good problem to solve. Rita, >> okay, thank you. I think the only clear consolidation is you'll have one less principle. >> Um, >> so there there'll be I I believe there'll be some considerable >> I I want to be careful how I say this. I I I believe there'll be some some cost avoidance with uh with the administrative staff, but we we've also talked about having bigger schools and and perhaps having uh I think
023you've mentioned kind of like a special ed type person or something. But I I think in the big picture, it's going to be nothing like the number of consolidations we had with the middle school because those were th those were when we when we brought them together, we we we actually lost uh we were able to reduce the uh the the FTEEs. But in this case, uh Susan's worked it out. I I think it's going to be I think it's going to be pretty close. We're going to be able to handle this. Uh, and I think the the cost avoidance will be in the administrative staffing. >> Can I just add that these two schools also host several of our very specialized um special ed programs. For instance, the Cutler site, the building is has
024been prepared to have the ABA program from preschool to fifth grade. Um, and there's at least 38 children um in that program. could be more. Um and then the other school the um the westside site will host the academy program K1 and 23. The third program is hosted at um Charles Barnum. So it, you know, and then there is another multi-is multi- handicap program, multi-isability program at Mary Morrison that we still want to make sure has um, you know, room in these buildings or in another building. So >> thank you. >> yeah, I do want us to be very careful about what we're talking about in terms of what money we're not going to have to spend anymore because we just don't know. But clearly not spending money on old buildings is going to be
025>> the CIP project in in the making. >> Right. >> But I would like to caution us to to move any further from that. >> I I'm ready to share the next thing, but we could keep flipping back and forth. >> Let me stop sharing so you can share. There you go. >> So I'm gonna share. So, I I just want to I want to remind everybody if I could get this to open. Okay. I wanted to remind everybody that uh let me go to the top of this. uh that we we sent Mike Mike Zuba and Pat Galler they were here a couple of months ago and they talked about this platform that they they developed and the first part of the platform and and we've sent this to all the parents. Uh the
026first part of the platform uh explains the Graten 2020 plan. Uh the second part of the platform is is the most interesting actually because it it it allows you to see I'm going to make this a little bit bigger. Uh it it'll it allows you to see u where your hopefully I get rid of this. Okay. where your child. So, so let's say let's say you live on on on Long Cove Road right there. If you typed in your address up here in this find your address, it would indicate that your child who who lives on right there on Long Cove Road would go to the new elementary site, new Cutler site. If your child lived on uh Gold Star Highway uh and you typed in the address up here, you would see that your
027child would go to Northeast. So, so the the basic point about about this, if I can sorry if I can make this a little bit bigger. Okay. See if I can do this. Aha. Okay. So, the basic the basic point about this is we we we put it out there and and and we we said if you remember a few things. The the Northeast Academy school remains the the boundaries remain exactly the same except for a neighborhood right down here that uh that used to go to Quadchester. It's actually the building just north of Quchester School. Uh, and they would now go to Northeast Academy. The Charles Barnum area does not change one bit. And the Katherine Colonowski neighborhood zone does not change at all. And and the basically this is this is the uh
028SB Butler neighborhood and this is the Claude Chester neighborhood. So with with very few exceptions, all the children who went to SP Butler go to Cutler. All the children who go to Codchester go to the the new uh the new Cutler site. All the children who go to Westside, excuse me, who go to Morrison would would now go to the Westside school. And and as I said, all the children who went to Katherine who go to Katherryn Konowski would continue to go to Katherryn Konowski. And you have that little hashtag on Branded G and the hashtag, >> right? So, I'm gonna I'm gonna make this a little bit bigger. There's this little area here in the Belleview section that is uh very very close to Cutler. And those children uh if they prefer to continue
029to go to Northeast will go to Northeast, but new families moving in would go to Cutler. Uh, and the same thing, if I can move over here, the the the children who live in this area here, which is Branded G. Avenue, they would go uh to the they could continue to go to their uh Katherryn Konowski, but they are literally across the street from the new school. So, we said that uh they would they would go to uh they would be allowed certainly the new people would go to the uh to to to the Westside School. We we know that there are some children here and Susan and I did Let me see if I can make this a little bit bigger. Susan and I Okay, I don't know if you can see this clearly.
030It's not. This is Brford Avenue. The the children who live on Brford Avenue currently go to Codchester. I'm gonna make it just a little bit bigger. Maybe that will show up. Okay, that's a little better. So, Rford Avenue currently goes to Clchester and Mather Avenue currently goes to uh uh >> Katherine Katherryn Konowski. Thank you. >> But as you can see, it's it's a very walkable distance. So, I'm gonna back out just a little bit. So Susan and I actually met with Mike Zuba and Pat Galler and and we said, "What if we what if we took all of the children from Brford Avenue and assigned them to Westside to the Westside site?" And and the answer is the school would be out of racial balance a great deal. Um and and so what we
031decided was that we would allow well everybody can enter the lottery, but I I suspect there will be a fair number of children who live in this area here who would want to go to the west side and we will be able to control that through the lottery. But uh the the racial balance of this is is really quite remarkable. It's uh it's it's within one percentage point. what what we have here is within one percentage point of perfect racial balance in all the schools with the exception of Northeast, but thanks to a little bit of research that Susan did today, we know that the the new kindergarten class that was just accepted into Northeast Academy actually has a fairly significant number of of children of color. So, I think the They had they have
032an in they have right now an an impending imbalance and we want to get them below 15% which means that they're 15% is impending balance 25% is out of racial balance. So, we're we we think with the addition of this neighborhood and and with the with the um the magnet trying to spit out u that Northeast Academy is going to be uh uh within po potentially having not a impending balance. Charles Barnum is perfectly balanced. Uh the new elementary school at Westside will be nearly perfectly balanced. I think it's 50% instead instead of 47 that's 50%. Um Kevin Konowski as you know is is is in um in in good shape be because of the magnet program and and and the Cutler site uh will will also so one of the things that I >>
033school that's our school based on Claude Chester that needed to have that correction and they are getting that correction. >> That's right. So, one of the things I was I was hoping to do with all the stuff that we've done about balancing socioeconomically is when when when school opens on whatever day next September or late August, um I think that you're going to see that that the uh the the five elementary schools will will be essentially very close to racial balance. It's still going to have some work to do, but as as Northeast Academy attracts kids in into its arts program, I think you're going to see that will be better. And then the then the board will be in a position to use a controlled lottery as as uh Michael Alves who who was
034our demographer that we worked with on the MSAP grant, he he talks about a controlled lottery. So, so that if you if for example if you want to get more racial diversity at Northeast Academy, you you could say that you're going to take one child from the Barnum neighborhood, one child from the Kaski neighborhood um and uh two children from the the the Westside neighborhood and bring them over there. And you can't pick the children by race, but you can you can pick them by neighborhood. And by neighborhood will lead you ultimately to number one, balance of socioeconomics. And and number two, it usually works out this way that you have greater racial diversity in the school, which you have to have by law, but you can't assign children by race. Um, >> but as
035we learned from Kalenburgg and Alves, the most essential thing for productive schools is to have the socioeconomic diversity and that studies have been done to show that those that students in a socioeconomically diverse community make more gains than if you just put, you know, all kids of low or high socioeconomics. >> That's right. And I just want to show you one last feature then we can talk about this this platform. So uh Zuba and Gallagher uh talk about the areas of change um and then and then they offer this uh this uh website and uh it's only a try and pe people have used it a fair lots of people uh scores of people have used it and and by and large the the questions that they're sending to this page are really clarification questions.
036I live on this street. Would my child go to this school or that school? And of course, we we tell them if if they Whoops. Sorry. If they I have to go back up here. If they go to this map and they type in their address uh right here, uh then uh uh so let's say I don't know anyone who lives on Haley Road. Uh, Haley Brook Road, >> but not in Massachusetts. >> No, >> that's a commute. >> That would be a commute. >> Uh, let me let me take Oh, Oslo, right? I just happen to know that Oslo is it drive? Mystic. >> Okay, >> there you go. >> So, if I'm an Oslo Drive person, well, obviously you know what school I go to, but but anyway, that that's how the map
037works. You type in your address and and and and it and it puts you in in a in a zone. Let me see if I can back out of here. That's a better that's a better picture. Let me see if I can get rid of this. This is a fabulous way though for families to identify because in the past we've either had list of streets that we'd have to go off or where they call central office to find out where do we go to elementary school. So this is great to have this. >> Yeah. So it's it's it's generated more questions about what school does my kid go to? Um and and as I said the other the other the other questions were can my kid go to uh a school near my home and
038and of course we keep saying that sure you you can answer the lottery. So um I believe somebody somebody was uh uh we have a we have a staff member who monitors this. So I was talking to her. So somebody lived along along Cove Road here and they weren't really sure what they they they really wanted their kid to go to Cutler and so first of all we told them your child will go to Cutler. Um but even if the child lived here uh that that child who lived in the new elementary they could go back. I I think I think the parent was concerned uh about friends. So, as hard as we're working on getting the right themes, I think that will be very important as as we move through the future. Um, but
039right now, uh, my understanding is the parents are really concerned about making sure their child goes to the school, uh, where their their children currently go. Um but and the other thing is we we have started it's not posted yet an FAQ a frequently asked questions about the model. Um and then as I said you know the parents go down here they they paste in this email and we and we respond uh to to their email. Um and so far so good. People are are are very pleased with it. And I'm just gonna uh if I can, I'm just gonna stop sharing for a second. No, >> Mike, before you stop sharing. >> Yeah. Yeah. Go ahead, >> Kim. You want to have other people ask questions first? >> Well, I'm once again I'm trying
040to look for the board. Is there some Is there another board member um that has a question? >> So, you're >> I like your colors. Yeah, Rita. So, two things, Mike. The the little section that's the new Cutler Elementary where you have the little lines. That's Bair, not not Belleview. Bel Air. >> Thank you. >> That's with Drive. >> I knew that. >> I just made I made a mistake. You're right. That's Enson Drive in Bel Air. You're right. >> Yes. Um, the other question I have is the the yellow for goes way up into the northeast Charles Barnum district and and are there many families that live there? I can't really see any very many roads, but I was just curious why it cuts way up into there where they have other closer schools
041to go to. I think probably because they had attendant Claude Chester Mike. >> You think >> one of the one of the things of course I I I said to Zuba and Galler is u I I don't want these kids to have to go to a new school. I want them to go to a school. They're going to go new school, >> right? You know, and that just seems like a a a long way to go. >> Yeah. you know, when there are other schools that like Charles Barnum is so much closer. I just don't know the neighborhoods. Right. Right. Up in there. >> Right. Right. >> So, remember, we need 604 students in each of these two new schools. >> So, that's kind of a driving force along with the stability. So, really having
042the least movement of kids who've been with their, you know, peers that they'll go to a new school together. >> I see. >> You're right. I mean, it certainly looks like a some sort of gerrymandered congressional district, doesn't it? >> Yes. Yes. Uh but now that now now that the well of course this part of it uh Butler was always you know solidly together noanka and so forth it's really the quadchester that quadchester right about here that that was the one that sort of got carved out >> and and it got carved out I can tell you that part of the 2008 >> uh the work that the board did to to to to balance. So So right I mean the good news is >> I mean it is it is awkwardly laid out but
043the good news is this really delivers number number one from my perspective nobody's neighborhood is being nobody is being redistrict out of the school that they love and a number one and number two it delivers racial balance from day one that the board can then tweak as we go forward But you I was I was very concerned that we might like when when Susan and I talked to Mike Zuba, we talked about that neighborhood right there. If we added that neighborhood, that school would have been out of racial balance on day one. >> And we we we did obviously we don't want that. I I I even did a I even did a uh a focus group, a parent focus group in Brford Manor and I I talked to them. I talked to the parents
044about this and they they said two things. One is they they they wanted to be sure that kids went to a school that was racially balanced. And uh number two, they said whatever school they go to, this like this new one here, they they they wanted to be sure that the kids felt respected and valued and welcome there. That that that gave rise to to a whole other conversation about how do we do that? Uh we want to make sure the kids who go to Northeast Academy, kids of color who go to Northeast Academy feel welcome there that they're not uh know they're not unique students. But >> well, and I think that goes back to your plan, Mike, your original plan to have the least disruption and have kids go with others that they
045know, that they've been to school with. >> Yeah, I think >> that's part of the puzzle. >> I think that's really important. You're right, >> Liz. >> Yeah. I was just wondering, have you timed it in terms of bus routes? How long kids will be on the buses from those two district? I mean, those two those two areas to get into the new Cutler site. I mean, >> have you have to timed it out? Well, I I can tell you um I think the simple answer is we know that Northeast Academy picks up kids from all over town >> and CK >> and and and and CK. So, what's going to happen next year is there will be these neighborhoods that that will, you know, go where they go to the Barnum. Barnum is a
046simple one, but there will be Barnum children who are going to opt to go here. Northeast kids are going to hop to go here. So, it's going to be it's going to be a a pretty big web of of of buses, Liz. But, but we know within the time that we have with the with the amount of buses that we have, the the the big the big we but the I think the honest answer to your question is we haven't we haven't done the exact runs yet because we don't know exactly who's going where. In other words, >> there might be a kid who lives up here near the Navy base that uh wants to go to this school. So, we're gonna have to run a bus up there. There are there are kids at
047Grant Longpoint uh down here who go to Kolnowski and and I know we send a bus down there. So, it's it's going to be complex. That that is that is the >> that is the balancing point to a a full you know on September 1st Rotten Public Schools will be a 100% magnet elementary district. >> Yeah. And >> so our bus runs are going to look different. >> Bus roads are going to because of that. And and as a back a backup question to that then is have we um in your plan I'm sure you've done this I just don't remember but what what's the the financial impact of the bus of the buses these routes and different routes on our budget? Well, I can tell you that we we had uh this this year
048about a quarter of a million dollars in the MSAP grant. About 220,000 to be exact, >> is in the MSAP grant. So when the MSAP grid goes away at not not this year but after next year the the those were four extra buses that are pretty important uh well very very important to to making this work. um the uh that cost will have to be absorbed. In this one, I think about the the the possible consolidations and the possible well certainly the consolidation of three principles down to two perhaps even u three assistant principles down to to to so there'll be some there'll be some money that could be reallocated for this purpose but that that's the big one Liz you've identified the cost >> so I just want to clarify because I want to
049once again if anyone's listening that we're not we don't know what we're going to how we're going to structure in terms of the administration staff. Nor is it nor is there going to be save >> right >> cost avoidance. What but what we're talking about is that any monies we're probably are going to be put putting towards transportation recognize that um we're going to need more buses in the fact that our middle school middle school is one place but that we have five magnet schools um for elementary and we're going to have kids going across the district. I think that that's really important and I want to make sure that that message is clear >> specifically as people are coming >> around thinking about budgets um etc. >> Right. >> Any other questions? Jay Andrea
050Jane Lee >> No, I think a nice explanation. >> Hello. >> Wait, I got Jane. I got Jane Lee. Okay. >> I I was saying it you did a nice explanation for us. Thank you. >> Uh yeah, just to be a oneote person again. Um let's let's try to get those names done. What used to be Westside, what used to be Cutler. >> Um I I so wish we could stop calling it Westside and Cutler. >> Yes. >> I think it's time. >> Yes. That's it. >> I I I think pretty soon >> that's the next survey coming out to parents is the naming survey and community. So, we're hoping when we collect all of our survey results for educators and parents on the hybrid model, we'll be able to focus next on the naming.
051So, >> excellent. Excellent. >> I think within a month, >> hopefully by Thursday we have the survey ready to go. >> Thank you. Maybe even by the end of October we could have it. That'd be great. >> Yeah, I'm that's what I'm hopeful for. >> Okay. >> Committee's on standby to collect the results and and look at it carefully. >> Okay. >> Rosemary, did you have any questions? >> No, I do like the colors and um it when you explained it, it did um it made more sense to me um about staying in the home school. So, um otherwise it looked a little weird. Yeah. Yeah, it does look >> It looked a little Picassoish. >> All right. So, I think I think we're done with the screen sharing. Dr. Ger, thank you. >> Thank
052you. >> I'm trying to very faithfully try to make sure I understand who's on the screen and not. So, um I if if there's um do we need to go back to enrollment numbers in the schools now that we've seen the the pictures? Not pictures. Um now we sort of had more information. Thank you, Liz, for not laughing out loud, just smirking. Um is is that does that make sense in terms of the numbers, in terms of the neighborhoods and stuff? >> Yes. So, just to be clear, Susan and I took the neighborhoods that were recommended and fed that into the chart that she showed you. So, that's it. W- w without the uh the the option, the magnet choice, we we've placed the children from those three schools where they are and we place
053the programs and Susan has figured out the preschool and and and the and the early childhood and all that sort of stuff. So the what she showed you that first chart is a reflection of what I just showed you. >> We will have um PSIS verified numbers by the end of this month and um Zuba can take those numbers and with addresses and cross reference to make sure that we we're as accurate as possible. >> Thank you. on the plan when we finally decide on the plan. >> Liz, >> I just have a quick question and maybe I'm missing it, but in Clawchester there's a class called Trans K. Is what's happening with that class? I don't see it in the Cutler Elementary site, nor do I see it in the Westside Elementary site or
054the other elementaryaries. Is that being eliminated? >> Nope. That's a really good question. Currently CK has a prek that we're going to be hosting in the Mary Morrison site. So we're just really flip-flopping and having transition K either at CK or NBA. We're going to be looking for space for them to go to either of those schools. Okay. So they're going to that trans. Okay, let me just clarify is going to be look going to be placed in either Katherine Kaskki or Northeast Academy. >> Okay, thank you. >> Liz, let's be clear. We don't call them trans classes because the federal education department will take all our money away. >> Yeah, but that's how it's listed, Mike. And that's why I asked is because that's how it's listed. Oh, that just a little Betsy Devos
055joke. >> Oh, sorry. I didn't I guess I haven't had my coffee today and I missed it. So, but um >> is our trans program and it's not going away, but of course we have had it on a pilot. So, we're going to be bringing you more information throughout the year. >> Okay. Thank you. >> Maybe we should call it transition K as opposed to >> I know we do, but but actually have it listed that way. >> Yeah. Nice joke, Mike. >> I'll let the registar know. >> Trying to fit it in a small space. >> Any any other questions um for those two agenda topics that we've done? >> Kim, if with the board's permission, I'd like to bring back the recommended plan and have the board vote for it on on the
05626th be because we we actually need to put it in place. Um the the last the the past two things that we've um that we've talked about past two agenda items. Um can we any questions that we have percolated because that will be in two weeks. Um >> can you get it to Dr. Grineer or to Susan? Um probably Dr. No offense Susan but to Dr. Grineer because he and I are the ones that come up with the agenda. Um because then if there's a lot of questions that come up we can throw it not throw it but we can place it back on to the next committee. the whole so that we can get those questions answered or get them answered in a board of edn note. But um I guess what I hear
057Dr. Grineer that you're saying is that the board is going to need to be prepared to vote on those numbers and the the magnet school plan or the the the school district reenrollment enrollment plan, whatever you want to say it. >> Yep. Kim, can we also have any questions from parents that come forward um that are answered by Mike and Susan? Could could we please see those questions so we're aware of them and what the concerns may be? >> I'll get to the FAQ and we can go from there for sure. >> Thank you, Rita. That's a great idea. >> Excellent. >> Any other questions about that? Do we feel comfortable that we can kind of move on to the next agenda topic, but also know that we're going to be voting on this at
058the end of the month? >> Great. >> Awesome. All right. So, Dr. Grineer uh and Susan, we're going to be talking about uh preferred maximum size CL size guidelines. Liz, this is probably more geared towards you. Let me just do a little opening around that is is that we always talk about this and then vote on what our preferred max size and minimum size are because that really becomes our driver to the budget because if we say that we want to have a class size that is, you know, our kindergarten to be 10, that would mean that we would then have to add that. I know Beth, I said that just because I wanted to see your flying cows. I was looking at those Kim. I was looking at those numbers and I do have
059a um a couple of concerns. >> Okay. So, but I just wanted to let you know that that's why we have to do that, >> you know, the numbers in the budget >> is that we we need to make that. So, now I'm going to go into How about if we have Susan and Mike kind of walk us through this and then Liz, I have you as the first person with questions. >> Mike, do you want to share that doc? >> I'm trying to open it right now. >> Do can I just ask do you most >> Thank you. have the documents in front of them because if they do I find the screen sharing to be incredibly disorienting and so if we have that >> and it is a committee of the whole meeting
060I'm not trying to take away from the public but I'm just saying it is it is hard to kind of watch people's expressions um and we wouldn't be doing that we wouldn't be having it up if we were meeting in person so >> it's actually very similar to what I showed you in the two new schools you the numbers. >> I actually do not have it in front of me, so I would like it on the screen. >> I could share it for like two minutes if you want. >> That'd be great. Thank you. Okay. How's that? >> Good. >> Okay. >> Better. >> Um, yeah, a little bit higher. >> Yeah, we don't we're not seeing everything. So uh just to orient everyone um these are the preferred max uh 20 in kindergarten and
061one 23 in grades two and three 25 and 4 through 12 regular regular classes remedial self-contained u in the secondary school 14 again preferred max and remedial individual um small group So the teacher load would be 40 total. In terms of special areas are are are pretty straightforward te technology and consumer science. Those are those are typically safety issues u that we we we have a certain number of spots. Those are sort of practical. Music is is is is 25. uh uh uh art classes. Again, uh there are stations that we have in in the classrooms. Typically 20 would be the max. Fizzed would be 25 and then uh counselors uh about 200 to one. Um that is uh we're actually doing a little better than that. There are I know there are six counselors
062for a thousand children at the middle school. library media specialist. Um, we we actually use this number to justify having a u a another full-time u media specialist that that is shared at at the at the high school and then special ed self-contained 12 and resource uh uh to 20 to1 ratio still pretty >> a very good question about um now that we're really a campus school with middle school and high school and the numbers are very similar. Do we want to say that in special areas um that's a 6 through 12? Like I know at the middle school there's probably 25 is kind of the max for almost everything. Um it might go up a little bit with some of the music classes um for band or orchestra and it might go up for
063the the physical education programs that are in the big big gym um by just about five. So I don't know if we want to start thinking about this in as a 6 through 12 model instead of just 9 through 12. >> Andrea, >> that was my question as well. I I didn't see anything for the middle level and I I I thought maybe that was a mistake that it should be 6 through 12. So, >> well, what about consumer science? Does that exist anymore in the middle school? No, but we have like the foods, the culinary program, but I still think those are probably maxed at 20 25. >> No. >> Well, I don't think consumer science is that way. It's there's only a certain number of cooking stations and it's it's >> right. >>
064There's a safety concern there. >> Yeah. Yeah. >> But that doesn't exist in the middle school. What I >> That's correct. No, no consumer science at the middle school. >> So then why do we have that down? >> Well, it it just consumer science doesn't say where >> we could say that 9 to 12. >> Yeah. >> And that would make sense, >> but I think the technology education might be a little different now. So, so to Rita's point, is there a need to have like a glossery because I think of I I think specifically parents might see consumer science and technology as a something that's very different than what we're proposing. And so, if we're using this in our budget handbook as what our preferred things are, I'm I'm assuming we need to have
065that Delineated. Is that a word? >> Yes, it is. >> Thank you. >> Yeah, we could do that. We We could define We could actually sort of do consumer on a glossery. We could do sort of colon consumer science foods and you know blah blah blah the various courses that we and the same thing with the same thing with >> project gota be and I'm going to say too with music it music encompasses like you said band has more than 25 kids in it. >> Yes it does. You're right. >> So that is a you know that's misleading. Um, but I would like to ask my question. Okay, Kim, may I? All right. Um when you talk about guidance counselors again I think you need to delineate it out in um for the especi for
066all the schools because don't we have some sort of counselors even in the elementary and the other thing well >> this is where the the other part of my question is you know the guidance counselors are in middle school high school but there are counselors that aren't guidance counselors that are available to for our students, for our kids. And so we need to put that I think that's missing. I also believe that with the increased need on um and I know this is a budget thing, but with the increased need, I just sometimes think that two I do believe that 200 to one is is rather high. And I would I personally think it would be wonderful if we could add especially at the high school, you know, add another guidance counselor or and to
067bring that number down. the the what they're being asked to do is very um extensive and especially with the needs now um social emotional needs uh and uh the various you know um I'm I'm stumbling here and I'm sorry but the the various responsibilities that they have that are very different from when you had a typical guidance counselor I mean especially espeially from like I was looking at my high school yearbook. I graduated from Fitch in 76. There were six guidance counselors and of those six guidance counselors, we only had three grades and there were 1,500 plus kids at the school, you know, but there the needs were are very different now. And I don't think 200 to one really serves our population and that's just what I want to say. Can I address that
068a minute? I I I feel there's about a hund this is just guidance, you know, we we have actually six at the high school. There are about a thou there's only 166 per guidance council right now. So even though it says 200 to one, they really don't have 200, >> right? Isn't that correct, Mike? >> Yeah, that's right. >> Okay. Yeah. >> I just um just concerned. I know that this guys. I understand that, >> but I just I I personally would feel more comfortable if it said 175, but it may not be. >> These are not actual sizes. These are preferred. >> I know. I I'm getting that now. >> Yeah. >> Okay. I I enjoy your passion and um your questions always spark um people's understanding. Um, and so the the counselors that
069are in elementary school, most of them, Liz, you know, some of them are not actually paid by the board of ed budget. That that's child family. Um, many of the mental health counselors are paid by um the um >> grants family by child and family. It's not even well, it's their grant, but it's through another agency. >> I didn't realize that. they're social workers, but I don't believe that the social workers um like you can kind of say like x amount happened because I think that the their role as social workers are more in terms of fluidity in terms of kind of getting to and sort of maintaining um maintaining that um the status quo for the kids. So, I don't think that there's a way that we can kind of ballpark and say, you
070know, x amount of kids are associated to a um a a a um a a piece, I guess, is what I'm I'm trying to say. I've lost my my my words, but so counselors there in many of we have me mental health clinics that are there. >> So, what about the school social worker workers that are at Fetch? Do those are do does the board pay for their salaries? >> Yes, >> some of them. >> Well, they we've really gotten them through some of our grants, too. So, they're social workers in our district are paid through the title one um grants um title four grants. Um and then some we have some in operation budget too. >> And the ones that are in operation budget, I don't see that listed here. But but these are
071these are class sizes. Those people don't have classes. >> Well, a guidance counselor doesn't have a class. >> Well, they have specific cases, >> but they but they have assigned the social workers don't don't have assigned students per se. >> Okay. And I would I I I would say that the time to talk about this um is would be as we start to go through the budget >> to say do do we have sufficient number of support personnel that's a perfectly reasonable this is this is more you know this is very helpful by the way to to Susan and me and the principles and and and the union leadership and so forth. So when when you see a class, a K1 class that's 25 26 kids, we know we're exceeding the board's, you know, preferred
072maximum. Uh, you know, I mean, it's not written in stone. Uh, we sometimes unfortunately have to exceed it, but it gives us a pretty good sense of the board. You know, can we can we tolerate 25 kids through a class? Well, we don't in in grades 4 through 12. We're not exactly thrilled and I know you know that because that's a lot of kids and if you're teaching six classes h having 150 students in a social studies or >> it's very difficult >> that's a huge load but but at least it gives us a ballpark figure and and and it gives teachers a sense of you know if we're going if we're pushing 25 26 27 we know we got problems. >> Okay. Thanks. I I I appreciate it. >> That's fine. That's This is
073probably This is only the second time that you've really been able to look at this document the way that you that your lens that you're using. So, that is fine. Any other questions about this? >> Is um are you going to make like consumer science have a little >> parentheses 9 through 12? And what about technology education? I would think especially at the new middle school that there are probably more than 18 students could be accommodated in a >> class way is full in every classroom >> and what does that mean? Project lead the way is one of the technology um courses that we have in both the middle school and the high school. >> So how many students is that? >> 25 per class. So then that technology education that says 18 really is
074I remember that from a long time ago when we had very few computers and there were just so many computers in a classroom. We actually just had them in a classroom. So I think that's where that 18 came from. But now it's different than that. >> Can I comment on that please? Mhm. >> At Fetch at the high school, Rita classrooms where the technology is is in the older part of the building. And quite frankly, 25 kids in one of those classrooms is too many. >> And I think that's one of the reasons why I I I think it should be capped at 18 personally >> because I said physical space. >> Yeah. But if you're this is if we have technology education in a special areas um as a 9 through 12 if we
075say 25 >> we might want to make both the consumer science and the teched 9 through 12 is what I'm saying >> right yes >> that's specific to the one school >> Kim I I like to propose that let Susan and me do a little work up on this with the glossery. Let's bring it back on the 19th and and we could word smith it or change numbers and then we could vote on it on the 26th. >> Good idea. >> I like that idea. >> Okay. >> And I'll actually look into actual class sizes too while we're at it. >> That'd be great. Thank you. >> Welcome. So the next agenda item also everyone got bigger. Sorry. Like oh >> and they moved around. >> Um so the next the next part is the
076review of preliminary educator and parent survey results um on the hybrid. >> And I'd like to show a screen. I actually worked with the communication coordinator in um and Mike this morning and really selecting um a sample of some of the different um screenshots from the survey itself and some of the comments we also selected. Now realize that this survey is open until Thursday and we're going to be sending out a reminder to families. We've also put it on the front page of the website so both families and educators um could continue to answer the questions. It is so helpful. So, let me share my screen. Whoops. Sorry. So, I'll start with the educator. These are preliminary results. Thank you, Beth Whler, for getting the word out because we've had 322 responses as of October
07713th and we have a little over 450 educators um or teachers at least. So, we're we're really this was really sent out more to the certified staff and administrators because um the questions were more oriented to instruction, curriculum and instruction. So, one of the first slides and I have to tell you just a little bit of a um an overview that this really the survey itself came from a conversation with some teachers and administrators um with Mike and I and we actually had teachers and Rebecca formulate some of these questions that were on everybody's mind and we were able to use this and use some of the same questions for parents and some few that were different too. So on this slide that you see, are you able to see this pretty clearly? >> Zoomed
078up. >> What's that? >> Is that just me? Maybe it's just me. Sorry, it was me. >> Okay. So, how would you best describe engagement of the majority of your students in the hybrid model? And if you look at the blue which is highly engraved, highly engaged and the red which is moderately engaged you see that um at least 3/4 of the kids or yeah about 3/4 of over threequarters of the kids um are deemed to be engaged. You also see about 14% that are rarely engaged. You don't see any green which says not engaged at all. So teachers, educators are feeling that they're able to engage kids somewhat, moderately, highly. So that's an important slide to keep in mind. The next one is how would you best describe the engagement of the majority of
079your students in full distance learning? So, you know, when we take a look at just the full distance, you see the results are a are less of less engagement. So, we really recognize that um the hybrid model definitely to have some face-to-face time engages kids more and you see the green does show up a little bit. Um so that there are some kids that are not engaged and we have to keep track of that with the state. every week Erica is you know checking with principles to see levels of engagement and who's attending. Now this one is how reliable is technology? So this is a pretty important question because some of the concerns we have heard are with technology and the orange color is reliable, the red is somewhat reliable and the blue is unreliable.
080Green says it's not applicable for whatever reason. So, not everybody, I guess, has the dock camera or the projector, um, or the interactive whiteboard. Um, you know, and we are getting more of the dock cameras for our staff. But you see that they're really feeling that it's more on the reliable side than not, which I thought was really interesting. And then on the average, how long do you does it take um you to take attendance? that we've heard loud and clear, attendance is taking a long time. So, we're trying to streamline some of those codes and work with our teachers to help support them in all of that because if you look at the red um section, that's more than 10 minutes and the blue is under 10 minutes, which you would you would hope
081that attendance wouldn't take that long, but not only are we saying are you here or not, we're saying are you here for real, are you here remotely, are you um tardy, are you tardy in both real life or tardy remotely. Um, are you absent or unverified in both settings? So, it's a lot to keep track of. And then with the orange, we also were able to get some responses um for, you know, something else and um collect those. H >> how do they take that attendance, Susan? >> So, they will have a class meeting in the upper grades in the middle school and high school. they have a CTL or they have an advisory period or a first period where they make sure kids are there. So there it's really a combination of two things,
082Rita. It's checking in. So they check in also at the elementary school, but not necessarily in that formalized way. Sometimes it's checking in even on their LMS system. Are they on Seesaw? So it's checking in and it's also completing the work, >> right? So, I think in the middle school and high school, the grades um kind of drive some of that. Um and hopefully the engagement drives some of that. Um but in elementary too, we're we're making sure um that kids are able to complete their work, at least the prioritized work that teachers are expecting. So, this area is which areas require more support for the teacher or educator and time that it takes for their planning. So out of this you see that monitoring student progress really is something that takes time and and
083from grading and viewing their seessaw. Beth can talk about this too. Um that takes really a uncsurmountable time um and planning and maybe even looking for some support in this area. Live lessons is another area. And so the way that Rebecca lined this graph up, she was able to show kind of in descending order what was kind of taking the most time and and support. Um and then there's parent and student um communication and um written step-by-step assignments so that we can clearly communicate with our students and parents. um time to collaborate with peers um which there they you'll see later on that that has been um really a great deal of support for our our staff and instructions for in-person students and then pre-recorded lessons. I was kind of surprised that they didn't seem
084to need as much support and that wasn't taking as much time. So maybe just getting even better at that, you know, um and maybe hopefully having the resources. So that's kind of interesting. And then you have in terms of instruction, what approach seems best to engage? And they talk about in-person instruction if we could only go back to those good old days, right, when this pandemic is over. So that's definitely um one of the most engaging ways. Um and then creating um a consistent schedule, having live lessons, written step-by-step assignments so that they clearly understand what's expected. um blended assignments work with Zoom and check-in um pre-recorded lessons. There's been a big shout out for the teachers college remote learning units that we purchased um with the end of the um DODIA grant by all
085of our K through eight teachers. Um and then there's interactive assignments and time to collaborate with peers. So that seems to be what's most engaging. And then how many students are completing the assignments? Mike really wanted to have this slide up because in the blue you see that most of the students are completing their assignments and in the red about half of their students are completing the assignments and a very few few are um a few are completing their science and you don't see any green where none of the students are completing their assignments. So that's pretty interesting. >> That is. >> And then I wanted you to see some of the successes um that teachers talked about that I think students and even teachers I always said, you know, this is a heavy lift.
086This is hard work and you'll see in some of the challenges how hard it is. But I think that trying to get into a routine with schedules and expectations is really important. That's one of the things that teachers went out and really wanted to accomplish in the first six first six weeks of school. And there there were many that suggested that this is finally starting to happen. Um and then teachers are feeling more comfortable with their increasing knowledge um of all the resources and you know we've we have new softwares that have been provided through the car's act and new equipment and um you know and they're expanding their their growth collaborating with grade level partners is extremely important. This is the one that I said that we've heard loud and clear from prek all
087the way through grade 12. Kids are happy to be back in the classroom. Um, small groups really work. They they talked a lot about small groups and when they take teachers talk about when they take time to listen to the parents concern they, you know, it teaches them something and it helps to improve engagement. and then some more successes. Um small number allow for s um so much more attention. So by having those cohorts, you have smaller numbers in front of you. You do have the kids who are home too, but I think that they're able to through the cohorting be able to really engage those kids in front of them. And it wasn't always easy from the beginning. Um and I thought this was great. This is why we had to end it. working
088with a student who when offered a break um a masked break said no I got this and then went on to complete the task the young boy would have melted down in prior years um to um learning strategies to get him through non-preferred activities they called this priceless this is what um why I do this you know so I thought that was pretty telling so >> I think children are learning some resilience skills. I think adults and children in all of this, you know, there is something to be said about that. And then challenge is, you know, making sure that we're supporting our families so that um they can be more successful with home learning. The biggest challenge is getting them to complete all of their work um and making directions clear and not too
089confusing. It's um all been a challenge. I feel like the internet connections are always aren't so good whether they're from the school end um or from the home end that there's sometimes interruptions sometimes at Zoom it goes goes sideways and you know all of a sudden you lose a connection and that's no fun for anybody. And then finding hands-on things for the distance learning and prepping for all of those situations for the hybrid for the ones in front of you and the ones at home is uh takes as we saw it takes a lot of time and energy. And then just some more challenges um to bring us to the end. You know, communicating with the students. Um students have questions at home and a teacher's teaching. Sometimes the responses are somewhat delayed because they're
090teaching. Um, and it's hard to instruct over email. So, sometimes this particular teacher says they'll record a quick video on the fly to show someone how to do something. So, there's some individualization going on, too. Um, and then some of the kids who need the most help struggle with reading, so virtual learning is even harder for them. And we we heard this from parents as well. Um, even just navigating the LMS system can be difficult and the amount of time working and planning to create, record, correct assignments, answer emails that the teachers are taking sometimes 10 hours a day and then on the weekend. >> So, we're really saying, you know, we have to have some limits to all of this that, you know, you can't go that full throttle on a continuous if we
091want this to continue. and um you know something has to give and then students are excited to participate in the Zoom lessons um but do get frustrated if it disconnects on them. So So that's kind of it. Were there any questions or slides you wanted me to go back to? Jay, >> I I realize this is a work in progress, but I'm wondering if um after it closes, if you could share uh the results with us by email um so that we can read over the the complete survey. Um >> I certainly can. I we did it this way so it'd be a little easier, right? >> If I send it out to you, it's on a Google, >> you'd have to be logged into your GPS Google Drive and it'll be shared out that
092way. Okay, >> this took this took a day to put together, >> right? >> And it really is giving you kind of um the parameters for most of it, but I certainly can share for those who want to dig deeper. >> Okay. Thank you. >> I've got Lee and then I I'll take Liz. >> Um I I I would like when when you send out surveys, the survey questions, I would love to see those also. Um, you know, it's it's, you know, I I like having the answers, but I would like to see the surveys myself. I I think >> um Rebecca did put this survey in a um PDF form that we sent out, and I thought it was sent to the board. You didn't see that? Because >> I didn't I didn't see
093them. I would like to, but but the other thing I want to say is that thank you, Becca. Um I'm I'm sure you're glad she's back. Um, she she is she really is a a wonderful thing. I'm so glad we have her and I'm sure you are too. Thank you. >> Yes, I'll tell her that. >> Okay. Are we ready to move on to the other one? >> No, we got Liz. Um, I just want us to as a board is to really listen and hear especially was really I mean can you go back to that last slide please? Mhm. >> Um the amount of time I plan I am working to plan, create, correct, I really think that's a cry. We need to be cognizant of that and we really need to get we
094need to start thinking about how can we address this because this isn't this is not the first time I've heard this. I and I and it's I don't have an answer for them, but I think it's something we need to address and we need to address it soon is because we're going to burn out a lot of good teachers and you know and I hear that where we can't sustain this we can't sustain this pace when I'm working 60 hours a week plus and I have no time for my own family and for my own kids. That's a concern and I think we need to be addressing that. I just want to make >> one of the reasons that when we were choosing some of the um talking points and both successes and challenges >>
095um the ones that were a cry that we had multiple times um you know and probably we've heard it before were the ones that we wanted to showcase and I can certainly share this document so you can take time to look through it even more carefully. But like I said, we have until Thursday and I'll be pulling that document all together to see how it compares to this so I can give you kind of an update. >> I I kind of want to go on the piggyback of Liz. I you know I also am familiar with some other this is not just specific to the grten teachers like that I think for all teachers um I'm seeing the 60 hours 70 hours um and I'm really surprised that we in the survey that just didn't
096get highlighted like for me that should have been kind of front and center because they are they're you know like you've always talked about both you and Mike have always talked about our greatest asset that we have in the school district is not the technology or not the curriculum. It is the people who are who are who are giving the who are who are doing the curriculum and I and I believe that really strongly and I I get it that this is the model that we are needing to use at the present moment because we're in the middle of a pandemic. Um, but I and I know we don't have the answers because my sense is is that that there's also this increase. I've noticed Mike and I had this conversation this last week is
097that I've noticed on NPR and other stations like teachers are talking about how difficult this is across the country and sort of what that is of meaning. And I I just think if we don't I feel strongly that if and this is Kim speaking that if we don't begin to think about what this means for teachers that we're going to that we're going to have a whole other mess of um stuff that's going to come down. And I'm I'm being sympathetic to what our parents and what our families are having to do to sort of make hybrid in terms of working and teaching at home and all that good stuff. I am not disregarding that. But I just really feel that um that as a that as a board we need to be thinking about
098what's happening for our staff. And so I don't mean to be really strong on that, but I think it I think that that I I was surprised that that just got embedded in some of the challenges like I really felt like that should be like like that should be like a hey board look. >> So this is the slide that does that for you. There's a couple of them when we're asking them what kind of support or time they need. This one really tries to articulate the work the teachers are doing, what why it takes 10 hours. So this slide and the following slide I think that um and certainly the comments also showcase um you know and then what's engaging the kids you know what's kind of worth the time um and you know
099what is the value of that so there are slides in here that un unpack that but I do think that a shout out to our teachers saying how wonderful they are and how hard they're working is important You know, I remember when all of our hospital workers were dealing with all those COVID cases and we were putting hearts around town and we were buying Dunkin Donut cards and feeding them and and just really saying we appreciate you. And I think that needs to happen for educators, too. I know I'm I'm saying this out loud, but I I really feel that um our teachers and our educators are essential workers. our pair professionals, the custodians, our lunch ladies, they're all and they're putting them in a themselves in a situation in an environment that um there's
100a pandemic and we are not COVID-F free. We don't even have a vaccine. So, we're kind of putting ourselves at risk and um it's really important that you see the truth about what the workload is. And I felt like this survey was giving you a kind of for instance about the things that need to be accomplished. You know, the pressure of um monitoring student progress when you have, you know, 130 kids on your case load at the middle school or high school and making sure everything is graded and you know that you're being flexible with kids and families because you know that they might not get the assignment done, you know, that very next day. And so there's some leniency to that but we have to take attendance too by state law. So you know
101there and that that attendance even is different these days that it's not just are you there or not >> it's are you getting the work done and are you checking in. So, so I guess what I what I'm seeing and Jay, I know that you had your hand raised and I am going to recognize you, but I guess one of the ways to then see it um Susan is that this is not a completed survey yet, right? >> And that we need to kind of get that and that um I'm just hoping that one of our takeaways is is that that this is not a sustainable plan for our teachers without some some major intervention. Um, and though I got Liz, I need to uh >> I know you can do I just want I
102just had a quick Yeah, I get it. >> Jay to Liz. >> Okay. I just want to say, you know, I can't say enough for what the staff and what the parents are dealing with. Um, >> you want me to stop sharing so we can see everybody? I don't mean to interrupt you, Jay, but I can stop here. >> Yeah, >> there you go. >> Okay. Um so you know obviously we're um very appreciative of everything that the staff uh and the parents are doing in in these in these times. I think that um since the beginning one of the things you know that Dr. Beer and Susan have done is this uh blocking off Wednesdays and certainly that has helped to some extent. So, I think they, you know, from the beginning they knew
103that this was going to be um a totally different year. And so, for people that are wondering why we're still not in on Wednesdays, I think that takes, you know, some of the pressure off. Doesn't mean that we don't have to keep looking. But I just want to recognize the fact that um in addition to the deep cleaning that that's what Wednesdays uh I hope are being used for. >> It is. and also checking in with our kids and making sure that they have independent work to do. >> Um, I just wanted to ask when was teacher appreciation day. >> It's usually in May. >> May. I feel like we need it now. >> Yeah, I was going to say we need to do something now. And um I don't know what, but I you
104know I think that's something of conversation and I Susan I I totally agree with you. My daughter's a nurse and you know I can't tell you how much it was appreciated. You know I've got hearts on my windows still. >> You know there are some districts around that have bought the signs that says thank you teachers. I know we don't have a lot of money but you know stuff but I really wish we could find some way to let our teachers know that double kudos. Oh, and maybe it's something the PTO's can think about. Pink hearts for October. >> I don't know. Well, you know, >> kind of reiterate what what Jay said. >> I think the greatest thing I was talking to the principles about this today, the greatest thing we could do for
105teachers is to give them time. >> And the more we can cut down on meetings and >> Yeah. >> and give them real time. And Wednesdays is a fiveh hour block where they're working like crazy. And and Kim Kim said something to me the other day and I I I put it in my board notes, but I wasn't so specific. She she said she said to me, "We need to set boundaries. You shouldn't be doing emails after 7:30 at night. Shut the system down. >> Tomorrow is another day." And I think I think the more we say that, we we we're actually working with a Connecticut Center for School Change on this very issue. And we're we're we're we're trying to Susan and I have met with some some teacher groups and I think we
106need to get out more in small groups. Nobody wants an hour lecture about taking good care of yourself. You know they'll that that's counterproductive. But to go out and to listen and we we are not only listening but with a with a with a with the intention of figuring out how do we actually help? You know, I know some of the teachers are some of the principles are are are buying like, you know, having like a breakfast goodies and stuff like that and that's going on and and I think that's nice. But but if I were a teacher in this system, uh we we for example in the central office uh we we work from home on Wednesdays. That's enormously helpful to me. I I get caught up on all my emails. Um, which I'm
107embarrassed to tell you how many I have. Uh, but I generally get caught up and time. Time is is is a boy to talk about the coin of the realm. That that is what we need to help with. >> So, that sounds like we're moving into our next topic, but I want to stay here until we're done. >> Good point. >> So, we haven't looked at the parent survey either, >> right? And I want Liz, >> I just want to reiterate um what came out in that survey. I just want to make sure it's clear, especially to those listening. Teachers are doing three preps to one that they used to do last year, so that they triple the workload. And I'm hoping that, you know, people understand that Wednesdays is that time where teachers can
108take get caught up, get ahead, at least start to breathe a little bit because that's an enormous leap of work. And even just doing one prep per class and I had six different preps at times or three different preps or whatever. Let's face it. I mean, you spend copious amount of hours. And I just want to say, you know, three preps per one, you know, a 3 to one is that's an enormous amount of work. And I just want to say thank you to our teachers. >> You know, but we need to find support for them. >> Thank you, Liz. I think also Mike and I meet with both the AGSA and the GA on a regular basis and having um our colleagues be able to call us if there's something happening or just to
109meet with them on a regular basis because they do tell us the truth and we need the truth. So that listening part and that truth part are really important and we are trying to brainstorm ways to make this lift a little more doable >> because it is a heavy lift, >> right? And I and I just it is a heavy lift. I just think that it would be more helpful for the board to be part of that loop. We can hear the good >> the good but the bad and the ugly because as policy makers we can't do anything differently if we don't have >> No, you're right. >> Well, the survey results is important too. As Jay said, he'd like to see the whole thing and we can certainly get that to you. >>
110Can um can we see the parent survey? >> So again, we had 581 responses, but many parents um have multiple children. So it was in response to about 840 students in our district. And like I said, Do you between elementary, middle, and high school? >> Yeah. >> Okay, great. >> sorry. And I'll now shut up. >> That's all right. You moved me right along. So, you can see that the m um it's broken up kind of interestingly where you have the elementary, the prechool, prek through grade two, the early elementary school is in blue. Um and the red is your upper grade elementary. Orange is middle school and green is um your Fitch High School. And then um you know identifying which model the children are in. Blue is hybrid. So we have 81.6% in
111a hybrid model and the red is full distance. So we do have close to 20% of our students um in the full distance learning. We asked this question, have they considered switching because we notice that there is some moving back and forth, which we allow. So, um, you know, we actually encourage if parents have a sick child, but they're able to do their schoolwork, they can work on it remotely for that day. They just have to communicate with the teacher and the school to be able to do that. Um and then sometimes when we've done the case contacting you know contract contacting the cases we'll see even a movement or shift. Um but this shows you that about 77.5% have not made asked for a switch. And then um is your child able to understand
112the instruction they are receiving during remote learning and complete assignments independently? The blue is that the child can complete most of the assignments. Red is that they only need help sometimes. Orange is that they need a lot of help and green is um they require my help, you know, specifically. Um, and really very slim piece of the pie is purple, which my child doesn't require my help, but gets extra help from his or her teacher. So, that's kind of interesting to me. >> Yeah. >> Um, is the child engaged on the days um they are learning at home, either hybrid or full distance? And you see that um the blue, the royal blue is very engaged and that's really pretty good to see. That's like 80%. 22% is somewhat engaged. Um and then the orange
113is not engaged. And when you see the full survey, they they're asked to respond to the other if there's another way that they're perceiving the engagement. And then has your child used Wednesdays as a day for extra help, teacher communication or to do independent work? And this was interesting because it was um you know close to um 70% said yes and you know around 30% said no. And that's really what that day is is built for. Um, I actually when we go to talk about that, I'm going to read right from the plan what the purpose of Wednesdays is all about. And then in terms of instruction, what seems to work best for your child on the days they are learning at home? And um, you know, the whole consistent distant learning schedule is important.
114The live Zoom lessons with independent work are important. live lessons, um, written step-by-step assignments. So, you see these are very similar to what the teacher said as well. Pre-recorded lessons, interactive assignments, and peer collaboration. Not only are our teachers feeling that peer collaboration is so important for them, but our students are too. >> And then, um, here's some of the parent feedback. And we didn't ask about challenges or successes. We just said, give us your feedback. And so we we highlighted both some of the positives and the negatives um and the concerns. And this one we started with a good one. My child loves school and Seesaw is very friendly. He thrives in the classroom setting and loves being with his peers. Teachers are great, but some students are struggling at home with keeping up.
115We have enjoyed the hybrid method. It um has worked very well for us. too many Zoom meetings. So, my student is in 12th grade. She's expressed concern about not having enough time to do everything to her counselor. Um, I don't know. Um, it was suggested that she use her CTL block to be able to help and also Wednesdays to get her work done. And then we are um just doing our very best to make a good flow of the days we work from home. As I am still working so not to um always have home I'm sorry as I am still working so not always home during the day and I think this is the fact this is true for many many parents. Um, that's why we have to be flexible on our end in
116getting the work back. Again, teachers are doing their best, but there's a lot of issues with submitting work, getting attendance straight, and grading on work. Um, and this parent is saying about their daughter, if she um didn't have my help, it would probably be a lot more difficult for her to do the work completely alone, logging into Seesaw, making sure she's completed everything properly. And this is a younger child if they're on Seesaw. Differentiated instruction and scaffolding assignments for students with reading issues kind of needs to happen more even in this model. Um, and then thank you um to your team for doing the best you can during the pandemic. I think working on the social emotional curriculum is much more important these days. We agree. Um, I say this knowing my daughter is six
117and this may not apply as heavily with older kids, but we see it it applies just as much with the older kids and the middle school kids. Please continue to be flexible with parents turning in the assignments while distance learning. My family appreciates all your support. So, we did have some really nice comments. We also had some concerns about the the children needing that support from home and it's not always available during the day. So um questions remember this is not the entire survey and it's um not all of the feedback that we got. So when closes on Thursday, we can share this with you too, the entire survey. Does this need to be on a referral list, Kim, >> or is this going to automatically come back to the board and how we're trying
118to help parents and teachers? >> I see it sort of as a ongoing sort of agenda item that um we need to be constantly checking in on when it comes to the hybrid model just because of of what's going on. But if I'm not answering your question specifically, Rita, let me know. Well, there are I think there are some very specific um questions and issues with both of them and and it would be nice to know what we're doing, you know, to make life easier for teachers and parents. >> So, and the students. >> So, if the survey is ending on Thursday, >> then do you think Susan that there that there'll be two weeks available? um to um at the regular board meeting to kind of talk about the consolidated of the re uh
119of the the the responses and sort of avenues that are being made if if any of these things are um any of these challenges um are are able to be um addressed um or the success is being able to sort of push through even stronger. >> I I think absolutely, Kim. >> Okay. So, so absolutely an agenda item um for the consolid for the the full thing at the regular board meeting. Um and then Rita, we can take it from there about how we want to continue to pursue it as a board. >> Do you want me to stop sharing to answer questions or is there any slide that anybody wants me to go back to? >> Good. Uh Liz, >> um I wanted to know are these results going to be posted on the
120website, I mean on the Graten Public School website? Um, will we have the will these results be posted? >> Well, I think once we do a comprehensive, you know, when it's when the survey ends, we can certainly post the slides. >> So, >> Andrea, I have a question for Dr. Grineer. Dr. are are you meeting with other superintendents and to see what's successful in other districts and and can you bring that back to us? Yeah, we we actually meet every week and um some well not some of the dialogue is about instructional of course you can imagine some of it is about athletics and about going back full or going out full and >> I group though the assistant superintendents are always talking about this so I meet with them regularly as well and Um
121actually we share ideas and we borrow from each other and the whole Wednesday day the way we've done it. Um if people had been doing a full day Zoom all day long with kids, they've absolutely dropped that because it it was a hot potato. It was just too much on the kids and the families and the teachers. So they've done uh a partial day and then a date and partial for planning. So many districts have taken on our Wednesday idea. Thank you. >> But I'll share whatever I have, Andrea, for sure. >> Any other questions from the board? >> All right. I think that that is a nice segue into the Wednesday model. >> So, one of the things Rebecca has helped me with is to clean up our website. So, our website now when
122you open it up and I want to tell all families to take some time to do this, but we have at the top of the page the superintendent's um COVID reports. So, he's keeping those updated so families can see that. We have a little piece about from our plan about health, you know, that wellness matters most. And so, and we have a lot of good information from the um CDC and the the health department on trying to keep everybody as safe and healthy as possible. So, I really would encourage you. It's a big red banner. You can't miss it at the top of the page. So, go on that. In addition, we have some distance learning information and um you know that all kids are dist one way or the other. So this hybrid model
123is as long as there's going to be a virus that is alive and well, there's going to be some form of hybrid. So, you know, even if we tried to bring kids back full or bring more kids back full, which we hope to do in the future, there will always be families that will opt out for um a totally remote um until they feel comfortable and teachers too who have serious health concerns. So I would say that um you know we will be hybrid for a while longer one way or the other and that means that kids will have distance learning and some you know contact time with teachers. So in our plan um if you look under the hybrid plan everything about the hybrid plan is under that um particular button. And what I
124was able to do in working with many colleagues a hundred at least a hundred or more educators probably more than 250 educators worked all summer volunteering their time to come up with this very comprehensive plan. So you can see under the re-entry the work that was done but then even in pulling together. So what is the plan for hybrid exactly look like? So we really try I I worked on this to try to really cond compact it into two pages and I got it in two and a half but I want to read especially about Wednesdays because between theou that we work closely with Beth and Doug on um and Lori Leine and the plan they really are aligned. So it was really important that we aligned both theou and our plan. So, when we
125talk about Wednesdays, and I'm just going to read it to you from the plan because I think it's pretty comprehensive. Teachers work their normal 7-hour days per the school schedule on Monday, Tuesday, Thursday, and Friday. However, on Wednesdays, teachers work remotely with established office hours between 9 and 3. And then, of course, a lunch hour and plan. Um and I would say that um that remote time is you know they are able with the you know to contact the principal and go into their classroom if need be but that time is at central office and the schools used for that um extra cleaning to make sure in between the cohorts that we've got the place um in you know in immaculate condition. Um so the teachers are working home from home remotely on those Wednesdays
126with those established hours. Teachers and students and parents will communicate via email, Remind, and the LMS systems, which are the learning management systems on Wednesdays beyond the established office hours for communication and um for communications and support with students um which could include live stream and recorded lessons. The day will be also used for planning for the next week both personally and collaboratively. Students will have an opportunity to work remotely on assigned independent work on Wednesdays. Um so they will have time where they are working where they're checking in with their classroom teacher. It's a great time to do a morning meeting or a read aloud with the whole group because they're remote. Um but it's also time for them to have some careful instruction around a topic in you know one of their in
127their dis different disciplines and it's also time for them to do some of the work that is you know up on their LMS system. Um a lot of times in elementary it's some review work. We have Dreambox, we have Lexia. We ask them to read and you know write about their reading. So, we really encourage um remotely at least a half day's worth of work from kids between their zooming in and out and their pre-recorded lessons and the actual work that they have to do. So, I can answer any questions, but um for people who are out there and want to know more, I would really encourage you to go to the gratenschools.org website and that front page has kind of all about what's happening now. So, we've really we're trying to keep it very
128current for everybody. >> Questions from the board. >> Well, you know, we've received some emails from parents saying that Wednesday seems to be a complete waste and nothing's, you know, they just don't understand, you know, what what is going on and um it's almost like another day off. So, I mean, that's just a concern um that, you know, if we're going to keep doing this hybrid plan, when will parents be able to say that their children are attending five days a week? Even if it's two days hybrid and three days remotely, when will it be three days really remotely? >> I I I see I see what you're saying. We're we're actually going to have a dialogue. Susan and I were talking about this today, a dialogue with the with the principles. Um, as a
129first step, we just want to be perfectly clear with parents what is the expectation that they should have for a Wednesday. Um, >> and as Susan says, you know, we're we're getting everything from >> the kids can't possibly keep up with all the work and Wednesdays are a good day to, >> you know, to do the the lessons that are >> and the assignments that are given out on Mondays and Tuesdays. >> Um, all the way to, you know, it's like a day off and why you taking a day off some somewhere in the middle there's there's a reasonable balance. Um and and but your your your uh your your question is is is interesting. will what is the future of Wednesdays especially if we if we go if we go full remote u well
130full remote presumably you wouldn't be you wouldn't have that day for cleaning obviously >> right >> um so let let us talk to the principles about this I want to get some clarity and then we'll go from there >> because eventually everybody should you know be able to do this five days a week. >> Yeah, >> I'm hoping. >> Yes, please God. >> But remember what we're hearing from teachers, and it's not just one. This heavy lift is is really like a 10-hour day for them >> with the planning. >> I But I, you know, I do see that in all, >> you know, for my children who are working remotely with their jobs. I mean, it's it's everyone. >> It's not just Yeah. It's it's everyone. your job. I mean, everyone's job. It's just
131it's so much more difficult. And I just keep, you know, we just all have to pray that a vaccine will come and this will all we'll all go back to our normal lives. >> Well, and it goes back to what Kim said about setting boundaries and selfare and trying to get through this. And that collaboration piece, having peers that can kind of muddle through this with you makes a huge difference. >> Yeah. >> You know, Rita, if we had better pharmaceutical researchers Yes, >> Andrea, >> I've asked this question before and I think it's I'm going to ask it again. I think it's timely. And that is Dr. Grer, just exactly how are the principles supervising teachers? >> Oh, okay. Well, >> I can actually bring that topic back because Beth and I worked on
132it with the Graten Teaching and Learning Collaborative and we have a plan specifically for this year. So, I'd be happy Beth and I could do it together. Let me let me let me give you take a crack at the uh because as as I visit the principles for example I I was at Northeast Academy uh and I know Ryan was was observing the the the what was happening on Wednesday because he he told me about it that that the art music media and PE persons teachers uh did a interdisciplinary uh lesson for uh for a couple of hours. And so my my first thought was I I was appreciative that Ryan knew what was going on. And so I think what they're doing are the principles are in some cases zooming into the classes or
133they're or they're meeting with the the teachers and they're and they're getting personal feedback. The the same same thing when when I've been talking to other principles, they I'll come back with a more detailed answer. the principles know what's going on. I I I suspect partly because they're looking at classes partly because they're going into in-person classes. Uh like I I I mentioned at at Charles Barnum, uh Mr. Danner actually went in the room and he was observing the in-person class and then then the uh the other the other teachers who were monitoring the kids remotely. So, I I think this is probably a fairly complex answer, but I I'll come back with a more detailed one. >> Thank you. >> I see Beth just said she she uh she invites administrators in and and
134I and I know that's actually Susan and I have been invited in. So, that that's another way that it's another window in literally and figuratively into the classroom. Any other questions about the Wednesday model or what happens on Wednesday? Not the Wednesday model. Sorry, that's was not the All right. >> Well, it sounds like they're going to get back to us. >> Yeah, I'm just writing myself a note. Yes, I'll do I'll do that. >> So, review of the referral list. My favorite time of the meeting. >> Andrea, >> I I don't know if this goes onto the um referral list. I I'm not sure where to ask this, but I'm going to ask it and you can tell me. >> Okay. >> What do we know from the state about standardized testing? Is it
135going to happen? And what happens when the the scores are not acceptable? They're not they're not the the kids don't come up to expectation. What happens then? So, I guess it's too >> I think I can answer this. Mike, >> so wait wait wait wait wait wait. We're not >> okay. >> This is just bringing things items and future topics. But but I think that that is a really good thing and I think that if the answer is already known that maybe that can get thrown in a board's notes um okay to that then if Andrea if that doesn't get answered to what you need it then let's bring it back but it looks like that's uh that's probably a burning issue across the country would be my assumption about standard testing. >> I'm fine
136with that. Thank you. Other things about the referral list >> mean some things that should be taken off. >> Taken off putting on. >> Do we have any second readings in policy? >> Yes. >> So if you could just say their numbers so that Joan would know. >> But it looks like Joan has done a really good job at getting some of those off from last from last meeting. >> Thank you, Miss Joan. >> Double check though. Joan and I usually meet after our meetings here. So, >> okay. >> Yes, Liz. Sorry, I was looking at the list. >> I know. Andrea, didn't we add something today to our our um curriculum and instruction about um the social studies, the um with the African-American Latino studies? >> We did. We we are we invited Miss
137Hodgej we're going to invite Miss Hodgej to come to speak to the curriculum committee at our next meeting and we just want to know where it is. >> So would that go on this list? >> So Liz, that's a really good question and and like let me try to make this even more ambiguous. The referral list is actually when the questions come out of the committee of the whole and then we funnel it to the different committees. Oh, you're talking about is that your committee has develop has come up with some things that they that you want to um discuss about, but like that's that's a really neat point that you guys are because I know that there was some lots of conversation about this a while ago. Um and so I'm glad to hear
138that you guys are kind of circling back to the to that. Um anything else about the referral list or future topics since I think both of those are really kind of related. I I have a future topic that I'd like to um go over. Learn is going to have um and would go with our diversity program, a teacher residency program for par profofessionals to become teachers. So that that like it's going to be a whole program and it's already being done in another part of our state. So the parah is paid for the whole year while also being trained as a teacher. And they have found that minority um I forgot I think it was at least 11 in one school that were pairs and then went on to become teachers. So it was a
139way to help diversity and in your schools. >> So I think Dr. Grer, you you heard a little bit about this last Thursday in your meeting also. >> Yeah, that's right. And and we we are very much a part of this. In fact, uh Lori Laine and uh and Jamal Davis have been kind of leaders helping with the learn and we >> so we we we shouldn't talk about it, but I'd like it on the referral list. >> I can see him waving. >> I thought you were cleaning your screen. So, so it's called a STEM masters program for diversity teachers. >> Yeah. >> And I think it'll be at Avery Point in Grten. >> Oh, talk about it. >> Yeah. >> And I say that that should go to the committee of the whole.
140That would be an interesting >> Yes. in invited in because it that really does hit our diversity thing, >> right? >> Any other future topics? Well, should we have something on in our for committee of the whole about COVID and what how many students I don't understand how you know when to close the school? You know, it's it seems some towns, well, they have two cases and they close the school. Others have one, others have three. Is it because of the contact tracing? You know, I just don't understand it if we could have >> that would be a really good topic. >> I think that would be a good topic for the for the 26th on you know the the televised one >> story come too Mike because she's been instrumental in supporting >> with
141all of this >> because it also affects sports and band and it's it's everything closes >> yep >> yeah sure we could do that I'd be happy to >> anything [Music] Motion to adjurnn. >> Second. >> I got Rosemary has seconded. Any discussion? All those in favor, please say I. >> I. >> Oppose. Abstain. Motion is carried. Good night, guys. Good night. Stay well.