001I am. We I know we have a quorum. Are we all here? >> Dr. Acriman just came in. >> Dr. Acriman's right here. Thank you. Um Mark, I I think this is what I would like to do. Um I would like us to kind of get going. Um I am going to Dean, I'm just going to move us into an executive session just asking for the board and for Dean to join us. Um Dr. Grineer, if you could kind of give me a text when Betsy joins so that we know that we can kind of come out and we can based on the vote, we can um we can do that. Hi Lori, how are you? >> Um so let me just frame. So Oh, who is Joan on? >> No, I have not seen
002her. >> Well, you know what, Kim, I I'll take notes to get you in. Okay. So, um I would like to call the special uh board of ed uh education meeting to order. Today is October 19th uh 2020. Um and I would like to take a motion to go into executive session with Dean Antipus um for purposes of interviewing um him for the um vacancy on the board of ed. Um, and I have Liz for the first. Can I have a second, please? >> Second. >> Okay, I've got a second. All the All those in favor, please say I. >> I. >> All right. So, Mark, um, could you could you do the Could you do your magic? And, um, I'm also I I know that Rita will be joining us. And so, um, if
003you could just um, bring in Rita when she when she arrives, if that would be okay. I think that's the only other board member that's not here. Is that correct? >> That's correct. >> Okay, here you go. >> I can never >> Oh, wait a minute. >> Are we in another room now? >> I think we're back in >> here. Yay. >> Holy moly. Who's the patron saint of computers? the little button that says leave room. >> Yes. >> Click on that. >> That doesn't take me out entirely. >> No. >> Okay. >> Opposed. Abstain. The motion has carried. Um I will entertain a motion for accepting uh Dina Tus as a board of ed member with your term ending 2021. Um, you're do that. Um, I have the first from Andrea. Can I have
004a second? >> Any discussion? >> I have a question, Liz. >> Um, you said his term wouldn't go would only go through 2021. >> But Rita was but um Gretchen had just been reelected. >> So what what happens? What hap she's right. Um what happens is is that according to town charter when a vacancy is filled the vacancy only goes until the next time there's a election. And so what will be put up on the Republican side would be a two-year board of ed position to fulfill the two years of that fouryear. >> Thank you. >> Not a problem. >> It's a never- ending source of confusion. >> Yeah. >> Any other discussion hearing? Hearing none. All those in favor of having Dean join us, please say I. >> I. >> Oppos. Abstain. The motion
005has carried. Dean, welcome. >> Welcome aboard. >> So, um, Dr. Grineer, um, I need to have you and I, um, get together with Dean just to kind of go over the back the back of that. Um, and also, he's going to need to have a email address as soon as possible. Um Dean, I think I had Joan give you um all of your um all of the all of the information for tonight's committee of the whole meeting. >> What I didn't have give you was the contract for that we're going to be going into um executive session with. But um I'm just going to ask you to remain with us um for the remainder of this special meeting and then going in with the committee the whole and that I also ask that you think
006about Friday afternoon and Saturday morning as two times um to donate um that we will be doing some we'll be um interviewing candidates for the super um superintendent position. >> That's fine. >> So when I said you're going to be drinking from a fire hose, that's really kind of what I meant to have happen. Um, I would like to make a motion for us to go into executive session inviting Lori Leine and Ken um Knight um for purposes of discussion of the um interim um superintendent contract which would be Dr. Grineer's um in that he retired October 16th. So this would be from October 19th to December 31st, 2020. Um, I have a first on the thing. Do I I have Liz giving me a second. Um, I have a quick question, Kim. Yes. If
007Betsy If Betsy comes on, can can we pause the executive session and have Dean sworn in or does she have to wait till six to the committee of the whole? >> Hopefully. Um, I I don't anticipate this next um committee the uh the discussion to go long. I'm hoping just that she can just catch us um at the very end before we start um the next meeting. Dean, >> I I have a question. If if I'm not sworn in, then legally I'm not a member of the board. >> So, you're inappropriate for me to be in this executive session. >> Dean, you're actually very correct. Thank you for slowing me down. Um I appreciate that. Um, since Betsy isn't here, however, if Betsy is here, Mark, if Betsy is here and you get sworn in,
008you can and we're still in executive session. >> Oh, that's a good idea. >> You can just You can just pop right in. >> I just called her. She's having trouble getting in, but so when you're in there, I I'll call her again. >> Okay. All right. So, Mark, um the board the board um minus Dean because he's not official yet. Um and um uh Ken and Lori, if we could go into a breakout room, that would be really dandy. >> Okay. >> Did you call the motion, Jim? >> Yes. And it got seconded by Rita. >> Okay. Thank you. >> Oh, but I didn't say all those in favor, please say I. >> That's what I'm talking about. Hi. >> Hi. >> So, we can do that by hitting join. >> We should we
009hit join. >> Yet, >> I don't have anything yet. >> Oh, I see. Join breakout room. >> It's a little four square thing. >> These guys are are having a hard time getting on that breakout room. >> They're going now. >> Okay. So, Dean, I I I have Betsy on the line. Could you say hello, Betsy? Hi Bessie. >> Are you accepting this nomination? >> I am accepting the nomination. Yes. >> Okay. All right. So uh with witnesses there uh can you raise your right hand and I'll read you the oath of office. >> Thank you. >> You are understanding that this term uh goes till next December. >> So you'll be the seat is up for re-election in November. November seat. >> Yes, I do. I understand that. >> Okay. Okay. All right. So,
010you ready? >> I'm ready. >> Okay. Do you solemnly swear or or give directions to follow the Constitution in the United States, the Constitution of the State of Connecticut, and the town charter and the board of education bylaws as the best of your ability. So, help you the Lord or attestment? >> I do. >> Okay. I'll put that in the book uh that you were sworn in today. and congratulations and I know you'll do very well. >> Thank you, Betsy. >> Betsy, thanks so much. I really appreciate it. >> All right, I'm gonna sign off on Zoom event. >> Okay. All right. Bye. Thanks. Thank you. Bye. >> Okay. So, now Dean, you could join your your colleagues, >> right? >> Little four squares on the bottom for the breakout point. >> There we go.
011Boy, getting used to this bouncing between things, you know, pretty good. >> Kim, excuse me. I I just spoke to Rosemary. She She's coming. >> Okay. Okay. All right. Um I will take a motion for accepting of the uh superintendence uh interim superintendent, Dr. Goodier's interim superintendence contract that 10:19. >> Tim, do we have to leave the executive session? We are returning to open session. >> We are in open s. >> We have to do that. >> We have to vote to leave. >> So is that your motion? >> Yes. I'm making a motion to leave the executive session. >> Can I have a second, please? >> Second. >> I've got Le Liz for the sec second. All those in favor, please say I. >> I. I. >> Oppose. Abstain. Motion has carried. Um I'll
012entertain a motion for the acceptance of Dr. ers um interim contract that starts 10:19 2020 to to 12:31 2020. I got Andrea. Can I have a second? >> I've got Lee. Any discussion on that? >> Yes. Thank you, Dr. Grineer. From the bottom of my heart. >> You bet. >> Definitely. >> All those in favor of the motion that's on the floor, please say I. >> I. >> Oppose. Abstain. Motion is carried. I will accept a motion for adjournment of the special meeting of the board of ed. >> So moved. >> Have a second. >> Second. >> All those in favor, please say I. >> I. >> Oppose. Abstain. That motion is carried. We have now ended this meeting. I'm now going to open the committee of the whole meeting. That's on October 19th. Um,
013and it's 606. The first uh agenda item is the acceptance of the minutes from uh the committee of the whole of October 13th. Can I have a uh can I have a second? >> Second. >> Any discussion? Hearing none. All those in favor of the meeting minutes, please say I. >> I. I. >> Abstain. Um Joan Dean abstained. The motion has carried. We're gonna move on to the discussion of the new elementary schools and Dr. Ganer or Susan, can you please walk us through that? >> Sure, I'd be happy to. >> Thank you. One of the things that we've kind of developed or we're developing in the process is kind of a timeline to get everything done because believe it or not we're going to have two new elementary schools in 2021 the fall. Um
014great work board of ed we have just like we've got a lot happening. So in the time frame, one of the things that we would like to to wrap up is really the naming and the themes as soon as we can and bring it to the board and you know get your input on that and of course you'll have to um give it your blessing. Um we have been able to run a survey for the public and it's open until the end of the day Wednesday. After that, we are actually meeting with the original naming committee, which was probably at least about 8 to 10 members from each of the schools, Mary Morrison, SB Butler, and um Claude Chester. And it included people from the community, parents, students, teachers, the administrator. And then we were
015able to um after I had first presented the first two choices, you asked me to regroup with the committees. So we reached out to all of those committee members to fine-tune some of the things that um they were suggesting and we pulled that together and we asked um Jim Streer. He's been a wonderful addition. As a matter of fact, he's writing an article for the Graten Times about the naming of schools, a historical view. um so glad we brought him on board and a few other um members of our board have joined us. So um we're really excited to review the results of the survey. Um, not only were we given the original um, probably eight to 10 names of the original um, suggestions from the committee, but we also left an open-ended space and
016that's where we got really the input on Graten Middle School. So, we're getting a lot of great feedback on suggested names and reasons why they're suggesting that. So I look forward to bringing that to you know once we close out the survey and bringing it to the committee and having that discussion. Um now the themes I had spoken to you about um when we did our the theme survey the actual the top choice came out to be environmental marine life science and the second choice was active exploration play and ingenuity and we looked and we compared both the parent and community um survey with the staff survey um on themes and even the students were involved in the the community part and they really were very identical. So the numbers came in very similarly as
017those as the top two choices. The next one was Discovery Academy, nurturing creativity and curiosity based on the work of Renullian Ree at Yukon and the schoolwide enrichment model. Um so that's another choice that's up there. I have to tell you that many of the people from Katherine Kolnowski and NEA voted as well and they're very in favor of their own magnet school. So steam is still very popular especially amongst the Katherine Kolnowski um community and as is the arts for NEA. The other themes that we um asked about and they were kind of really kind of neck andneck was leadership and the IBA IBP. So, just wanted to put that out there that we do seem to have some top choices in the themes. Waiting to see um when we close out on Wednesday
018what the community has to say about our themes and we we put it out there for everybody. So, you'll see that it's parents, its community members, and its staff. So, just like we did with the themes, we did for the naming um cast the net wide to really get the most um out of it. C >> could I just ask a question, Kim? >> Absolutely. >> If if the committee Susan on did you say Thursday the committee is going to meet? >> Yes, that's right. In the afternoon, >> if are there board members on the committee? >> Yes. >> Oh, good. So, um >> entire committee. So, this will be the school committees plus the additional um members that we added on to the committee. >> So, my my question to the board is if
019we get a consensus recommendation, uh I'm I'm I'm feeling a need to try to get this thing rolling. U if I put if I put the recommendation in board notes, would the board be prepared to to vote on Monday the 26th? >> Yes. I think Susan could always send out an an email after the board. >> Yeah, >> it would be a point is it'd be nice to have it'd be nice to have the names because the names will then follow the themes and the themes will then follow the the the assignment of the of the staff. >> Well, that's been Lee's point this whole time is that we need to stop calling it the Cutler site and the Westside site that we need calling it the names, >> right? are some people who would
020like to do that though. So, at least at this point, but we want to bring you the entire um we want to bring to the committee the entire results so we can really look at it in an earnest way. >> Okay, great. Thanks. Um so, let me let me just talk briefly and then maybe Susan or or Lori can jump in. Uh we we we have uh two principles uh that uh h have been identified. Uh Kathy uh Kathy Miner has not sent in an official letter, but she's informed me a long time ago actually uh that she intends to to retire and uh she has been an enormous asset to to this district and you know I think we owe her a real debt of gratitude. But but the two the two principles who
021are remaining are are Jamie Gordano and Steve Wheeler. And my recommendation uh is going to be that Jamie would go to the school uh on uh I don't want to give a name. It's on Branded G Avenue. Uh and uh and she would take with her to that to that school uh the academy program. So she she would take whatever the theme is why which is why we want to do that and and and the academy program has been designed for that school and Steve Wheeler would go to the school that is currently located on Fishtown Road and uh and he would take with him uh the ABA program. uh and I I think I think it's important that that that I I we can talk a little bit about the the assistant principles but
022so the the principles I think getting that set and I can make that announcement. Uh the assistant principles now there are three assistant principles. So let me let me talk about that a bit. Aydah Allen is the assistant principal at Mary Morrison and Meg Bby is the assistant principal at at Clchester School and uh and and Pam Pam Porter. Uh there was there was a time and I'm gonna I never let this go out of my head too far. Rita, we we talked about the possibility of of a a kind of a third assistant principal to handle special education in in those two buildings with with with,200 students. So we I mean no no decision tonight, but I I just wanted to throw it out for the board's consideration. And I think 1,200 students is
023a lot of students or one school to have 600 students. And h having an administrative person who could re really kind of organize and facilitate the PPTs at both of those schools I I think would be uh would be very helpful and I think having uh having that that third administrator. So I want to kind of launch that. I want to also add Mike that these are also going to be our preschool prek centers. So all of our preschools and preks will also be there and you know that that takes a lot of effort with the PPT process and the early intervention and getting students in place. So besides the two critical um special education programs um that require a lot of time and attention. So we also have the preschools and preks in those
024two buildings. I wanted to mention that too. >> So and then the and then the last piece and then we could talk about the the whole staffing. The last piece is that uh Lori, Susan and I uh t talked about a process and you wanna why don't you kick it off Susan? You you have a good handle on it. Then maybe Lori can jump in. Well, I I think we were figuring out that you're going to have three schools with staff displaced and you're going to also probably have some retirements coming along. So, we thought if we could do this kind of all together and we've reached out to Beth. Lori's talked to Beth as well because she's always a partner in this. Um like we did with Pleasant Valley, we were able to give
025some people some choices. Um, and that really worked out um, very much to our advantage, but we thought if it could be timely enough so that we could get people in place by let's say the beginning of the year, and I don't know how we do this if we want to roll in the retirements as well, but I think that would be kind of one of the best ways to do it. And I'm going to turn it over to Lori because she's kind of been um, boots on the ground with this kind of work with Beth. >> Hi. Sure. So, the goal with the staffing reassignment process, we're going to be meeting with the GA I it's coming up this late I think later this week. Um the goal is to basically define what the
026process will look like for reassignment. What factors do we want to take into account including um one of the important critical um pieces I think will be having the naming and the theme sorted out most importantly the themes because staff will want to maybe consider their request for assignment based on the theme of the school and what their expertise may be and what they bring to the table. So um so I think the staffing process will follow along the theming process and then um we'll lay out a process together. We'll communicate that and I do think it makes sense to consider expressing both the transfer process and the retirement process over the next couple of months so that when we get into early next year, we know what we have for available positions for staff
027to move around within besides just the new schools because you know if we have a retirement let's say at one of the other magnet themed schools uh staff may want to go there as well. So we want to consider all of those things when we set the staff plan as a whole. Um, so that's the ultimate goal with the process. That's probably as much as we can talk about tonight because we haven't really laid out the process yet. Um, but we plan to do that later this week in in have the in the purpose of having it ready to go once the themes are identified so we can share that with all of the staff >> and we will have five magnet themed elementaryaries. So, um, you know, if there are retirements throughout the district,
028there may be other seats available as well. >> So, this this is why I'm I'm a bit uh I don't want to say the word anxious. I'm I I would very much like to get the the naming and the theming done because this next piece is is is more complex actually. Um, but yeah, Susan is right. This is this is a time where this district is shifting to a 100% magnet elementary district. It's this is really really a big deal. I'm super excited as a future citizen. >> You are still you're a citizen now. >> Susan, I have a question. Have you set that meeting up for Thursday? Did you send out invitations yet? >> Erica had sent out invitations. >> She She sent it out to Outlook, but I can also send it to
029your email with the Zoom. >> Yes, please. >> Would you would you do that because I don't have it? >> I would be happy to. >> Thank you. >> I don't have it either. >> What time is the meeting, Susan? >> What time? >> Um, is it >> It's in the afternoon on Thursday. It's at 4. >> Hold on. for >> um it looks like four o'clock. >> Good. Thank you. >> Thank you. This is two hours before the Martin Luther King thing, right? >> Right. >> I was worried about that for your sake, Andrea. >> Yeah. Yeah. Okay. >> Actually, it's one hour before because the the reception for the scholars and their sponsors starts at 5. So >> Oh, >> we'll manage. We'll manage. >> Okay. It's not is it it's not an
030in-person reception, is it? >> No, it's a Zoom. >> Oh, okay. >> Zoom. >> I'm gonna have a virtual drink. Yeah. Yeah. And a meal. >> Virtual meal. >> Yeah. Virtual steak. >> Any Did >> you send out the info for that, Andrea? >> I did. >> Yes. Yep. It was >> um I don't think I got it. >> I I'll read I I'll resend it. >> Thank you so much. >> Welcome. >> Any any other questions about um the the staff um staffing or anything about the elementary schools? Rita and then Andrea. >> Um Dr. Grineer, if one of the vice principles retire, um would you still post then for a special education coordinator? >> Would it be as a vice principal or would it be a special education coordinator for the elementary schools?
031>> Well, >> I mean that makes a difference. >> Yeah. Yeah. Well, of course I I'd want to talk to the board's negotiating committee because this is a new position. So, yeah, but uh yeah, I I I mean I think I I' I'd like to talk to Susan, Lori, and Denise about this. Uh and we can we can go from there. >> Okay. And yes, I would post it whether that whether there's a retirement or not, I think the position is is uh you know needed. >> Okay. Um, well then if somebody else receives it that isn't one of the three vice principles. >> Oh, no. >> Do you go by seniority? >> No, I'm sorry. I meant I would I would uh if if the board approved the position, it would be my intention
032to put one of the three all three assistant principles would get. It's only I meant if if there was a retirement, I would post it. >> Okay. And then are there more staff? Um then for once there are just the two schools will there be any other consolidation of staffing? >> I assume maybe I mean not so much in terms of teachers but maybe in terms of the lunch aids or I mean just all across the board >> but certainly there'll be a consolidation of a principal and yes I I think and we we'll make a report on that. >> Okay. Thank you. Yeah, >> we need to work out all those details. There's, you know, this is such a >> a task. So, timeline was important to get going. >> And I think that's
033the reason why we have this as an agenda item is that we can't forget the fact that even during all this COVID and stuff that's going on that we are opening to elementary schools with magnets and staffing and what is our budget going to be looking like for that. So, I think that it kind of didn't get thrown in, but I just think that that's that sort of multi-tasking that we are that we are currently doing. Andrea, >> yeah, I just wanted to remind everybody that while we're losing a school, well, while we're having fewer schools, we're not having fewer students. So, their needs are remain the same. It doesn't matter whether it's it's special ed or whether it's having lunch, their needs remain the same. Yeah, that's a that's a really a good point.
034Uh it because of course unlike the middle school where there was some consolidation in this case there's really there's there's actually 56 teachers that need to be split between the two schools. So we really need a process to figure that out. >> Thank you Dr. Grineer. Any further questions about that? And so, um, we got the review of the class size chart. Does that make more sense for folks, >> Liz? >> No. I noticed that on the new attachment, the one that was set, the preferred class size, um, it did delineate technology education for 9 through 12, but not for 6 through 8. And then it went for 9 through 12. It went from up to um 20 in 6 9 through 12 and I thought we had talked about it being staying at 18
035because of physical space basically. Also um art was only identified 9 through 12. It wasn't uh 6 through 8 wasn't identified either and PE went up to 30. So, I'm kind of wondering why those numbers changed and what was happening with grades six through eight. >> I have an answer. >> Oh, so I did some homework. That's what I had to do. And I reached out to our administrative team at the high school. >> And um we actually looked at enrollment and space. And I think it was you, Liz, who recognized that space was kind of an issue at the high school. We're able to have in every classroom at the middle school 25 students, >> right? >> So, at the high school, it's it's not that case for the project lead the way, but
036they could take 20. And in the culinary arts, I was surprised they could only take 16 based on the food stations and the space. >> Okay. >> So, um with the gyms, because they're full-size gym, both at the middle school and at the high school, they're able to do 30. As a matter of fact, sometimes you'll have two teachers in the big gym and they have a curtain in between, so they can actually do double that amount of children in the gym, but 30 per teacher. Um, so I think that was the reasoning. I was really delighted to see what the high school provided around tech education and actually Rebecca and I are working hard to make sure we're communicating to kids as early as middle school what all those career pathways are at the
037high school. So to have these kind of flyers and information I think is really important and it seemed to do more than just a definition would do. Um >> so are you going to put in there though about the numbers for um do we need to put in those numbers for teched with the middle school? Do we need to say technology education 6 through 8 25? Um, >> I would say all education for the middle school except for in the fitness room, I think it's limited to 20, but in all other cases, it's 24 or 25 at the middle school. >> Does that need to be here? That's my So, >> I'm happy to put it in if you'd like. >> Liz Liz, the the only tech I think uh and Sam could tell me
038if I'm wrong. Uh I think the the only the only course that would look like uh teched is actually uh I think what we're calling a STEM course which is the project lead the way. It's it's not >> uh it's not a actually uh teched >> not not in the traditional sense not not in the sense of machines and all that station stuff. >> Well we also have the manufacturing pipeline courses. So I think there are about five or six that we had for the board to look at >> at the middle school. >> No, the high school. >> Yeah. >> I say we don't have teched at the middle school. >> Well, we have the pro like you said the project lead the way and we also have a lot of computer science courses
039and other STEM like courses. >> Right. >> Um but those are you're we're able to have 25 in the classroom at the um middle school. 24 25 they're averaging. >> So they're they're considered academic. >> Yes. >> So it falls under grades four through 12. >> That that's what I'm saying. Yes. >> Yeah. Yes. >> I get that. >> All right. >> I don't get it. But because teched to me would be, you know, the I think of the kids that do the um television station at the middle school and they have, you know, they do have computer classes. Aren't those all considered technology education? >> It's a good question. >> Well, >> because I'm sorry, >> we've called them computer science STEM classes. So they're kind of under a big umbrella, but because I
040think it goes back, Liz, to your um acknowledgement that it's really about size in the school, >> the classroom size and what they're capable. And so we have these extra science labs that we're able to do a lot of our STEM classes in or the library for computer coding and that kind of thing. >> You know what, Liz? Let let me let me check the let me take the technical term for what we're doing in the middle school. and I'll I'll get back to you. >> Thank you. >> I just don't know that we need to have that all >> Yeah. >> out, you know. >> Lee, >> um I I'd also like to add because we talk about this every year, these are preferred maximum class sizes. These are professionals and if we if
041they decide that it's gone too high or too low, they will make that decision. This is just preferred. >> That's what we would love. >> Right. >> You're right. >> I think too often we try to micromanage. Um we have professionals that know what they're doing. >> We also have that helps guide us too. So, you know, we're in communication if the class size does get too large and it's, you know, unmanageable. We've done things in the past where in the elementary schools if they've gotten up in the high 20s, we've been able to provide an extra pair of professional. So know that there's a lot of communication around that when it happens. >> All right. So Dr. Gier is going to go get that information, give it to Liz. Um is there any other
042anything else because we're going to be voting. Rita. >> Um, I just I mean I I realized for years culinary arts is they've always had the four stations, the four kitchens, but it's always been 18. And I might I guess it was because lots of times students are absent. So they've always had 18 able to enroll if they want it. So I don't know why it kind of went bumped down to 16. Um, I know that there's only four, but you could have an extra one or two, and so I would like to see it go back up to 18, but that's just my feeling. >> We can double check with admin at the high school. >> Um, >> yeah, I mean, it's just so difficult. There's so many students that would like to be
043in those classes. If you limit it to just 16, >> it's difficult. >> Yeah, that that's a very good point. We we'll we'll talk to the two teachers. Okay, thank you. >> Anything else? Because remember we will be voting on this um next >> next week of >> Kim. >> Yes, >> I could be mistaken, but I thought it was state mandate that if there are if there are 16 stations, you can't have 18 assigned to it. No matter what like in teched or or art or whatever it's the number of stations that determine it in my as I recall >> we'll check with the state department. Yeah, I mean we we certainly it's a safety issue and if we we only have 16 stations uh then we will only have 16 kids. >> All
044right, >> that's my understanding. >> Okay, thank you. All right, let us move on to um our next conversation. Jamal, it's good to see you. It seems like over the summer I saw you a lot and um um you look well um and uh um thank you for your hard work in opening being part of the process of opening up our new Grten Middle School and I look forward to having this discussion about the the statement that has come in um uh from you and I think Naen Ada and >> that's it really. Okay, those okay, Naen. >> I was just gonna add another person for you. Um but um and I think Dr. Grineer sent the statement to us um probably about 4:00. So I don't know if most people have received it. Um
045and I I don't think today we are going to necess I think this is the first time that we as a board has kind of taken a look at this. I think that we're going to then need to sort of kind of be thinking about it as well. Um um but I think that this is a great place for us to start and I'm really excited as a board. We're really seeing this as our vision to move forward. Um as much as I hate this, but Dr. Grineer, do you have the ability to sort of screen share so that we can look at that statement since probably many of us haven't looked >> or seen it? >> Yep. I'll do that right now. >> Thank you. >> No. >> So as uh Dr. Ger is
046um going to share that statement. I I just want to I want to begin by first acknowledging uh group Dr. Acriman as you mentioned Ada Allen, Susan Austin, Dr. Gineer and Naen Mlin um for meeting to revise um the statement that was originally shared in um as a recommendation in the DII report. And there there are some important points I want to make as uh you view um once it's up you you view the um statement. One thing that we we felt is that we first started off with an equity and mission statement. Um the uh subcommittee that I just mentioned felt that uh we wanted to consolidate that into one statement and call that statement the uh the DEI uh statement or the diversity and equity inclusion statement. And so this is what um
047is presented in front of you. the the statement um really in in our conversation really wanted to focus on um I would say about uh four to five key points and I think uh that the statement does that as you read it. One we want to um provide a clarity of purpose. We wanted to um acknowledge and recognize um that the obstacles that uh that we are trying to overcome are particularly opportunity gaps. We want to acknowledge that as a district, as administrators, as teachers, uh we have the ability to change so that we it speaks to the ability of a change agent. And last but I think um importantly uh that we are in the industry of teaching and learning and so it should have um no language to speak to that. And so
048as you see in front of you, um it it states that Graten Public School embraces policies and practices that ensure that all people, especially those who have been historically marginalized based on race, ethnicity, disability, sexual orientation, gender, age, social economic status, immigrant status, educational status, or religion have equitable opportunities. We acknowledge that systems of racial economic injustice exist in our nation and community. However, as educators, we too recognize that we have the power to dismantle the practices, policies, and systems that perpetuate inequalities. Thus, an integral component of Graten Public School's mission is to cultivate an environment of diversity, equity, and inclusiveness. As a response, we strive to foster cultural responsive te uh teaching and learning practices to ensure all groups feel valued, actively engaged, and empowered. And so to the committee um and on behalf
049of the subcommittee that um revised this statement, it is our hopes that you uh would uh vote unanimously to adopting this as our statement of diversity, equity, and inclusion or DEI. And I also wanted to thank um the DI committee throughout the summer that helped bring us to this point to this revision. Thank you. Do we have any questions on this? I know you mentioned that you plan to, you know, this won't be the time in which you will have opportunity to vote on it. Uh but before I get into the next point, I just want to give us an opportunity to uh open it up for some discussion. I have a question for Jamal and >> I just wanted to know um you know we have uh every time we have our you know
050like our board agenda comes out this thing right here are we is this statement where is this statement going to be posted I guess that's my my bottom line question where does this statement go >> I think that that's >> you're asking to meion. >> I'm sorry. >> That's a board decision in terms where of of what we want to kind of do with do with that. Um, >> and so that's a that's a good question because um I I'm not about having us have a diversity statement and a mission statement about diversity, equity, and inclusion, but then put it, you know, on a shelf so that it can get dusty. Right. >> Exactly. I That's why I asked where does it go? >> That's right. That's a good question, Jay. So >> my um
051my question was I I had been talking to Dr. Acriman about this so I don't want to steal her thunder or misspeak about what her thoughts were but within our mission statement block we have board goals. >> Yeah. And I'm wondering if we could add on to the third goal of embrace excellent learning environment um with acknowledging um excellent learning environment that respects diversity, equity, inclusion. And so that's on every document that comes out. Um originally I I'd suggested we redo the mission statement, but she thought maybe adding it on to board goals where it still comes out for every meeting. I thought that was a a good idea and so I I wonder if we might consider that. >> Jay, could you repeat the exact words you said that that would follow embrace learning?
052>> That's just off the top of my head. Obviously people can uh uh can think about it but so it currently says embrace uh maybe it should be embrace excellent learning environments uh which respect diversity, equity and inclusion and then so that goes out on every document we send and then this statement um defines that. So can I just add within our um strategic plan um through teaching and learning remember we had the three components which are the curriculum the instruction and then the learning environments within the learning environments. I was just checking on this today because of the social emotional learning component that we all have embraced as well and diversity is part of that. So we definitely have it not only the environment structurally physically but within the classroom that um respect and
053appreciation for all students. Um so it definitely fits there and it's actually part of our strategic plan. Lee >> um yes are you hearing me? I don't remember whether I'm I am okay. Um, I've written a lot of press releases over my life. Um, I would like to be the last paragraph that goes to anything that goes to any community, whether close or national or international, that has that paragraph. I think it's wonderful. It would be very hard for me to take any one one of those sentences and leave it out. I think it's absolutely wonderful. >> That's it. >> Thank you, Lee, Dr. Grineer. >> I I just want to also echo that and I thought the committee did a fabulous job, but what I love about this is two parts. The committee on
054the behalf of the board is acknowledging we've we've got real problems. And the word dismantle to me is so powerful that yes, there are problems, but as a school system, we have the power to dismantle those things that perpetuate inequity. I I just love that word. It's so so powerful. >> I do too. Yeah, Kim, I I I agree and I really feel that it should be on the board the board goals adding it on to our third B board goals. I don't know if we need to have a uh if we could do this in a special session, you know, change our goals, but I know it would be wonderful if we could. Kim, Kim, I I think what's really important is that we remember that you have to be able to to to
055um articulate quickly and in a in a in a succinct way >> the feelings and the beliefs of the system. And I think if we have this as part of the goals, no, as much as as it's wonderful and I love it, nobody's going to remember it. So I think that what we have to do is put this in a place where it will always be published with with our goals but not as part of our goals but to take what Lee said I'm sorry what what Jay said and perhaps end it with in a richness of c in a richness of of respect for diversity equity and inclusion. So, and I'd be happy to work on that with with everybody so that we always have this. It's always there, but nobody will nobody's going
056to be able to to say it quickly. And that's what you want to have, >> Liz. >> I agree. >> Liz, >> I I was wondering um you know, I'm looking at that, you know, that highlighted box that says mission statement, board goals. Couldn't we have underneath that um diversity, equity, and inclusion statement and then have that listed under there? >> I mean have that paragraph right there. So all of it goes on to that and it would be a great lead in with you have the embrace um excellent learning environment that are what you know with DEI and then that DEI is explained right below it. So it's all given the same um credibility and I think that's the word I'm thinking of. It it it's it's in line. This is our goal. This
057is our this is our mission statement. This is our goal. This is our diversity, equity, and inclusion statement. These are the three things that we really believe in. That's it. Kim, I think you know this is something that we normally discuss on a retreat. >> Yep. Nope. And and this is this is weird times, right? Because um for us kind of getting together is going to be a while, but the that committee had worked for so long. And I I just think that if we can have more time where we're hearing about the work that the that we that the district is doing around this, I think I think that it's the better. For me, I just want to make sure that whatever statement, if it's this one, it's whatever. I love this statement, but
058whatever is not on on a mantle where it gets dusty, that it's something that it reminds us all the time because we're not all going to be here. Um, you know, sometimes we feel like we're going to be here forever. Um, but but we're not. and um and that and that to make sure that this is something that that is part of the district and that it has a life past this current board. It's almost a core belief. So you think about mission, vision, goals and a core belief. We had had core belief statements um in the past and we I had actually shared some of those with you. So I think it it's something to take a look at. What are our core beliefs? And this is a wonderful core belief. >> Yeah. >>
059Dr. Grineer. >> Well, I was going to say it's almost like we're having two two discussions. One is do we want this statement which I think would be super empowering uh for the DEI committee and our community. And then the second one is where would where would we advertise this? Where is it is it is it a banner on our website? Is it something on our stationary? Uh, but I I' I'd love to see the board embrace this as a first step. >> I agree. >> So, let's talk about what the second step is. The the first step is is that Jamal um on behalf of the committee has presented it to us. What's our second step? Well, I was thinking we would put it uh for for a vote to to adopt this as
060the the board of education's diversity, equity, and inclusion statement. Um, and then maybe we we we we farm it out to uh uh to the policy committee or or or or maybe we just put put it on the the first CO meeting in November where we have a a dialogue about where would it be best to display the statement. Does that sound like that makes sense to folks? >> Well, sounds good to me. >> I still agree with what Jay and Andrea said that we need to put it as a board goal. It needs to be one of the board's goals and adding it on to three is to me very important which is again a separate question like Dr. Grineer said >> to first adopting it. Could it could it get words smmith get
061put in the board notes and then have us um all read that and then vote on that as as changing one of our our goal our third goal and then also um adopting the the diversity mission statement. >> Yes. >> Does that does that sound like that would that would work? >> I I got what you just said. Yes, we'll do that. >> Okay. Well, I think it needs to come from the board. So, it needs to come from Andrea or whoever would like to, you know, take a shot at it. That doesn't come from Dr. Grineer. That >> No, no, I just meant >> I meant Andrea and Jay will word Smith that last line number three goal. >> Okay. >> And we'll add that to the agenda and we'll add just adopting the
062statement to the agenda also. >> Thank you. Thank you. >> But Rita, thank you for the clarification because I I did speak in a in a weird way about that. So, um, thank you for, um, making the path clear, Jay, >> and maybe Dr. Conir could also let us know where he feels it should be displayed and Susan, you know, where they'd like to see the whole statement. >> Okay, thank you. We'll do that, >> Jay. >> Yeah, I just want to make it clear, you know, we a lot of us had a lot of conversations over the summer, and I hope I did not misrepresent uh Dr. Acriman, but I know that at one point this was an idea of hers. We were thinking about mission statement. We were thinking about goals. >> This
063may not be the wording she really proposed, but I I think I picked up the the thought she had, the general thought um to put it in that area. Um and uh I just wanted to make sure that that wasn't lost in the conversation. I think the tie-in too is where the last sentence says thus an integral um component of Grten Public Schools mission of teaching and learning is to cultivate an environment of diversity, equity and inclusiveness. So just tying it together, you know, trying to tie it together. So, um, you know, I think if we do some word smithing and and you know, have Jamal involved and Naen and Ada because they did some finalization just to make sure that that's the essence of what what was the intent. >> Well, well, you have
064to remember too that it is the goals the the board's goal. So, but as many minds as as can as can talk to Jay and me, that's that's a wonderful thing. And we'll we'll finish it and we'll bring it to the board and we'll >> we'll move from there. >> So, it sounds to me like we're actually having like a little ad hoc um committee where Jay and Andrea are going to kind of um look at those three goals and then come up with a recommendation to present to us um before u Monday's meeting. >> Yes. >> Okay. Yes. >> Right. >> Are you thinking about Friday and Saturday? >> Yeah. Go ahead. >> And Thursday for you. Oh, that's correct. Yep. >> That's our job. >> Yeah. Yep. >> Anything else on this? >>
065We could still adopt the statement though Monday. >> The board goal could be later if we want. Yeah. Right. Right. I think Rita, I think that's a good point. Um I I think Andrea and Jay Thank you, Rita. Um I think Andrea and Jay, I don't think that we need to have this all done and um sewn up for Monday. Um but that I'm I'm asking for the two of you to kind of think about those board goals to kind of then help us then frame our conversation instead of us just kind of like wildly kind of talking about it. Give a framework for us to have a conversation about that. That would be great. >> Thank you. Thank you. and and this you you can't rush this. You have to really really think about
066it. So, thank you. Right. >> Absolutely. Rita, thank you for once again trying to um clear up my my mind. I appreciate that. >> Um any other questions for Jamal? >> Um Kim, I just want to say thank you to uh Jamal and the committee um for working on this uh all summer. um if if if we come up with with something to with the board goals, it it really pales in comparison to the work that they've done to to establish the statement. So, thank you very much. >> You're here. >> Thank you, Jamal. >> You're here half of the committee. You're very welcome. Um and this really the last part uh we just wanted to share and really update you on um really again focusing on that uh line in which we state that
067we have the power to dismantle the practices and policies and systems that perpetuate inequalities. Um what we um also uh are looking to do is to develop a a series of critical conversations. We're going actually we're calling it the DEI critical conversation series and this is a four-part series that we hope to begin as early as October 29th which is a Thursday. Um and um not necessarily every Thursday. I think this is the the fourth Thursday, not necessarily every Thursday, but on the 19th of November, January 14th, and February 11th, we hope to have um presentations that are designed for the purpose uh or the aim is is to create numerous opportunities to promote conversations about complex and critical topics centered on DEI. Uh we are in the process of uh speaking to a possible
068uh person to mediate the sessions the series. Uh the first series would be basically a kickoff um where the participants would have an opportunity to share with the community and this would be done virtually uh about the three following events uh that they would be discussing. They're about uh 60 to 90 minutes in uh length. uh that we're hoping. But again, the the the purpose of this is really about um as you remember, if you recall when I um stated uh that we have a five-year plan and the first part of that five-year plan is becoming informed and involved and um building awareness. Well, we feel that this series would allow us to do that and demonstrate to the community our commitment again uh to dismantling um the inequalities that exist. So, I just wanted
069just to share that as well with with the board. Um so, you can see that not only are we um focusing on establishing a statement that gu uh guides us, but also actions that fit with that statement as well. Mo. >> Um, at one time the board um well the school system as well as the Graten Public Library had um a wonderful book discussion that they would have once a month. And this this seems like the perfect opportunity so that people could do you know do some reading and then have the discussion on whichever topic it is so that it it it sort of ties in together and they would be able to reach out to a lot of different members of our community. So that's just a thought. >> Yep. We do actually we
070have that component as well. Um that was that is actually our first um focus is the book study. So that is going on as well. Um this is in addition to >> Okay, great. Thank you. >> And the library is involved. >> We uh the library at this time is not but we can definitely um and I like that uh partnership with the community and bring that that component to it. Yes. >> So I will add that as a >> Yep. We we have the books and books are already purchased. Yep. Uh but wonderful. So we can definitely uh talk to the library in terms about connecting the community to that process as well. Thank you. >> Any other further comments to >> um it might be a good way to involve parents as well
071if we can do that. >> The the critical conversations will be open to to parents, kids, staff, and community members >> in the community. Yes. >> Excellent. >> We're looking forward to that. >> This is just fantastic. >> You know, I I I don't know if Oh, Kim is here. Kim Dich is still here. I said to Kim this afternoon after the the terrible incident with the killing of of of Mr. Floyd, George Floyd. Uh there were organizations that made statements and they said the Graten Board of Ed did way more than make a statement. They actually appointed a committee and the committee wrote a a multi-year plan with huge input. uh and and now we are in the process of adopting a statement, launching a series of critical conversations and with more to come.
072Uh, so I I I just I I'm just amazed at at the the work that's been done and and when we had the presentation from Jamal, Ada, and Naen in September, uh, you you told us to to go off and take take a couple of first concrete steps and and and these are they and so I think we're off to a great start, >> Jamal. >> Thank you, Jamal. Very welcome. >> All righty. So, we are going to move on. Um, so Jay, this is the beginning of our conversation about um looking at our policy for residents and non-residents attending our school. Um, Dr. Grineer, did you have thoughts about this policy? >> I did. Uh, I I and I >> to share them. I I know uh what I I actually I spoke with
073Susan. Um what I want to do is be sure that we we have our policy in place which indicates how people prove that they can be that they are uh grant residents so that they will receive free um free appropriate public education. Um, so for me the first step for I think for the board to consider is do do we have that because I I I think uh Susan knows uh when we do identify people currently who are not residents uh and we have uh school resource officers making residency checks and so forth. So I I I think the first step would be where where are we with the residence issue? uh and I because I don't want to I wouldn't want to say that we are uh we are entertaining you know casually or
074a cavalier way people who are not residents. We we we work hard to do that. We make it very clear to them uh that if they registered their child they would be held civily responsible if they sign an affidavit indicating that the child lives in they don't. So I think that's a first step and then then then I think a third a second step is if if a after reviewing that reviewing that policy then I think we uh maybe take take a step towards uh getting a resource officer or or some other person more involved with the uh with with a with a residency check. So I also offered that um one of the things on our list for policy that we've talked about is to look at the registration policy. It was actually um
075updated right prior to my coming here and um I think that there are some things working closely with the registar as I do some things that we could tighten up. Um the other thing we're trying to do is roll out this brand new registration software which is also going to um help for families registering and gathering the information appropriately. So that along with putting in some safeguards as Mike said, working closely with community policing, but also um you know having an attendance committee at each school. Sometimes we'll find out if a child is not attending there's an issue and it often time opens the door to where the child might be living. So with all those different layers I think starting with a policy committee and looking at the policy is really instrumental. Rolling out
076this new software and our intent is to do it this year and working closely with the registar um will be very helpful. >> Jay So, I just wanted to remind everybody that this came about because I was reading an article in um in my favorite newspaper uh a few weeks ago and um the um they indicated that in Norwich the superintendent was concerned that when she came in there there weren't policies in place to begin with that would that would uh monitor this kind of situation. And I just um wanted to make sure that that we did have things in place um because they had to go one step further as you know >> and do investigations which yielded you know quite a savings but I just before we go you know to that step
077I wanted to make sure that that we already had policies in place and uh >> we do but I think that they we I mean the policy committee through the board of ed has done a really astute job in the years that I've been working with them to really look at the outdated ated policies and to look at the ones that through our original um analysis needed to be upgraded. So I think it's time now we've talked about that Jay and I think that's a great first step to really take a close look at registration and then to also include Dennis in on the conversation with his role and the registar in the conversation with their roles of collecting it for the first time and and doing the best job we can. As you know
078in between Norwich, New London and Graten we have a lot of transiency. So a lot of families honestly enroll their child but then they may move and not let us know about a move. So those are other things that we can do through the attendance committee and the school committees is keep a close eye if if we see that there could have been a move. >> Um so are we comfortable with the decision about Lee I think it's going to come back to the policy committee just for you to re to to look and to review. >> Abs we certainly will. Okay. Absolutely. >> Um, and then we can kind of Dr. Grineer, are you raising your hand or just your the light? >> No, I'm just raising my light. I'm sorry. >> I'm waving.
079>> Hi. Hi. Back. Um, so, so Jay, does that feel like that that works for you in terms of having to go back into the policy, then we can come up with next steps? >> Uh, yes. I think that makes a lot of sense. I mean, I know it's this is a really strange time for many many reasons, and I'm not looking to to put uh any burden uh on a family, but if if um if a family's uh financial obligation goes to another municipality, you know, it's I think it's our obligation to >> to make sure that we've done our due diligence. That's all. >> Thank you, J. >> Any further? I would also just like to say that there there are things that we're doing in our our Graten school system that is
080so amazing that there may come a time when people want their kids to be here even if they don't live here. So um and and that that makes me need to read Chef versus O'Neal again too, >> right? And just remember >> I think those days may come. We also have, you know, the the out of out of town out of town tuition that actually families. >> Um, >> absolutely. >> And we do have some safeguards in place. Mike and I spoke about this through some staffing at central office that really examines very carefully those outplacements and um and checking on things like residencies. So, just to let you know that we'll make sure those safeguards are all in place in the meantime. >> Thank you. So, our next agenda item, oh, our next agenda
081item, our next agenda item is um Oh, review of the referral list. You know, that's my favorite. So Dean, um so um so a lot of this stuff was kind of catchup, but um so part of what we tal just talked about was um on a actually I don't think it ever made the referral list, which is why Jay, I think that you um um uh asked me again, but um we try to we try to use this referral list as a way of kind of making sure that when someone has a request that it we actually don't lose that request and it kind of goes down. And this is something that's sort of maintained by both Dr. Grineer and um Joan. >> It's similar to the town council's practice. >> Yep. I think I
082think it is. >> So, we'll want to add that policy on for policy so we don't forget it. >> So, Miss Joan, are you still there? >> Yes, I am. >> Okay. >> Put it on there. >> Thank you, my friend. >> You're welcome. U Kim, could I suggest that under the CO that goes back to December of 18 investigation of racial bias? Um, I mean, I think we're well on our way to that. And I I would recommend that we could I would suggest we could take that off the list. >> Great. >> That was uh brought up by Katrina Fitzgerald two years ago. she um was really thinking ahead. >> Yeah. >> But now we're putting into action those words. So we might even want to replace it with diversity, equity, inclusion as
083we create these action plans. Um so we don'tide of it. >> I actually think so too in a committee of the whole just say and we can even say it. It's ongoing but the the movement of the diversity, equity, and inclusion because it's a five-year plan, right? >> Um >> yes. So I'm sorry >> adding that or rewarding it >> I think right >> ongoing >> yeah it's ongoing but should it be diversity um about the DEI >> yeah sure >> so it would be more than just rewarding it I think it would be taking that off and then re then writing a new one which is the you know ongoing investigation of the de the work of the DEI That sounds good. >> Or maybe uh uh updates regarding we're not going to >>
084discussion and review. Discussion and review. >> Sounds good. >> Yeah. >> I just don't want it to get lost as as boards membership changes. Make sure that we keep that. >> Does that connect with the one right below it or is that still remain something separate? uh discussion of student achievement by subgroups. I mean >> that's very much a part of what the DEI committee is gonna be looking >> we're already starting to do some of that work um in the committee. So we'll have some information to be sharing with the board in a short time. >> So so that's that rem that needs to remain >> I think that's a subset. I think it should remain. >> Okay. That's what I thought so too but I just wanted to clarify. >> Yep. We haven't
085discussed um a transition academy or the need for um an alternative high school. We haven't discussed that as far as I know. Well, since I've been on, which hasn't been very long. >> Um is that something that we're that's been in the works? I >> Well, that co has has sort of brought this to a screeching halt. >> Okay. I kind of thought >> I had asked for that and we haven't discussed it yet in committee of the whole >> I'll get that in >> and yeah and it is something because it it it impacts our budget >> right >> Lee >> um yeah um if we want to go back to our 2012 2020.12 um if if Susan and Mike have not gotten in the New York Times from yesterday. There's a whole thing
086in there about distant learning. Entire section. >> If you don't have it, I'm saving it for you. >> Yeah, it's it's excellent. Yeah. >> Yeah. It's wonderful. >> I I would I I would love to read something about education. >> I will save it. Obviously, >> I haven't been doing I haven't been doing much of lately, but I do want to point out that Jay has the most scholarly background in the group. >> Uh, a close second to Dean. >> Oh, Dean. >> I'm not sure how scholarly I'm at, but >> I mean, all I have is cat food behind me. >> Yeah. >> Anything else about the referral list? I think we need to um review a final review of the surveys from both staff and parents about the hybrid model and the remote
087learning. Um and I've had some conversations with parents too that I'm adding some more information. So I'm working with Rebecca on that. So just to keep that in your mind, Kim and Mike, to when we can talk about that in a CO, I think we should really take some time with that. >> Yep. Um I I think we were deliberate in wanting just to keep to the elementary schools because we have that has gotten lost in all the stuff that was happening. So um we were really just trying to stay pretty hyperfocused on that. But um I I think now that we that's back under our belt in a sense um um >> what I'm just saying >> we got this going too. Um, for those Susan, I know that you responded to me, but
088for those of us who had the correspondence this afternoon, Susan had already chatted with this person um uh a week ago um and several times and so she's going to reach back out. But so I just want to let you know that lots of our correspondents have already sort of um hooked into our assistant superintendent and our superintendent. So, um, just wanted to kind of give you guys a >> head taking very good notes because we're getting a lot of really good information from a parents perspective and even some suggestions that are very worthy. So, I want to make sure I'm including those in the report. >> Just as long as we don't lose the teacher voice as well. >> No, no, no, never. Um could we could we add a second one underneath assessment
089of what went well and what went wrong with distance learning but the um inequities across the district >> and how we could improve that >> um any other future topics? >> Andrea, >> once again, Kim, I I don't know whether this would go under referral or under a future topic, but I noticed in the minutes that it came under under the referral list. And that was my question last week about where are we with standardized testing and what happens when the when the district doesn't perform and and Dr. Grineer was said the notes say that he'll get back to us but it's not anywhere that would require Dr. Grineer to do that. So >> well I I actually got a a message from the state education department late last week and I I'll put it
090in board notes this week. Anything else? >> Is it time? >> Andre, it's time. >> Motion to adjourn. >> Second by Lee. Lee. Um, it's been seconded by Lee Dean for the discussion. I just wanted to say um, welcome, welcome, welcome. I really should have announced that um at the beginning of the committee poll, but we will absolutely announce that um at our next um official board meeting just to let people know that we have voted you in a special uh meeting and that's why you're kind of hanging out with us as a board of um as a board of ed member. But welcome. We're glad. >> Thank you. That's just going to cause me a lot of trouble because now a lot of emails are going to be directed to me. >> Have fun.
091Have fun. Welcome to Welcome. >> All right. Um, any other further discussion? >> Yeah, Dean, just don't step on my motion to adjourn. >> I'm not going to. Don't worry. >> I I did that once. What a mistake. >> All right. All those in favor um of the adjournment, please say I. >> I abstain. Motion has carried. Good night, guys. >> Good night, everyone. >> Thank you. Welcome, Dean. >> Thank you, Joan. Good night. >> Good night.