11-23-20 Groton Board of Education Meeting

001because our our very beginning of our meeting is rather important and I if we could have everyone here I would really appreciate that. Okay. 60 604 um I haven't heard from her but she'll come on when she comes on. >> Okay. So let me explain that tonight's meeting is a little special uh because November is the meeting where we uh the board uh elects the chair uh and the vice chair and so the superintendent u calls the meeting to order conducts uh the election for the board chair and then the board chair uh conducts the election for the vice chair and we go from there. So uh let let me Let me say uh and no no interruptions from the peanut gallery by the way. Uh so let's call the meeting to order at 604

002uh June. And uh and I would uh say let's uh uh how about how about if we we pick our new superintendent to lead us in the pledge of allegiance. Got to do the pledge first. >> That's it. >> That's we're doing it. >> That's what we're doing. I pledge allegiance to the flag to the flag of the United States of America and to the republic for it for it stands one nation under God indivisible with liberty and justice for all. [Music] >> I think that recitation is a good example of where our country is right now. I wasn't exactly the most unified. Uh but anyway, so uh let let me uh let let me say do we have a a nomination for board chair? >> I'd like to make a nomination for board chair,

003Rita Vulman, and I'd like to nominate Kim Watson for the board chair. >> Second by by Rosemary. Uh do we have discussion? I'm grateful you're willing to do it again. >> You are a crazy woman, but >> Amen. >> Thank God. >> Uh so, hearing no further discussion, uh all those in favor of of Kim Shepardson Watson uh becoming this uh coming year's uh chairman of the Graten Board of Education, please say I. >> I. Those opposed, those abstaining. Kim is the chairman of the board and you have our deep respect and appreciation for your continued leadership. Thank you. >> Thank you, Kim. >> Where should we where should we send the mocks? >> So, um I I I do want to say thank you very much for your vote of confidence um in me

004once again. Um, I uh I it is an absolute honor um to continue to sort of um think loud and soft about this about the things that happen in the Gotten School District. Um and literally there's not a day that doesn't go by um where it's not in my head on some level. And so I just wanted to say um it is an honor. It's something that I don't take lightly. Um and I love the group that we're working with. Um I love being challenged. I love being critiqued. Um I um I love the fact that how well we um work together um even when we don't necessarily agree. Um I just really appreciate that and I love the fact that we are all here um in the best interest of the kids in the

005district. And so um I am very very very thankful and and honored to do that and I hope to make the district proud. Um and I'm also just very thankful for the relationships that I have on the Zoom. Like I think about Beth and her her leadership to me um as well and the ability to sort of have not many districts have the relationship that the union leaders have with the board vice versa and it's something that I treasure um very dearly um with both the teachers union the administrative union the clerical union the parah uh union and the custodial technician um I just am very appreciative of the fact that um we have we have thought about a process and we have thought about relationships in important about that. So once again, thank you

006very much um for for this. So um we are now needing to have a vice chair because someone has to kind of keep me in line. Um and so I will open up to hear nominations for vice chair >> Liz. Yeah, I will um nominate Andrea Akerman again if she is willing to continue in service. >> Second. >> We have Rita that seconded. Any discussion? All right. Hearing none. All those in favor of Andrea. >> Well, does she does she accept it? >> Yes, she does. >> Okay. She didn't she didn't fall off her chair. and she didn't and she didn't say no. I guess we could find out right now. For all those in favor of Andrea Arian being elected for the vice chair for um vice chair um please say I >> I

007didn't oppose Liz. Um >> okay >> I >> and then abstain motion has carried. Um so once again thank you guys um for believing in the leadership and having >> to Andrea again. Thank you for your confidence and I love working. It's I think it's a really good match. So I really appreciate this. Thank you very much. >> Yes. >> Will you be needing the mailocks also? >> We're gonna we're going to move um on um off of mailocks. Um >> so one of the things that um the peanut gallery was trying to explain um for Dr. Grineer is that it doesn't happen every November where we do leadership vote. It just happens that if it's a non board election year, we go we we do the we do the nominations in November and if

008it's a board election, so next year we would be voting in December for the to do the January. And so um I just for those of us who are stickler and policy and procedure um just wanted to make sure that that people understood that. Um and so the next part um I am very excited to sort of enter into this conversation. Um, and I do need to change the motion um that is on our our our um table. It is still going to be Susan Austin that we are going to nominate, but we do need to put on it that it is um uh it is in um I I can't remember what the word it was in just in my head, but it's something about we just for full approval. It it's dependent on

009whether on the the the finalization of the contract >> pending >> depending pending the um the finalization of the contract. And for for those of us who have or have not read the agenda, um we are going to be doing that at the very end. We're going to be going into executive session with um Ken Knight and hopefully um our good friend Lori Leine um will be joining us um to kind of have have that conversation. and I have sent the board a earlier um email that had the contract and the proposal. So hopefully you guys have gotten that to look at that. Um so so just wanted to let you know that that's what this motion is going to be. And so Dr. Geneer um can you just read that out loud and then

010I'll just have someone take that motion? >> Yeah. So it would be to approve the appointment of Susan Austin as superintendent of schools effective January 1st, 2021 pending the finalization of the contract. Can I have a firm second? >> Second. >> All right. >> All kinds of seconds here. >> Any discussion? >> So, Susan, I just want to say um I had the the privilege of talking to Kim um Dry from uh the day um and I will repeat what I said to her, which was we interviewed many um but you were the shining star for us. Uh and it wasn't it wasn't because of the fact that you were known to us but that because of your energy, your thoughtfulness, your plans, your ideas um which brought you forward um from the pack. And

011so um I am just really excited about this journey um with you in the next couple years um well for me next couple years. You're you're on it for the long haul. Um I did wanted to say um that it's just really an honor to to have gone through that process. Um and just to just remind you and all others that the validation is is that you you stood out and bravo. >> Thank you. >> Any other >> congratulations? >> Wait, wait, wait. We got to vote on it. We got >> Oh, >> I jumped the gun. Sorry about that. Any other um any other discussion? Hearing none. All those in favor of the motion that's on the floor, which is to approve the appointment of Susan Austin as superintendent schools effective January 1st, 2021

012pending the finalization of her contract. Please say I. >> I. >> Oppose. Abstain. That motion has passed. Thank you. >> Congratulations. >> Awesome. Susan, >> I am deeply honored and I look forward to serving with this board um for the sake of our students who we always put first and I'm happy to do it with this board of education. >> Do you need mailocks? >> No, I'm moving I'm moving past that. So, um, so, um, I just I I think when we were developing the agenda, I just wanted to put that up front just because like who wants to put that embedded in the bottom part of our agenda? We've been working on this really for a long time. Um, and um, really hard for the past couple months. And so, I wanted I wanted

013you Susan to have to have the glory of having this at the very beginning. So, that is why it seems a little bit weird that we're doing her and then going at the end to the contract. I just I wanted that to be upfront. So the next thing is recognition of participation of visitors and delegates. Dr. Grineer, do you know of anyone that we need to be recognizing? >> No. Although I'm going to introduce a student representative in a few minutes, but no, I don't know of any uh people signed up or anything like that. >> Okay. Um and and um Andrea, I'm not quite sure if you were on when we were talking about that, but I think we're talking about was it January or February, Susan, that we were going to have the

014Martin Luther King folk come through. >> Um we had actually said prior to their um February um meeting so that they could do a practice run on us when they go to the church to St. John's. >> Okay. All right. I'm now moving us forward. This is the section of comments from um citizens and the agenda items um uh and and other subjects of concern that lie within the jurisdiction of the board of education. This is the portion of the agenda where the board welcomes comments from citizens. Each presentation should be limited to five minutes or less and citizens should if possible submit written comments. Presentation should be related to matters pertinent to Graten. Board members will only ask questions in order to clarify the speaker's presentation and cannot respond during the comments of citizens

015portion of the board meeting. Citizens should state their names and addresses for the record. Miss Joan, do you have anyone or know of anyone that has requested to talk? >> No, I do not. >> Okay. Is there anyone that is participating in the Zoom meeting that has something that they would like to chat? If you if so, if you have um now would be the time. Miss Joan, I'm looking. Do you see anyone? >> No, I do not. >> Okay. I do not want to stifle anyone's voice. All right. Hearing none, I'm moving us forward. We're not going to have response to com comments from citizens because we have no responses. Um and student representative report. I think that that is you Dr. Grineer. >> Yes. Well, let me uh Z and uh hopefully Allison

016uh do you have a camera? Can can we see you? >> Ah, there you go. Okay. >> Sure. >> Uh >> hey Z. So, in in uh in talking to Z earlier, uh I I I sent uh he and him and and Ellison a little note and Zay was letting me know that in as much as he's studying about 11 hours a day, he was unable to actually get get to these meetings. and and I'm sure Allison is is in a similar position of trying to keep her head above water with all this uh this stuff going on. Um and we'll be hearing more from Z in in January in as much as he won a $20,000 scholarship and we we are enormously proud of him. Um but maybe Zay, would you like to introduce

017Allison before you start? I don't not sure what exact report you're going to make, but um I have not, unfortunately, in the world of the pandemic, I haven't had the pleasure of meeting Allison yet. Uh so, can you do the honor, Z? >> Oh, man. Um, >> I will say this. You you you recommended her >> a little. >> Oh, >> so they unfortunately your internet >> I only said that because of my >> Yeah. >> Okay. >> Let me explain. they nominated Allison and uh and and I I know he right right from the beginning Allison when we said we're looking for a a talented junior who could have a voice and and I think you'll see as you proceed the board will turn to you for your opinion and will greatly value your

018voice but may maybe if your internet is okay uh perhaps you could introduce yourself just tell us a little bit about yourself and your junior I I and uh tell us a little bit about u your school experience perhaps so far and maybe why you were interested in uh serving as a board of ed representative. >> Okay. So, uh I'm Allison. I'm a junior like Dr. Grer said. Um I was previously a class president for a sophomore class last year and I am preparing to run again this year. Um, I have had a pretty good high school experience so far. I've been a captain for the JB cheer team last year and I was interested in doing this because I've always had like a big interest for things like student council and having a voice

019in things. So, I was really happy that Zay reached out and asked. >> Well, we're welcome. >> Welcome aboard, Alison. Welcome. Nice to see you. >> And and so Z uh is there a and you could do this through chat if if need be. Uh is there a student report uh that you and Allison were going to share with us? >> So Allison, welcome. Um so I'm Kim and um I am just I am on I am so glad that you are coming to join us. I think what you're going to find is that the board has in the past couple years um some of um Z has continued um but some of his um predecessors um really became had an active voice within with within our um meetings um and for a long time

020the student reps were only coming to these meetings which was the end of the month and giving a report. So basically just reporting out and not not saying anything. Um and then Z and others um started to come to our our what's called our working meetings or committee of the whole meetings and um I just we just got really excited because your voice was being heard and were part of the decision-making. You can never unfortunately you can't have a vote um in that but you can help lead and help us understand sort of what might be going on. This is a very odd time. No joke, right? Um, and but I just wanted to to welcome you and to know that the expectation that the board is going to have is that you are you

021and Z are going to be um able to be very um vocal about sort of what you think is going on or not going on. Um, and that um the board really welcomes that. And I I think that it's it's an unusual thing for most districts is to have um our student reps as active as we do. Um so welcome. And um I know Jose maybe you and Allison can kind of work on maybe not both of you having to attend every single meeting. Maybe it would be nice to have you both at the at the last meeting but the other working meetings it would be nice to kind of have have you there. So um welcome Allison. Welcome welcome welcome and I think either Dr. Grineer is talking to someone and is also talking

022to someone. I have I have Z on the phone and he can give his report. >> There you go. >> Z. >> All right. I think I can hear myself. So that's cool. Currently the only thing that I have is that students are very excited about the new distance learning schedule after Thanksgiving. Besides that, students are starting to get used to the new types of learning experiences, which is pretty cool. Could >> Could you explain a little bit when you got the word about the 10 days, why are the students uh I think I know, but can you tell me can you talk a little bit about why you think that's pretty good? >> Hold on. All right, there we go. Okay. Um, personally, I think the reason why more students are very positive about

023this change is because um, a lot of them have after school jobs that they have to get to. And then with the whole distance learning stuff, I've realized that we were getting a little bit more uh homework after school even though we were still being at home all day, which um set some people back a little. So having the extra time is is helpful. A little bit more flexible throughout the day. >> Yeah. Especially since now we have um uh after school office hours Mondays, Tuesdays, Thursdays, and Fridays instead of just on Wednesdays. >> That also gives students a little bit of extra help. >> Yeah. Yeah. Oh, I see. Allison, what's been your experience when are you you're a hybrid, I assume? Tell us do you feel that way about the 10 days after

024Thanksgiving? >> Yeah, I've heard a lot of good things about it. Like I think a lot of people are excited for the extra time to talk to teachers if they need extra help or get more work done if they need to. And obviously people get to sleep in a little more. So I don't think people will be as tired if they have to get more work done and I think it's pretty good so far. I think a lot of people are excited about it. >> Good. And could you tell us a little bit about that after after school office hours? I'm not sure the board understands that. I've heard good things about it also. >> Um, so if I'm correct, I'm pretty sure the last period ends at 12:45 and then we have until 2

025for office hours where we can go on Zooms with teachers privately and go over things we're stuck on or if we need extra help on just a specific topic or we could just get more work done on our own and just have a lot more time to finish our homework and get extra work done. Good. Good. Okay. So, welcome. It's so nice to see you. Sort of. Hopefully, we get to see each other in person one of these days. And Z, it's it's great to see you and we'll see you in in January for your coronation uh as as a Martin Luther King scholar. So, I'm gonna hang up with Z. Thanks, Z. >> Thank you. >> So, yes, Rita, >> I just had a question for Allison. Um, Allison, do you have to make

026an appointment to talk to the teachers Monday through Friday through that 12:45 to 2:00? Is it difficult to do? >> Um, I don't think it's too difficult. I think you can either email a teacher before I think that would be the best way to get them in touch to let them know you're going to be joining. But I think for the most part it's open for anyone in their classes to join so they can go on for extra help if they need it. >> Okay. Thank you. >> I know. I know. Ria, sometimes it's a small group, sometimes it's a one-on-one, sometimes it's just just an email. And like Z said, there's a lot of flexibility to it. K kids are sleeping in, which doesn't surprise me, but but they're also a extending it because

027I I I know I was talking to Doug Manford the other day from from about 7:00 in the morning through the evening hours off and on that kids are getting on and teachers are responding and working with kids, but certainly during the office hours, I think that's been a a positive development. >> Is it the same Dr. Geneer for the middle school. >> I I don't I don't think the the after Well, the it's it's the same on Wednesdays. Yes, for sure. They have the office hours and the tutorials. Maybe >> answer that. Um I did review a schedule that's very similar to the high school with Peter Bass and the middle school administration. And the same thing with the flexibility, more opportunity to ask questions of their teacher, certainly periods. Um he's actually got

028a whole schedule which takes you know the um four periods or actually they're like eight periods um but the cores are double so they have an opportunity for the teacher to zoom and instruct and then do some independent work for each of the periods and um then there's also the office hours. So instead of the 84minute block it's more like an hour block that's split into two. So, there's still some afternoon um extra help and support. >> I think >> my my sense is is that that's going to be actually the first thing that Dr. Grineer is going to talk about is >> Oh, great. >> Thanks. is the post Thanksgiving instructional program. I'm I'm assuming. >> Yes. >> So, you are more than welcome to move ahead on that. >> Okay. So the the

029first thing is uh we as you probably have survi surmised by now we are really struggling with sub substitutes uh and when there is uh when there is a case a positive case uh it it it frequently leads to half a dozen contacts and when those half a dozen contacts uh involve teachers or parents uh it really reres havoc with with the with the the the ability for the school to to operate. So um this uh uh uh uh Friday uh today and tomorrow at the high school I think I think on Thursday they had 27 teachers who were out either e either out for co or or meaning that they were contact mo mostly that they were contacts um or or that uh they were a sub and and in some cases the subs

030are contacts and so we just didn't have the ability to uh to operate the building. So when I I I looked at the period after Thanksgiving and and and saw that virtually every school including last night Charles Barnum um that that had uh I think seven or eight contacts. Um once I saw that I I I realized uh it was going to be really a problem. So, uh, I I thought that moving to full distance learning would do a couple things. Would would hopefully give us a a good two twoe period, actually 14 days u uh for uh for everyone u including the time after the holiday when when when families u when families are are getting together. uh and it will also give us a good read on where we are in in terms

031of staffing moving forward. But the anticipation is uh that we'll come back on on the 14th and then there will be uh one full week and then a half a week the next week before Christmas and then the week on the 4th of January when we come back that actually will be a 12-day break itself. Uh, and so that's why I I was not particularly concerned, although we'll we'll we'll monitor Susan and I will monitor it as we get get close to the new year. Um, but but the Christmas break itself will be 12 days. So, uh, I I I'm hoping that by the by the 4th of January, we we we should be all set. But, you know, a number of people have said to me, some reporter called me today like, "Why do

032you why why don't you just stay out and until like Martin Luther King Day?" Um, and and I said, "Because as as as much as Zay and and Allison indicate, it's it's gives them good flexibility and I know they're good students." We we have a number of students when they're in, they do well, and when they're out, they don't. they're not particularly engaged. And so, uh, we we want to we we think it's in it's in the best interest of of all of our students to continue the hybrid as as as as well as we possibly can. Um, and in in in response to uh I don't know if anyone saw 60 minutes last night, there was a there was a report about trying to find uh >> missing missing students, disengaged students. We uh

033we have done that work. There was a there was a film crew that followed a social worker around. All of our social workers are making home visits. The principles are making home visits. The um uh the uh school resource officers are frequently going with with the principles. So, we're we're I as a district I I we are doing extremely well. There are very very few students who are are disengaged. the the the bigger problem is those students who are not fully engaged. I I I don't want to be too optimistic about this. Like I say, some students, particularly those who struggle with learning, do well when they're in person, and they don't do so well when they're not in person. But I think if if we can uh I mean the the the beauty of

034hybrid I is that given this concern that we had about staffing, we're going to we're going to shift pretty seamlessly. And I think you could tell from Allison and Zay's uh comments about full distance. It's it's not exactly a big lift. We just we just switched to that and the teachers are are are well prepared to do that. I I I spoke to Dennis Colclaw today and we received the 3,400 Chromebook computers that we were that were on order and not only did we receive them, but they've already been distributed and uh you know, it's a it's an enormous undertaking for our our tech crew and we we are working with people to to families to be sure they've got hotspots and you know, it's it's pretty much we We we know that we've we've

035gotten Tell me about the iPads, Susan. I I'm not sure I knew the details about that for the young children. >> The Chrome pads were the first to be distributed. We have doc cams. Um I just want you to know that um certainly the 34 um Chromebooks and then the Dell laptops, the thousand laptops all came from the state of Connecticut and the Dallio Foundation. So those were additional beyond what we had um foreseen. So, we really feel like our children have great access now and we're making sure that they have the newer Chromebooks. They're doing an exchange program at the high school and at the middle school and we're making sure that our little children at the elementary also have onetoone. Dennis Kha was saying, thank you Susan, that they were really pushing hard

036to make sure that the modern technology was in the hands of the children before the holiday. And so I I I think we've we've pretty much achieved that. And uh we will continue to distribute as as as the need arises. I I I think we're in we're in in in in very good shape technologically and and certainly in terms of our distance learning plan uh to to support the the students throughout this period, but I'd be happy to answer questions. Kim, >> one second. I'm going to I'm going to recognize Liz first. >> Thank you. Um, Mike, I know that a while back there was an issue with um the young elementary school students getting um those I guess was the iPads or or something. >> Has that that was resolved? Correct. I just want

037to make sure that's clear. >> That's the chrome that's the Chrome tablets. They're all set. >> Chrome tablets. Thank you. >> I think I still think there are some preschool children that don't have the Chrome tablets. >> Well, they have the iPads. So, we switched and put the iPads with preschool. And the Chrome tablets are great because not only can they act like a iPad, they're less they're more efficient costwise, but they can also act like a Chromebook. So, um, for our first and second graders, they're perfect. >> So, the iPad is with preK, >> preschool. And the Chrome tablets are with what grades are? >> K1, K, K, and one, I think. I'm sorry. K1 and two, >> I believe. So, >> okay. Thank you. >> Before I take Wita, is there anyone else

038that has a question from the board? Wita. >> Um, my question, Dr. Gineer, is from personal experience. I believe that the middle school and high school students do very well with virtual online learning, but I think the difficulty is with elementary school. And I'd like to know how soon we could switch from hybrid to full-erson learning for our youngest students. And I know some districts are actually have a plan to start with the prek through one or two and then kind of move slowly up from there. And I was hoping that in January this board would be able to have a discussion about that. >> Well, I I'll let I'll let Susan weigh in. I in all my talks, it's it's it's it's very much colored by the optimism uh surrounding the vaccine. Um, and

039one of the one of the really smart suggestions that I heard recently was that that teachers would be listed uh as as essential workers go to the head of the line uh for a vaccine. I if if we could get the teachers to the point where uh where they uh were were were vaccinated and we we had very good uh confidence that uh that they they were protected. I think that would be great and and getting getting the all the kids back to school. I mean, it's just, you know, as as as hard as everyone is working, we we we know that in-person education is by far superior. Um, and and I think uh yeah, we we we will monitor it. Uh, Graten and New London, as you probably know, has been a really unfortunately

040a hotbed. There there have been scores of of infections in the last couple weeks I in the community and I I'll tell you about intercostic sports but I was very pleased that the governor decided that we're not going to play youth sports and that a lot of it is spreading there's no question a lot of it is spreading there. So Joan, I am wondering if you could make sure that it gets somewhere on on a committee of the whole agenda item that we talk about we talk about well we're always going to talk about that but we look but the board specifically have a question or conversation about elementary. My s my sense is at that point we're also going to have more information about did the did the distance uh between Thanksgiving um or

041after Thanksgiving and then the distance around Christmas about whether um that had any um difference. But I think there's a lot to go into that and um and that's not necessarily about what our conversation is for today in terms of that we're just talking about um the Thanksgiving. Sorry, everyone's moving again on on my I was talking to I was talking to Rita and because on my screen she was on to the right and and all a sudden I realized I was making eye contact with Ken Knight even though he didn't know. Um but is there any other things about the Thanksgiving um that we want to have a conversation about? So so Dr. Grineer is what I'm hearing is that after tomorrow our students are going to be all virtual for um >> 10

042days now Wednesday is that a is that a holiday? I can never remember the school calendar. Okay. Yes. Okay. >> It's a real holiday. So Wednesday, Thursday, Friday are are days are days off. And so on Monday the 30th starts the whole district's virtual learning experience. Is that correct? Exactly. All right. >> Two full weeks. >> All right. All right. So, Dr. Grineer, can you speak to the the >> Sure. The the the this the CIA uh met last week after a pretty extensive dialogue with the Department of Public Health and and the the contests uh were slated season was slated to to to actually start uh in uh uh the first week of December. They postponed all team activities until January 19th. Uh there is a period uh where uh coaches can conduct uh

043conditioning but only with four athletes at a time. It's you know social socially distanced no more than four athletes at a time. So starting on the on the the the plan is starting on January 19th, team activities, not not not games yet, but team activities like practices will be allowed to be to be held by CIA rules. uh they they did say they also voted that there will be for the rest of this year there will be no uh high-risk uh wrestling or there was a talk about a football season like a short shortened spring season Lebanon 11 full contact football boys lacrosse so there are those high-risisk sports that they're saying will will not be not be played the moderate risk moderate risk sports are are still on so for example swimming uh is

044is is uh is is on basketball. Uh I I don't think I don't think they have any venues for indoor track. So I don't think we're going to be doing indoor track, but as I said, the the governor and the department of public health commissioner has uh has uh required that that all youth sports. So, we we had some youth football leagues and other other volleyball leagues and so forth. I know private uh they they've all been shut down. Um the the the other thing uh that unfortunately I can tell you Allison is that competitive cheering is considered a high risk. Um so that that will be postponed for a year. So, I I I think the athletic uh uh officials uh are are doing as best they they can. Uh if if things get

045better in January, you know, I think we all have our our our fingers crossed. If they get better, then there very well may be a January basketball season. Um but, you know, it's it's the same thing as the fall. It's it's it's extremely frustrating for the athletes. Uh they postponed it, then they said, "No, we're going to start in mid December, and now they've postponed mid December. We're going to start in in on on the 19th of of January, the day after Martin Luther King Day." Um the idea would be that there would be, I think, two weeks of practice and then the month of February would be contests and uh and wrap it up the the first week of March. So, we'll we'll see. I think a lot of it is going to depend

046on on the experience that that we have in this area. No outofstate competition. So they're they're really following uh some some good health guidelines and and all the athletes will wear masks. >> Basketball for for example, which is going to be interesting. >> Yeah. Hard to imagine. >> Yep. You're you're on still, Dr. Grineer. >> Oh, okay. So, uh, I I just wanted to mention, uh, I was so pleased, uh, 52 people participated in in the, um, in the diversity, equity, and inclusion book club talk that that was held uh, last Tuesday, no, November 17th, the the the committee, and I know there are several board members on the committee, uh, chose uh, one of the primary steps this year, and I think it's been enormously successful. so far is to have a a book

047discussion hosted uh facilitated by a couple of CRE people. They're really terrific. a a woman named uh uh Trada Collier uh Dickinson um and Darcy uh Linda Darcy. They they uh they facilitated this this discussion of the book entitled So You Want to Talk About Race. And uh it was it was really it was really terrific. We we broke out into uh they separated us into breakout rooms and they gave us some focused questions and really really had some terrific sharing. Uh it was a very diverse group, men and women, different races, uh different age uh and people people really really were able to share uh their voice. There's going to be another actually there will be two others about this particular book. The next one is December 15th. Um, and there are copies of

048the books, uh, I know that are available in in in the district. Uh, if pe people are interested, and it's not like you have to if you didn't go to the first one, you can't go to the second one. It's, uh, it's it's they're going to read the next I think it's chapter four, five, six, and seven. U, but it's, uh, it's it's it's well worth it. And as I as as I said to everyone, I was I was so pleased that in in in the aftermath of the tragedy of of George Floyd, there were a number of of organizations that made a statement. And I remember when instead of the board simply making a statement, we actually put this DEI committee together and and they they formed a a a multi- five-year plan that

049uh would really really try to look at the policies and the practices and we we had some really heart-to-heart. It it was very honest and and and u very very much and very respectful, very civil. But we we we we talked about looking at like one question was do you see any evidence where race plays a factor? And of course, everybody said COVID uh you uh I was telling Susan today they the Hartford Current did a report on where the cases of COVID are and they did it by town and it was a little bar graph and most towns had a little little little little tiny line, a little tiny line, little tiny line and then the next town had a big long line and it was a big city and little little little big

050long line. U obviously something is going on there. you know, it's not a it's not a racist plot, but we talked about how race plays a factor in in our in our society. And I thought it was uh really really well done. And I I I see that my friends Aydah Allen and Naen Mlin are here. And I don't know if they they're co they're co-directors of this whole project. I don't know if they wanna I didn't I didn't warn them, so I'm not sure they even want to say anything. Ada or Naen, do you want to hop in? >> Hi, good evening everyone. This is Naen. I was not prepared, therefore my video will not be going up. But um but no, I just echo the same sentiments that Dr. Grineer shared about um

051the book club uh or the book discussion uh last week. We had a lot of real um transparent conversations just about race and uh just uh just the inequities that we may witness or or have even um you know experienced ourselves. It was just a it was just a wonderful wonderful start. So thank you. >> Thank you Natie. All right. So >> either you want to say something Kim you want to hop in >> just briefly. I too wasn't prepared. Therefore, my video won't be on as well. But I appreciate um you know the opportunity to work with the groups um that we worked with um just to h just to begin the conversations. Um so thank you um for supporting the book club. >> You're welcome. >> All right, Andrea. >> Yeah, I just

052wanted to say that I was part of that as well and it was a richness of conversation. It was really a wonderful experience. So, thank everybody for that. >> Yay. >> It served as a real wakeup call, I think, to all of us that we needn't look for big problems, but rather little things like mispronouncing a student's name and fact that that would maybe usually does have on on a child or an adult. Um, just everything, all of these things lead to a stereotyping. And so, it's kind of a backing up and recognizing how this all goes together. It was a wonderful, wonderful opportunity for all of us. >> Yay. Thank you, Jane. All right, Susan, I'm going to move us along a little bit. So, Susan, >> so I was just going to ask

053Mark if I would be able to share my screen when I'm ready. >> Yes. >> Okay. First I um I get the um the update on the hybrid and remote and we heard from our student representatives a little bit about their you know um ideas on moving to the remote learning. Um we've actually worked on our website um principles have worked with teachers and certainly taken a lot of the survey information to help inform what's going to be happening. um and also our original plan that is published on the website. So, we did a little bit of work with the the website just to help make it clearer and I'd like to show because I'm hoping we have parents out there either watching now or later and um would actually go to the website to

054gather some information. So, let me share my screen. So this is the um homepage when you come to the gratenchools.org org. And of course at the top you see the red banner which is our superintendent and co 19 updates which continue and you can see historically what those are. Um you know the welcome and then you see the four major components of hybrid learning, distance learning guidelines, attendance matters and our original school reopening plan that has a plethora of different resources for families and teachers. So I want to start with a hybrid learning plan and just share with you because as you know in a hybrid plan it is partly inerson and partly distance and one of the things that we used in creating our own plan was the Connecticut State Department of Education guidelines

055and they have multiple addendums and this one addendum 12 with reimagining Connecticut classrooms planning instructional time for remote learning in hybrid and full remote learning was really um a great resource to us. And in looking at that, it talks about the optimal amount of time learning each day is determined by the need for teaching and learning. And that could be direct instruction um for practicing our skills, for applying them, exploring, creating whether it's a piece of art or a piece of writing and demonstrating our knowledge. So the assessment piece is in there too. So all of that, not just the Zoom time with the teacher, but it's that independent work. It's sometimes the collaborative work, all the work that goes into learning each day. And so these different colored circles tell us when we're talking

056about very young children, preschool, prek, it's at least two hours. And that doesn't mean two hours on Zoom. That means having a morning meeting or read aloud with my teacher, having some activities on Seesaw, being able, one of the things we've just done, thank you to the board of ed curriculum committee, is we're adding um handwriting without tears prek through um first grade and also a cursive writing pilot so that they have little workbooks that they can actually practice how to make the letter C and the and see the the and we've always taught this, but there's actually a workbook component and an online component, so there's more additional practice, which the teachers really felt kids needed. And that's something that they can practice at home and parents can see them practicing. So that we're

057really thrilled about when we get to K through five. And you know, K is closer to preK than it is to five. So that four hours is just that window. And know that it's not only the core curriculum, but it's also their specials. So whether they have an art period in there for half an hour or um you know something with physical education where the PE teacher brings the kids together on a Zoom or gives them an activity to do even at home. So um and then when we get to the blue where we're talking about our secondary, middle school, and high school kids, you know, that five hours rounds it up, but know that there's, you know, they might have some additional homework. It takes kids different amounts of time to complete work. Certainly

058Zay would love five hours in a day and it sounds like he's working around the clock at times. So there are kids that spend a lot more time, but it's going to be at least that five hours. And that doesn't mean all Zoom time. You know, they might have a 30 minute zoom for their class period and then they have to off they go readers, writers, mathematicians and do some work either alone or with another, you know, student or two and then they have to, you know, hand in the work or if they need to ask the teacher a question, the Zoom link might be open for questions and answers and getting feedback. So I thought that really was a helpful picture for families to understand better what the expectation is for when they are

059remote. And then um you know another expectation is that students are expected to attend these virtual classes and complete their assigned work independently and collaboratively. And this goes into the attendance feature and it also goes into the grades. And we still expect kids to do their very best. And if they're having a hard time, um, they need to ask their teacher questions just like in the real world when they're really in school with their teachers. Um, and teachers also reach out to them. And we have tutors and teachers and special educators and paraprofessionals, all educators in our field reaching out to kids and being there to support them. And then um when it comes to distance learning, there's a little click on here, but you could also go out and I'll show you another way

060to get there. So in looking at distance learning, there are some roles and responsibilities for staff and what is the expectation parents because this is a true partnership. We need parents and teachers collaborating together for the state sake of the students more now than ever before. And then what are the roles and responsibility for our students? So um let's see back out of that. So you can also find the distance learning guidelines under distance learning and those are the roles and responsibilities. And then the third piece that I wanted to share with you and share with families that may be watching is that attendance still matters. So by attendance, you might have students who are fully remote, but they need to connect. They need to be able to get on to their lesson. They need

061to be able to do their work, be able to ask questions. Um, so that's still very important. And taking attendance these days is much more difficult than it ever was. You know, you can be attending in person or you can be attending remotely. You can be tardy in person or tardy remotely. You can be unverified or absent in both worlds. Um, and then the added piece coming from the state of Connecticut is the expectation that you need to log on to your LMS systems, you need to complete your assignments, and then that should count for at least a half day. and you saw the kind of structured time frames that we have for each of the grades. So, um like Mike had said before, it's really important that um we work with families and we

062find kids who are disconnected and really analyze what's going on and try to help families to support the kids so that we they do connect and they do engage in learning. We just don't want to lose anybody. is the um the hours that you offered um in the the circles is that true for Wednesday as well? >> So on Wednesday, yes, they do have work to do on those days, but the time frame for the the zooming and the office hours is more in the morning part of the day. And then in the afternoon, um they are kind of working more independently. They're on their LMS system. They might be watching a video. um they might be doing their printing practice um reading a book. So um they are expected to be doing work on

063Wednesdays too and work is given to them on Wednesdays should be. So >> other questions about that before Susan moves on. >> All right. Overview of the teachers college. So, I'd like to um do a quick introduction and we have Val Nelson on here to help out. But our first Department of Defense Education Activity Grant was in literacy five years ago. Um we finished it up last year. It was an amazing amazing work and we saw so much growth. Val's going to give us some details, but um I have to say that the work with Teachers College as a partner, Columbia University for reading and writing um was one of the best things we could have ever done and the sustainability plan that we have in this district by having literacy coaches in the schools,

064by being able to have all the resources that we've been able to provide from this million-doll grant to have all the embedded coaching. So everybody, every teacher has become an expert in this and can train new teachers along with the coaches. Um there's still opportunities we can take part of in um with teachers college. They're mostly done remotely if we need them, but one of the best things we purchased at the end of the grant was this remote learning units of study where and teachers have said that they are just awesome. And we have these guest teachers, staff developers from Columbia University being able to zoom into the classroom and the teacher can put it up on the learning platform for the kids to watch and observe and then be part of the instruction. The

065teacher can be part of the instruction as well. So that was a really terrific resource. Um and um we see it being used across the districts. I've actually walked through and had a couple teachers grab me from the hallway into the classroom to see it happening. So, um, but I want to just introduce Val Nelson because she has been the the force behind this as our grant director and she still has a math grant she's working on, but the literacy grant has um completed and she wrote a wonderful report that she shared with Mike and I and had to share with the Department of Defense. So Val, take it from here. >> Hi. Uh, good evening everyone. Um, the title of the grant was called Embracing Change through literacy and it had two real components.

066One, the literacy skills that Susan talked and I'll address a little bit later. And there was also a social emotional uh piece to it. And we done that in the beginning of the grant five years ago by involving somebody named Lester Lamac who talked about using readal I have the book here. uh bullying hurts, teaching and kindness to read alouds and guided conversations. So all teachers, all the teachers K through eight received training from Lester the first year of the grant and were able to purchase books for each teacher to have and also the library books that Lester recommended that the teachers use are now housed in each of the libraries. Uh but the main component of the grant as Susan mentioned was the teachers college reading and writing project with teachers college of Columbia

067University. Um each teacher each classroom teacher support the reading specialists and at some schools the special ed teachers received five sessions of embedded training every year. Okay, so that was a total of 25 sessions over the entire grant. Um and we partnered schools together. For instance, Charles Barnham was with CK, Butler was with NEA, um Morrison was with Claude Chester. So that there was a a rich dialogue going on. We had the presenter would come in and the we would have the teachers from the schools together presenter would spend half of the teachers half of the training session doing intensive training in the teachers college model and then the other half of the session would be where they would do demo lessons in the classroom teachers classroom. So, it's kind of cool to see the

068person coming in from Colombia going in and doing a lesson in one of our teachers classrooms. Uh, the staff developers were excellent. The first year, first two years of the grant, we concentrated more on on having the teachers become more aware of the writing program and then we switched to reading and the last two years it was a combination of both. Uh, the training was exceptional. We had a number of different trainers. Uh in fact for the six, seven and eight we had one trainer who Susan has booked for we've already booked we paid ahead of time for this year coming up Cornelius Miner who wrote the book we got this and it's about uh equity talking about equity equity access and the quest to be who our students need us to be. So, we

069are very lucky to have some really top-notch presenters. Um, and starting at the beginning of the grant, Bron kind of lacked a cohesiveness in our literacy instruction. People were doing things all over the place. And this was it was a total systemic change. Uh, now everybody has continuity of instruction. We have district district-wide students um have the same language, they have the same expectations, they use the same routines. So a child goes in fact teachers are so positive about if you go from first to second grade the children know the routine array everybody's using the same language knows what to expect and besides learning new the teachers learning new skills on how to teach reading and writing it also pro provided a great opportunity for collaboration um teachers would share ideas they'd get together you

070know you don't have very often where you could sit around a table um CK third grade teachers and Barnum teachers talking and sharing ideas about what works works, what doesn't work and that was an excellent also a lot of rich dialogue and a lot of ideas from coming from teachers exchanging uh the teacher response was excellent. Um after every one of the trainings we gave a survey and they had to rate from six from zero to seven whether it was pertinent whether it was a good session. Um and just uh it never ranked below 90%. you know, some some presenters a little bit lower, some better, but never rank below 90. And most of the time the teachers re uh rated it 95 95% of the teachers recommend rated it six or seven that it

071was good or excellent compared to like in 2015 72% of the teachers rated it as good and the end uh was 97%. So we g we also gave a teacher self-efficacy survey uh to see the because I also had an evaluator who helped with this and she sent something out uh to tell how what degree of confidence do you have in implementing the program and in 2015 66% of the teachers said they did uh in 2019 86% of the teachers felt they had an effective uh they had a really great degree of confidence um I just I won't go on forever but this is so exciting because I think it was such an was wonderful thing forgotten. I have two quotes I want to read that teachers put in in there in the self-efficacy. One

072of the teacher said, "My greatest successes included the ability to effectively differentiate for each student using conferring table conferences, midworkshop teaching, small groupoup strategies, guided reading in addition to the mini lessons. The opportunities for teaching went far beyond the mini lesson and it led to a shift in my approach to instruction across all subjects. And one of the things that Susan had suggested back in with the middle school training 67 and 8, we had the language arts teachers. Some of the training we brought in the social studies teachers so that the social studies teachers but also because everybody is a reading teacher and hopefully this this process would integrate throughout the curriculum. Another teacher said, "The classroom conversations sparked by students reading and writing have been wonderful and have in turn increased student engagement in

073reading and writing independently." So, I'm really overwhelmed with the success of the grant and I think a lot of it is due to teachers were so enthusiastic and open-minded, the willingness to learn new strategies. I mean, it's tough to learn anything new and this was a whole shift and the teachers were so positive about it and they shared they shared their successes, their failures. It was a whole it was wonderful to start from the beginning to end to see how much growth the teachers had made and also we had the support of Dr. Susan all the administrators there wasn't a session that we had that we didn't have either a principal Susan was there Dr. news stopped in. So there was everybody knew that the district was involved. In fact, teachers college um the staff

074presenters would be very impressed the fact that we had such buyin from the district not only from the teachers but from uh the administrators also. Um and we talked about Susan mentioned sustainability and that was huge and we've purchased materials throughout the uh five years of the grant as needed. But this summer I spent the last probably over $100,000 on proiding materials to the school so that the children would have a diverse selection of classroom libraries. We have fiction, non-fiction, multicultural so that they have different they have the resources to continue with the program. We also did PG because of obviously COVID. Um, a lot of our professional development went to Zoom and the teachers, the staff presenters switch from teaching doing the regular program to teaching how you do virtual learning. How do you

075do long-distance learning? We also sent with with the grant money we sent teachers beyond the regular zoom meet run our regular TC sessions. uh teachers college ran a number of zoom uh distance learning on how to deal with parents, how to help parents during this time. So it was really worth it. Susan also mentioned that we uh purchase subscriptions to virtual teaching resources in phonics, writing and reading so the teachers could use it this year and I think the big thing is you have the teacher collaboration at the schools. they share, they will continue to share and I know the district new teachers and if more uh training comes up I know the district has has our backs in a sense that they will definitely provide for it but in in the end I just

076know that finally our scores have increased in reading and writing but to me the biggest transformation I've seen in the five years I've been with it is the way the students approach writing and reading when you five years ago were you go to a fifth grade class or third grade class. Okay, boys and girls went into writing and I'd say 50% you hear moans probably from the teacher too. um you know writing and reading uh especially writing now I wish you would all go into a classroom go into a kindergarten classroom the children are so excited to share their writing uh the reading to see you walk into classroom kids are in corners clusters uh doing partner reading the whole there's just such a wonderful enthusiasm from the teachers and the students about this um

077in fact we had a summer writing academy unfortunately we couldn't do it this summer but we had to turn students students away. And when we sent the survey out to parents, we had 100% positive reaction from the parents. So all in all, it was a wonderful grant. We used all our money wisely. We have a lot of in fact I returned $17 out of a million dollars. I was very proud of myself, but we it just was a good a good grant and I'm very proud to be part of it. >> Thank you, Val Jay. >> Thank you so much. >> Yeah. Um, Miss Nelson, I just want to say that we really appreciate uh your your years of service uh to the district. I have to say you're just as passionate about our students

078today as when I first met you back when we could visit classrooms. >> I love what I do. It's great. The school system is great. I'm excited to be working uh with I think we have great teachers, great administrators, great leadership. So, it's fun >> and ch I think change can be uh difficult in the beginning and but it seems like you were the uh the perfect agent to help uh bring that about in the district and I I thank you very much. >> Thank you, Jay. Thank you, >> Jay. You are 100% right. She was the pied piper of this whole program. She coordinated it. She She was the cheerleader. And Susan and I have been in classrooms. You probably remember when you were kids and the teacher would say, "Okay, we're going to

079recess now." And everybody would cheer. You go into classrooms now and the teacher say, "Okay, we're put your math stuff away or your science stuff away. We're now we're going to do readers readers workshop." And the the kids like uh are wild excited. And then when they say, "Okay, we have to stop now." Like, "Ah, darn. We have to stop." And it's it's amazing. It has totally changed the reading and writing the whole literacy program and and Val has been right at at the forefront of it. And we're greatly indebted to you, Val. >> Thank you. Thank you, Val. >> Can I say one Can I say one thing, Val? Go. Huh? >> Many many centuries ago, Andrew, >> this is this is the Wilbar mafia here. And you know, we we also can't overlook

080the fact that that that Susan spearheaded this uh program and brought it to the district and has a a really great relationship with Columbia uh teachers college and and champion it even when you know I think some people questioned whether um it was the direction we wanted to go in. But she she knew it was right and and she and Val I think worked together and and we owe them both a debt of gratitude for this uh very successful uh outcome. >> Thank you. >> Well done. >> Thanks. >> All right, Mr. Where are you? Mr. Knight. Oh, there you are. You're now on my left part of my screen. >> I'm moving around. >> Yes, you are. >> All right. So the uh the object code summary um as of uh see November 17th

081uh shows that we have a projected unexpended balance uh of 133,166. Uh there's two uh primary factors that are uh uh are driving this. Uh number one uh our our Corona relief fund uh grant application was approved at the beginning of uh beginning of this month and so it has an impact uh on some costs that um uh that we're incurring in in support of um support of all this. Uh but um it's having impact on on some of our uh base costs uh such as uh substitute teachers that we that we uh have in our building substitutes that uh that we have on staff um and uh and some of the paras uh that um uh that we're we're utilizing for some of the social distancing um work that's being done. Uh the other

082factor that's uh that's that's driving this is that we're starting to get in our outofd district tuition uh bills. Uh we've gotten in uh learn and ledgered and we're seeing a uh a reduction in the those enrollments by about 10%. And so that that's driving some additional um um um not really savings but u cost avoidance I guess we could call it. Um, so that that's that's what's driving that uh that 133 166 at this point. I think that's somewhat conservative, but um uh we'll continue to uh to to review this as we go forward, but uh we're only a third through the year, so we you know, we want to be uh um somewhat conservative at this point. >> Any questions about the object code? >> Yeah, I looked at that, Ken, and I

083was like, what? 100? >> Yeah. I'm used to 70 60 50 13. >> So um going on to the healthcare >> uh the healthcare uh report that also is showing you know a positive trend for us um in that um for the month of September it was uh the claims were only 60 uh 61.9% of of budget uh and year to date we're at 64.8% 8% of budget. Uh our health uh health insurance consultants continue to tell us this is a result of of COVID and there's uh the postponed procedures, missed appointments uh that are happening uh that that's driving that um driving that down. Uh they do warn us that uh when uh when we uh when we get out of this um we should expect to see that turn around and we should

084be above budget. uh when all those all those things start to come uh come back. Uh but uh it remains to be seen when exactly it's going to happen at this point. So um you know so it continues to trend at around the 65% uh uh uh threshold for and and usually July and August and September are higher months for us because that's when a lot of the staff uh have procedures and stuff like that done. But uh we're actually uh because of the situation u we're seeing that much lower. >> Any other questions about that? >> So we're we're just continuing to monitor the health insurance reserve very carefully and we we'll make a report to the finance committee. We we have a fairly comprehensive very early proposal of a budget Jay that we'll

085be sharing with everyone. >> All right, Mr. Kilpatrick. >> Good evening, sir. >> So, I have a couple of items that I'm going to report on tonight. Uh the first is the uh uh the uh fantastic milestone that we reached at the Thes River Magnet School. We had the topping off ceremony last week and Rick Norris and Dr. Grineer spoke and uh elaborated on exactly what that means. Uh and uh for those who would like to see it, Mark Russell put together a very nice uh well done video once again and I believe it's on our website uh that they should be able to find that on the website. So, uh the the weather was good. Uh it was a little bit muddy from the rains that we had previous to it, but uh a

086good weather day for it and uh a a nice group gathered and uh it was good to see uh this uh project moving along uh on a on a good pace. Uh the second item uh is the cons uh consideration of the three schools that are slated for closing at the end of the school year. Uh Claude Chester, SB Butler, and Mary Morrison and what to do about those schools. Uh as we talked about in our last gathering, um Claude Chester um has some structural issues regarding the gymnasium floor. Um so uh that that would be something that would be of concern and need to be looked at uh were we to continue consider to keep that school uh in operation. Um SB Butler needs a roof replacement at about roughly a million dollars and

087of course that has not had the asbestous removal done at that school yet either. So those are pretty big uh dollar uh investments in that site. And so uh uh we've made the recommendation I made the recommendation uh uh that uh we continue to keep Mary Morrison uh school uh online um and use that. Um it's in a good area of town. There's a lot of growth over there uh apartments and so on going on over in that neck of the woods. Um, and it's in uh uh it it's uh in better condition than the other two schools. Um, and with the exception of the driveway issue, if we need to open that school up again as swing space, we'd have to address uh the traffic patterns regarding the uh the driveway, but other than

088that, the building itself runs very well. We have very few problems in that building. The asbestous has already been done. There had been a lighting upgrade in that building and so on and so forth. So, um, and it's in a good, uh, spot in town. And so, uh, that building could be used for swing space, uh, in the event, uh, that we need to, uh, provide more if, uh, if we continue to get the growth that that may happen here with the the increases at, uh, electric boat, um, and and, uh, depend upon what happens at the subbase. Uh it would also uh serve us um uh as as space for robotics to go at least on a temporary basis if if it needed to be opened again. We'd have to move robotics again, but

089robotics is pretty uh self uh sufficient and uh able to to uh while we don't want to have to move them around, they've done a terrific job and and been pretty cooperative and uh moving their projects and and and their program around town. So, um it would be a good place for them and again there would be uh additional storage space in that building too at Mary Morrison. So, that would be the recommendation on on our part. Kim, I I just wanted to also report. I I spoke to the town manager today uh and uh and I explained exactly what Sam just said and he he uh he concurred and he anticipates uh that Mary Marson will be used uh for the swing space and robotics and the other two would be turned over to

090the town or at least that's was my recommendation. I also in uh informed the moderator for the RTM and also the town mayor to let them know that we were going to be voting but the recommend this is what the recommendations were so that um I think in years past they felt like we have not communicated that to them. So I've I was trying to sort of um to do that and as just as Dr. Grineer was doing that with John Bert. Any questions about that? We did have a committee of the whole um meeting about this just recently um and that we are going to be bringing this um these buildings up for a vote today. All right. Hearing none, we're going to go to committee reports um policy. Lee, are you still >>

091Um yes, this Can you Can you at least hear me? It's Lee. >> Yes. Lee, can I just put you on hold for one second? Rita, did you need to talk? >> Thank you, Lee. >> Yeah, I just wanted to ask Sam what the estimate is for the gym floor at Claude Chester to repair it. Uh to me, that is such a central school for our community. And I was curious as to whether or not you thought the town would be very expensive to replace that, whether the town would still be able to use that building. >> I I don't I don't have an estimate at this time. I I think that we would have to bring in an engineering firm to come in and do a an indepth study of that particular structure and

092make sure that and see exactly what uh would need to be done. >> Okay. And would the schoolbased health center be moving also that is there? >> Yeah. >> Yes. >> I'm not sure but we're going to have it center at the new elementary school. So >> we we'll retain we'll retain all the schoolbased health centers. Yes. >> One will go to the themes river magnet and one will go to the mystic river magnet. >> Right. It's just at that location it's so easy for families to walk to, you know, for people to >> not even need a car. >> You're right. >> Well, maybe the town would be willing to to form a building or to lease out that that space to have a community health center there. um for medical stuff. I mean,

093that would be perfect. Um but I think that the we've had lots of dis discussions about this. Um and it re we really have all felt that Mary Morrison was the building that was in the best shape um and also the location where um the potential of having the most population growth um if we needed to have a swing space. >> Thank you, >> Lee. He's going Oh, Jay. Sorry, Lee. One more second. >> I'm sorry. I just want to clarify. So, I believe what uh Sam told us was that he did have an engineering firm in to check Claude Chester and it could be used for normal um uh sporting events, that sort of thing. But the concern was bringing in the heavy equipment of the robotics that it's not cleared for that kind

094of weight. Um, correct me if I'm wrong, Sam, but >> no, you're absolutely correct. uh we uh the the engineering firm that did the study for and and did the work with West Greenleaf when he was here 10 years ago uh had uh asked us to take a look at it again 10 years. tense and and of course that came up and they came in and we actually hired a contractor to go down there and make the necessary repairs uh that last winter uh to bring it up to standards again for exactly that for for for use as a school. But uh when you start talking about uh adding um lays and uh milling machines that weigh essentially tons uh and and the vibrations and so on that those would cause on a floor. I

095I would just uh feel more comfortable if if an engineering firm came in and and determine whether that could be done or not. >> Thank you. One last time hearing none. Lee, can you go on to the policy? >> Yes. Um, we met um we met uh in I you know I' I've lost time because I wasn't around for a while, but we we have for you on sexual harassment, some new information on it. We will meet again, not this week, but next week, I believe. I'm I'm hoping that you have policies around sexual harassment and not that you are going to have. >> Yes. All right. >> Thank you. >> We don't give lessons >> curriculums. Andrea >> curriculum will meet on the 14th and we're having Miss Hodgej from the high school come

096down and talk about the new uh course in um African-American and and cultural history. So, um, Andrea, I will send this to you if you would like, but I also I sent it to Susan and Mike, and they probably didn't understand why I was sending it to uh to them, but it was this whole concept about understanding diversity and inclusion is is that how we how we teach and also who are our authors, who are our writers, and that not to have a Hispanic course, but that actually each history class should be talking about all different um all different people, all different places within within this country, in this world, regardless of whether it was a whether it was a Caucasian person, it was it was actually very fascinating. Um but it's about how to

097how to take away the colonization of curriculum development. It was actually it was actually interesting. >> Thank you. You're gonna send that to me, you said. >> Yes, I can. Yes. >> Thank you, >> Kim. >> Yes. And and and just to um to reiterate, this course is not by our choice. This is a state required course and so they've made the curriculum. They've given it out to everybody and we have no choice but to offer this course. So we just want to make sure that everybody understands that we agree with you, but it's um you know, this is a state mandate, >> right? And I wouldn't I wouldn't want anybody to think that we have no choice, so we're doing it and we don't want to. But certainly not. >> Oh, I didn't mean

098it like that. I'm sorry. >> We very much want this. >> We do. We I just >> Sorry if I misspoke. >> Yeah. No, I just wanted to clarify that. And um but I really like the idea of an all-incclusive look at history through and not just because we have a course that we we must teach, >> right? financing facilities. >> Yes. >> Um I I think the next um course it's going to come before the curriculum committee is going to be a Native American course that has been proposed in the legislature and that I believe will definitely pass this year. So that will be another new course that will be offered at Fitch probably next September. Something to look forward to and well needed. Jay, finance and facilities. Thank you, Edita. >> Uh, yes.

099So, we met on November 2nd. Um, we discussed um the issues that that Sam presented tonight about why um Mary Morrison um as the building to retain. Uh we also talked about the closeout of the u construction on the middle school, the certificate of occupancy that the uh synthetic uh surface field has now been uh striped for all the sports that will be played there. We talked about um uh preparing for the budget. Um Dr. mentioned that we are looking into the cost of a architectural study on the uh Fitch Fieldhouse that would not only uh renovate it but um also uh uh you know make that more equitable for uh men and women. um as well as we talked about um the CARES budget. Um and uh we also went over supplemental impact aid

100history for RTM. >> Wow. Thank you, Jay. And you guys are meeting on Monday, correct? >> The No, no, the 7th. >> Oh, 7th. Then you're not meeting on the 30th, right? >> Um and then our other committees, Rita Um Lauren met on November 12th. We had a very interesting presentation from Christine Stringfellow who is the um superintendent of the Norwich public schools who was very very she she did an excellent job and if anybody would like me to forward the PowerPoint um presentation by her I could do that to you. Um let's see the teacher residency program that I had talked about before that the learn um Dr. Ryan Dolan is going to be reaching out to districts to access participation for teacher residency. Um this is going to be I luckily superintendents from

101Graten, Norwich, New London, East Lime, Guilford, Ledger and Waterford all are very much interested in um doing this residency program and learn is going to be asking the state with the other rests to provide some of the funding because it does cost $65,000 per candidate. But that candidate then it would it it's for diversity and it's so that people that are peer professionals with college degrees can then be become part of our teaching staff the following year. So hopefully that will go through. Um there there's a number of different um topics that we thought about. Learn purchased a new software tool called thought exchange which is to assist DI districts with focus group work for engaging communities and shaping their programming and learning which they can offer to districts now which is exciting. So that's

102about it. I mean there's a lot that went on but that's about it for now. Thank you Rita. Any questions? Town Council RTM and Board of Ed leaison. Oh, I guess that's me. Um Um It was It It was It was actually >> It was It was great. We had a We had a good time. Um but I I I as always, a lot of the discussion was about the new buildings and about hybrid um and about our work around the budget is what I can remember. um that that we kind of talked about um once again I'm sorry it was a lifetime ago um but like three weeks ago um board of eds GA leazison um I think we met in October and I think we reported out on that as well and I

103think we have one coming up is that in March Beth? No, >> no. Jan, January, >> January, January, >> Graten Scholarship, Lee, >> uh, we did meet um, and I my my minute my minutes are sitting far away from me and I'm not moving real fast these days, but we I believe are meeting again in December. Um, and I'm learning to most of the people are involved with Chelsea Rotten. Um, but you know, it's it's a very nice meeting and uh we'll have more information next time. >> Thank you, Lee. Um, Superintendent Search, I think Joan, I think I think we've met our I think we've met that comm that committee's um um uh uh >> I'll take it off. >> Thank you, my lovey. Um, and I was trying to be piffy and I

104I couldn't find the word. Um, and athletic fields, Jay, that's also done. Is that correct? >> Well, it was supposed to be done, I believe, last Thursday. There wasn't a quorum. Uh, however, two weeks ago, they we had a public hearing to get public input on the on the final proposal. So, I'm hoping I believe it's next week we'll vote and then that entire plan will go to the town council. >> So, I'm going to keep you on for just one more month then. Does that make sense? >> Yes. >> Oh, and he sighed so heavily. All right. The next the next I am really sorry that I am punchy. Can you tell that I need a a holiday? Um all right. So the action item is the consent agenda which is all matters listed

105under the consent agenda are considered to be routine and will be enacted by one motion um with points of clarification will be allowed. So um I will take a motion for the consent agenda. Rosemary. Can I have a second? >> Second from Lee. >> I'll I'll do Lee. Any discussion? Hearing none. All those uh All those All those who will approve that you would think that I would have this part down. I do not. All those who are in favor of the consent agenda, please say I. >> I. I. oppose. Abstain. That motion has carried. The board would like to thank um the Knights of Columbus that made a donation of $250 to the transition academy for the academyy's use of the Graten Community Center for their fitness program and also um the Knights of

106Columbus would made a donation donation of $59 $5928 to the transition academy as well. We would like to say thank you very much for support of our district, one of our district programs. Um, I don't see anything on the old business, so we're going to move on to the new business. Um, and Jay, would you be willing to read the motion for uh number one, please? >> Uh, I move to approve the retention of Mary Morrison for future use by the robotics team and or use as swing space. Can I have a second to that motion, please? I've got Rosemary. Discussion. I think this is something that we have vetted for a couple years now. Not just last committee, the whole meeting, but that we have been talking about this for a while. I >>

107was going to say years, not weeks. >> Move on. All right. Hearing no discussion. All those in favor of the motion to approve the retention of Mary Morrison for future use by the robotics team and or use as a swing space, please say I. >> I. >> Oppose. Obstain. That motion has carried. Jane, would you be willing to read number two? Mot. The motion for number two. >> Sure. to approve the transfer of Claudechester Elementary School and SB Butler Elementary School to the town of Grunten following the 2021 school year. >> Can I second? >> Thank you. >> That was Liz >> hearing none. All those in uh all those in favor of appro motion to approve the transfer of Clutchchester Elementary School and the SB Butler Elementary School to the town of Groten following

108the 202021 school year. Please say I. >> I. >> Oppose. Abstain. That motion has carried. >> Big deal. >> That is a huge deal. Thank you guys. Liz, would you be willing to read the motion for number three, please? >> Certainly. To approve policy P4118.112, sexual harassment as a first reading. >> Can I have a second to that, please? I've got Rosemary. Discussion. Susan Lee. Oh, and Dean. Dean. Dean. Um I will recognize you once we just get some background on that and then you can ask as many questions. >> No, that's fine. >> Great. >> So um this was a a policy that we actually worked on back in 2016 but new legislation has come up so we had to revise it. So I've asked Denise Doolittle who's um actually gone to webinars and

109talked to lawyers about this and has helped us structure it. So, as always in this policy, the 4,000s really relates to the adults in the school system where the next one, the 5,000s relates to students. And the green, of course, is all the new language based on the new law. The red is what was stricken from the older 2016. And then there's also a policy that goes with it. And um Denise did a wonderful job um reviewing this with the policy committee and I asked her to review it because she really takes us through what the law the new law legislation is expecting and how it's changed the current policy. >> So Denise, are you there? >> I am. Thank you Susan. Hello everyone. Uh I'm going to try to be very brief. Um, just

110to to set the stage, um, on August 14th, 2020, we really had the first legislation ever passed that addresses sexual harassment in the school system. So, this is quite uh historic and there are quite a few changes um to the legislation that I'm just going to highlight in terms of changes. Um, and when I highlight the changes, they are applicable to both the student and staff policy. So, in 1972 when Title 9 was enacted, the focus was primarily on gender equity and sports. There was no note of sexual harassment. So the new legislation um to start with gives us a definition of sexual harassment and it it does define sexual harassment as conduct on the basis of sex that satisfies one or more of the following. Um the first is quidd proquo which um has

111not changed. uh that does relate to an employee of the district conditioning the provision of an aid, benefit or service on the recipient uh individuals participation in unwelcome sexual conduct. The second part of the definition is new. This is unwelcome conduct determined by a reasonable person to be severe, pervasive, and objectively offensive. That it effectively denies a person equal access to their educational program or or activity. The change here is that the law has created a higher bar for uh meeting the definition. Previously, the definition included conduct that is severe, pervasive, or persistent. Uh, that was the standard set by the Office of Civil Rights, and you could have met any one of those. The new standard more closely follows the standard adopted by the Supreme Court. And then the last prong definition includes sexual

112assault, dating violence, domestic violence, or stalking. So, we have a new definition with a higher bar. Uh, we also have a new duty for schools to investigate complaints of conduct that occurred um again within our program and activity. That's been defined. Uh, so that's not actually new, but the definition is new. Um so the location of schools, program or activity has been defined as the school building or campus. Locations, events and circumstances where a school exercises substantial control over the context of the harassment and the person committing or the person accused of committing the harassment. uh on the school bus, uh on field trips, at school sponsored activities, academic conferences. The location does not appear to apply, however, to electronic communications over which the district has no control, such as private Facebook accounts. The next

113change is the adoption of a of a a standard called actual knowledge. This again is a higher bar um for uh you know for the provision of sexual harassment and for um for uh districts to to take action. So actual knowledge means that uh the district an employee of the district has to have actual knowledge of sexual harassment activities. Um and and that's what triggers our obligation to promptly respond. Um, previously the requirement was um that we should have known that if the behavior was occurring on school property or during school sponsored events, we should have known. Um so now um if any employee of the district, any um teacher, administrator, title n coordinator in any elementary or secondary school has knowledge or of harassment or knowledge of allegations of harassment, that's considered actual knowledge

114and it triggers our responsibility to respond promptly. The next area of the of the law and the policy that has been um revised is uh a term called deliberate indifference. So in other words um once the district has actual knowledge that there may potentially have been harassment, we must respond in a way that is not deliberately indifferent. Um that's defined as a response that's unreasonable in light of known circumstances. So in other words, the district's response must be prompt. We must treat the parties equitably. Uh there's new terminology in terms of the complaintant and the respondent. Um the complaintant is the alleged victim and the respondent is the alleged perpetrator. There's a requirement to discuss the availability of supportive measures with both the complaintant and the respondent. There's also a requirement to consider the complaintant's

115wishes with respond to those supportive measures. There's a requirement to explain the process for filing a formal complaint as well as the grievance process. And there's a there's a requirement to follow the grievance process. This is also new. before making a responsibility determination and before imposing any disciplinary sanctions. We're also required to impose remedies uh or implement remedies designed to restore or preserve the educational access. So, in terms of supportive measures, some examples of those include counseling, an extension of deadlines, possible course adjustments, potential schedule changes, um potential increased security, possibly a monitor, an escort for the student to go to class. Um these are measures that will all be um you know, considered, offered, and discussed to both the complaintant and the respondent. Um, also changed in the law and the policy is the

116role of the title n coordinator. It's greatly enhanced. The title n coordinator is basically authorized to coordinate compliance with the new regulation. So in other words, working with the buildings to complete the investigation, making sure that the complant and respondent receive the letters attached, notifying them that a complaint has been followed. Um the Title N coordinator is the only person in the district who may file or submit a formal complaint. Uh so for example, in your packet there's a form for a formal complaint and a form for an informal complaint. Informal complaints are not investigated, but they will be addressed at the building level. formal complaints are investigated and the grievance procedures trigger the investigation and they outline what the investigation consists of. Um however due to the deliberate indifference criteria if anyone in the

117district is made aware of potential sexual harassment we are required um actually the coordinator is really recommended to complete a formal report so that the district is not found to be deliberately indifferent. So the coordinator can file a report and can initiate with the buildings an investigation even if the complaintant chooses not to. Um with that being said, there is an informal resolution process um that will be discussed with the complaintant in these cases. Um, a full investigation does not need to be conducted as long as written consent of both parties, the complaintant and the respondent um is obtained. Um, this does not apply if the allegation involves an adult respondent and a student complaintant. But in the case that the complaintant and the respondent do agree in writing to conduct an in have an

118informal resolution um that may look like peer mediation a restorative meeting um something of that nature. Um, next, the um the admin regulations um include detailed grievance procedures that will follow when a formal complaint is filed and when we're not engaging in informal resolution procedures. Um those the investigative procedure is quite detailed in terms of the respondent and the complaintant both receiving letters with copies of the policies and the regulations. um having both both parties aware of the fact that they have the right to an advisor to work with them to to submit evidence to see the evidence that each party submits um to participate in the initial interview um to have the opportunity to present witnesses and evidence. Uh the investigator will issue a written report with a summary of evidence. Both parties have

11910 days to review the report and respond if necessary. The district has a burden uh the burden of proof is on the district and the district is using the prepundonderance of evidence standard. That is um a standard that's in line with our expulsion hearings. So we felt that the prepoundonderance of evidence um standard was the best for our district. The other option was clear and convincing evidence. Uh there is a new role uh in this new uh procedure and that's called a decision maker. Uh the decision maker will be the superintendent andor the superintendent's design. That individual will review the investigative report from the building and make a determination of responsibility as well as discipline and further accommodations if appropriate. There is also an appeal process. Um and the decision maker, the building investigator and

120the title N coordinator will not be obviously um you know involved in the appeal process. That will go to um a different individual in the district, potentially the assistant superintendent. So that's uh the changes in a very brief summary and I'm happy to take questions if anyone has any. Dean. >> Okay, here it goes. I'm the lawyer. See, so it's not my field, but uh I'll give a I'll give it a go. um one one typo I think and both uh the 4,000 and the 5,000 references made to the violence against women act a particular section of it um where it says three 34 USC 1291A3 it should be 30 um but you can you can check that I I think that that's a typo but not on more serious things Um there's no no

121question that when you deal with uh these policies uh you do get into gray areas. And by gray areas I include things like what happened to one of my sons when I think he was either in kindergarten or first grade and there was an incident where he hugged a classmate uh out of affection. Uh but it had to be treated and dealt with. Uh, but I will say that it left a mark, not a permanent emotional mark, but try to explain to a six or seven year old that while hugs are good things, sometimes they're not. And he didn't do anything wrong, but don't do it again. You know, that sort of thing. Uh, and that's kind of the problem. Although we're a K through 12 district and Title N covers K through 12. Uh,

122there's and and sexual harassment and and whatnot can occur at almost any level. A lot of a lot more can be expected of a high school senior than of a kindergartener in terms of judging what is what is correct and what is not. Um so that's that's a problem built into having a one one a single policy. It's unavoidable because that's the law. But that's a problem you're dealing not with all adults but with as as I said anywhere from from 5 year olds to to 18 year olds and beyond. uh one of the things and this is in no particular order. One of the things that struck me um is a type of sexual harassment could include repeatedly asking for dates despite being rebuffed. Now, ordinarily if you were to tell somebody that, they'd

123say, "Oh, really?" Well, we've all known situations where someone asks, asks again, and maybe the second or third time, they get a date. And from time in memorial, for a lot of situations, that's kind of how the game is played. Sometimes there isn't a game. When the person says no, they mean no. Sometimes when they say no, in that situation, they don't really mean no. Um, you're dealing with with with youth here. Uh, I would like to think that because that type of conduct would probably fall under Roman numeral 2. In other words, it would have to be severe, pervasive, and objectively offensive that we're not talking about somebody saying, "Well, he asked me out twice. So, I feel harassed." Uh, I don't think we would consider that harassment. Uh, but where is the, you

124know, there's no there's no bright line here. So if someone were to d were to determine a complaint comes along somebody was asked repeatedly meaning how many times they were asked for a date and they said no. Uh by what standard would that be judged? The reasonable person standard, the reasonable woman standard, the reasonable teen girl standard, the reasonable teen boy standard. That's one of my concerns having not really gone through any of this stuff. What's the standard for how that would be judged? Um the other u problematic area is and this is again in both the 4000s and the fives is the fact there's no there's no time limit and that's in recognition of the fact that people can be very reticent about coming forward uh with an allegation of misconduct and sometimes they

125never come forward. Sometimes they sometimes they wait a long time to come forward. And what I'd like to avoid is a situation where somebody wakes up in their senior year and remembers something that happened in eighth grade. Maybe they don't remember correctly. Maybe they do. I don't know. Uh but that's that's that's working into this. I'm there's a there's a goal for for why I'm saying what I'm saying. Um and that is this uh because it's meant to be expansive and rec and recognizing the problems with this area and the problems that people face when they are sexually harassed uh or even assaulted uh which is becomes a criminal matter. Um it's it it the the result of that is there's a very very free range for people whether they're investigators very very free range

126for people to move around in and so we have very expansive language has no time limit uh and and so on the u the one problem it it is a problem it's not just in this area and that is a standard of proof I realize the regulations now allow the the district to adopt either preponderance of the evidence or clear and convincing. But because the procedure is not what you would expect in a due process situation, it's an administrative procedure and because we're dealing with kids, uh there is research so people understand preponderance of the evidence can be phrased as 50% plus a feather. Some people put it poetically that way. uh beyond a reasonable doubt is what you see in in criminal matters. The clear and convincing is sort of an in between standard.

127It's more than prepoundonderance but certainly less than uh than clear and uh less than prepoundonderance of the uh than beyond a reasonable doubt. But there is um there has been research done. I can point people to a to a work out in uh out at UCLA that shows that the lower the standard, the higher the um shall we say false conviction rate that you have, it can be very very high. Um, but because no one's going to jail, because no one's paying a fine, because liberty is not at stake, the lower the lower threshold, the lower uh proof threshold is um is deemed okay. Uh but you because this policy covers everything from LW jokes to actual sexual assault such as rape. Uh you could have a situation where someone's accused of something quite serious

128uh that ultimately could be referred to state's attorney. Uh they could be completely acquitted. It could be nollied. It could be simply not pursued because it doesn't add up to anything criminal. But in the school system because we have preponderance of the evidence 50% plus a feather. Someone could the school district could find it. Yes, there's a violation because after all probably something happened. Maybe something happened. probably something happened. So somebody could be in a situation where they're they face no criminal ultimately face no criminal sanction but now they have the district having found them guilty of and even if you don't use the word guilty. Uh so I I would prefer if we have the option to have a somewhat higher standard. Uh that would require some training of course but I would prefer

129to have a higher standard because of what we're what we're dealing with here. uh as as lousy as it is to be on the receiving end of harassment or assault, um it's also kind of lousy to be innocent and to be found with a very very quick system uh to be guilty of something. Um people have been framed, people have been innocent and been found guilty. It does happen and it happens the lower the burden you have, the more often it does it does happen. Uh I would like to also add where it says parties can have an advisor of their choice. Um if we mean that that can also include an attorney. I would like that specified. Uh and finally I will end it by this. I wasn't clear from the from the language

130whether the decision maker was to be the superintendent but now that I see that it is. And and one small problem I have with that is if you have a a a hot situation and you have somebody visible as the superintendent making the decision about whether or not to quote convict or acquit. Uh might there not be some undue pressure? I'm just throwing that out there for for consideration. Should it be somebody more anonymous if you will than than the superintendent who is a very visible person has a lot of interest at stake. Uh so that's uh in a nutshell, very large nutshell what my comments are. >> So So Dean, I I I so appreciate your ability to sort of do that. I'm not quite sure what to do about your comments though. Some

131of them make sense. Um, and I I guess I need help in understanding is this a philosophical thing for you around how this policy is written or is there is there I if there's clear direction um around I it's it wasn't clear to me and that's probably because I don't I I'm not a lawyer and I don't play one on TV. Um, and so, um, it sounds to me though there are some technical things that maybe would be useful for Susan and Denise to kind of hear from you about. Um, because I would want to make sure that our policy makes the most sense for people and this is only the first reading. Um but um you know and also um I think that this is important that if you're if you're seeing something and

132as and viewing this through the lens of an attorney and this is kind of come to us through possibly cave and and its lawyers then I think then that information should get shared on some level as well too but that's another that's another side but >> and I and I will readily admit I I didn't come with this as a as a fully baked set of here are my proposals for amending or modifying the text. Um, >> it's the policy is actually the model policy from Burch and Moses PC, our attorneys at law. >> Okay. >> They provided the training slides in the model policy. It's very similar obviously to the shipment and Goodwin policy because it follows the statutes. >> Oh, and I and I and I mean no disrespect when I say this.

133It does not appear homegrown. It's uh I I I figured that it's it's usually a pretty good idea to take uh well-developed uh text, well-developed policies from elsewhere. I have no problem. We lawyers do that all the time. We touch stuff from each other from each other all the time. >> I guess if there if there's technical things that um Dean that you that you see that that might need to be somehow thought about differently in the policy, if you could shoot an email to Susan and Denise, I would appreciate that because once again, this is first reading. I I have I have one request too because again I just got on the board. Uh the administration I'm sure has under the previous policy uh dealt with situations of harassment uh or assault. And what

134I'd like to know is what's the district's experience with what is actually going on because it's one thing to adopt policies but to address issues but what physically is actually going on in our schools? you know what's what problems are we I'm not saying there aren't I'm not saying that at all but what is our experience with handling these problems and dealing with with resolving them etc because that >> that's sort of the other that's sort of the other end of this >> right right and so that's that's not a discussion for tonight because we're talking about the actual policy now >> oh sure no I understand >> policy um so you can talk to me about whether you see that as an agenda item or if that's an offline conversation um to have with

135the superintendent Um, I could I could kind of go either either way on that, but is there any other other discussions on this policy? Dean, once again, I actually learned something, so I really appreciate your your >> Yes. Sorry to be so verbose. >> That's right. Hearing none. All those in favor of approving for the first reading policy P4118112 sexual harassment as a first reading. All those in favor, please say I. >> I obtain. >> Oh, I oppose. >> Okay. >> For the time being. Yeah. >> Yeah. So Joan, did you get that? >> I did. >> Okay. Thank you. Um and um we are going to do um the policy for 514. Um but I just wanted to let people know I'm sorry that's my cat because she decided that she really wanted my

136soup bowl. Um and it now is all over the floor. Um is is that um we're going to take number five, which is the executive session. Um but I would like to use that at the end so that most people can leave um and um to go into information and comments from the community and advanced planning and then go into our executive session about the contract. Um is that okay for most people? Can I get a >> Yes. >> Sure. >> Don't we have one more policy? >> Yes. I said before we go into that policy I just wanted to um to say that >> I'm sorry I'm falling asleep. I do that to people. >> Liz, would you please be willing to read um the motion for the second policy, please? >> Okay. To

137approve policy P5145.5, sexual harassment as a first reading. >> Thank you. Can I have a second? >> Second. >> That would be Jane. Discussion. Denise. Is this similar to what we just went through? Yes. [Laughter] >> Identical. >> Okay. >> I have the same concerns. >> But this is the this is for the student end, not the staff end. Is that is that my understanding the difference? >> Okay. >> 4,000 is the adults for the um professionals and 5,000 is always students. Kim, Kim, is is this time for a question? >> Yes. >> Okay. Who determines I heard of what Dean said about the incident with his son. Who determines what whether there should be a reaction as as it was in that in his case? Is it the the child, the parent or the

138school? I I don't I don't have the answer to that Denise. >> The way the way it has been in the past is that the you know the person who feels that they have been the victim uh generally comes forward and um you know depending on the age of the victim it can be um the victim coming forward or it can be the parent coming forward. Um generally sexual harassment is something that um that is is specific to that individual in terms of you know their response to certain behaviors or certain activities. Um, >> let let me ask let me get down to the to the real crux of my question, which is if the if the the the student doesn't think doesn't complain and the parent doesn't complain, does the school supersede that and

139say this this falls under this policy, so we're we're going to take action. >> Well, the school has will has an obligation to make maintain safety in the buildings. So the teachers and the administration would would take action if they felt that there was a violation of the school code of conduct. But >> I understand that. But I'm talking about something as >> they have not filed a report on behalf of the student. That is a new uh feature in the new regulations. That's the indiff in you know the uh deliberately indifferent standard. So if the if there's a child in the kindergarten and the child doesn't complain and the parent doesn't see it as a an issue, the the parent of the victim so to speak, then the school does or can >> are

140currently or with a new law with a new policy. >> Well, I can't really re respond to the scenario that Dean was was explaining. I'm not familiar with it. Um, so I I I feel I I don't think I could respond without >> I'm not talking about that experience. I'm talking about any experience where the parent and the child don't do not complain >> and it's an innocuous thing. It's not rape. It's not obvious. >> I can weigh in a little bit. >> Okay. Thank you. I one of the things that I think has been enormously helpful is that we have this procedure and we have a form and when people are concerned about this we we ask them I mean sometimes they raise sometimes parents or individuals will will raise concerns and I direct

141them to Denise and there's a policy and they fill out a they fill out a complaint in other words ma making an an off-handed comment uh is one thing actually writing complaint is another. So, we've had we've had, you know, I I won't say zero. We we we've had some uh pretty serious things that Denise does this really thorough uh in investigation, but uh it very rarely gets to that. I mean, I guess if we in answer to your question, uh, if we saw something egregious, we would the school officials would would contact the parent and say, "Look, we we think something really terrible went on here." But 99.9% of the time, it's it's the victim comes forward, we have a talk about it. Sometimes, uh, we we believe there's evidence that, uh, they fill

142out a form, we investigate it, we go from there. But practically speaking, uh, an, you know, somewhat innocent, innocuous thing like this would get settled at the classroom, never mind the principal level. >> Yeah, I agree. >> Okay. I'm not sure my question was answered, but I but it's a little clearer. Okay, I'll stop. >> Any further questions? All those in favor of the first reading of the policy P5145-5 sexual harassment, please say I. >> I >> oppose. Abstain. >> I'm abstaining because I really don't have an answer to my question. >> Okay. I think that passes though, right, Joan? >> Yes. All right. So, Thank you, John. Um I'm I'm um I'm moving on to communications. Jay, do you have any communications or letters? Um I believe I received the same ones everyone else

143did uh about their concerns um with regard to schools being fully open or full schools being fully closed. And uh I think we all have a better understanding of that at this point. Um, I just want to make a quick point. Um, again, I want to congratulate Susan on her appointment. And I want to make it clear for those watching at home that this process with in this process over 400 people were interviewed to create a leadership profile that that led to something we could use as we went through the many candidates that that we did go through. Um, and uh and and she hit on all of those, everything that was in the the profile. Um I think she has a unique understanding of the military child. She grew up in this area. Um

144her father was uh Admiral Austin was uh head of the sub school for many years in the area. And so I think she's just uniquely qualified to to step into the very uh big shoes that Dr. Grineer leaves behind. And um I think we're very uh lucky to have had both of them. >> Thank you, Jay. Jane, >> I I didn't have a hand, but I sure I'm thinking. Um, the only thing that's making for me, the only thing making Dr. Grineer's retirement tolerable is the fact that Susan is stepping in. I'm very grateful. I've sat there during the search committee many times saying, "Oh, dear God, we have to do the right thing." And we did. >> Thank you, Jane. Liz, >> I just wanted to say I I do appreciate it when the

145public does reach out and explain how they're, you know, what their their concerns are and I I encourage everybody to continue that. I want to add my uh congratulations to Susan and um I want to congratulate the committee because we did do we did do our our our job and I want people to understand that that we did not take this lightly and we did survey quite a number of s of different people and um Susan just rose to the top and I I want to congratulate Susan in my own honest you know sincere way that I'm really happy for you and I'm really happy for Grten because that's what's really important here in this in this capacity is that we have somebody who's going to continue to lead and she's a strong and a

146very competent leader. So Susan, my sincerest congratulations. >> Appreciate that. >> Rosemary >> and Mrs. Lee and from me too of course. >> Thank you Lee. Rosemary, you are not muted. I mean, you are muted. >> And to unmute. Um, congratulations also from me and um and we are all much better off. And I got to tell you the um the research that we had to do was hernia making. So, um, with carrying around all the the different things that we needed to read and to to do a good job, but Susan was hands and everything above everybody. >> Thank you. Um, I also wanted to mention that I have also been to some board meetings for Sound Community Services and GASP. And GASP has something that we might want to look into um utilizing,

147which is a a webinar about resiliency. >> Thank you. >> That's it. um maybe to get to um Susan or Mike about that video um so the district can have access to that. That probably would be helpful. I would hate to have it just sit in this meeting and I further >> Oh, I definitely will. >> Thank you both, Mary Rita. >> Um I received the same emails I believe as everyone. Um, and I really feel it's so important for the public to reach out to the board and continue to do that and look forward to having all our students back in school and hopefully the vaccine will become available in the near future for all of us to have and we can safely return to school. And also congratulations Susan >> Andrea. I received

148the same emails and I'm very grateful for them and I just want to say to Susan Brava Lee, I would also like to say that the piece on 60 minutes last night was excellent. Um it it is worth you, you know, if you can get to see it. It was absolutely terrific. Um, I've also received all of the same information that everyone else has. And I would also like to say that I'm particularly glad that most of us who didn't know her to meet Mary who who ran who facilitated the search. It was a good experience for me. Thank you, >> Dean. Uh, I'll keep it simple. Congratulations, Susan. >> Thank you, Dean. >> Nice job. Um, I received the same letter and I've already welcomed you, Susan. So, um, um, welcome, welcome, welcome. Um,

149and so we have the meeting dates that are for December. Uh, note that we're only having one committee of the whole and one regular meeting um, uh, in the month of December. Um, and there's the meeting with the with the other town bodies that are there. Um, and future agenda items. Do we have any? Rita, you'll need to unmute. >> I have a question. I thought we weren't meeting on December 21st. Thought it was the 14th. >> I think that that was last year's I mean this upcoming future that we talked about. We we've never meet have met in that week right before Christmas and I thought we changed those dates to have a committee of the whole >> that was for next year's that was for next year's >> 20 could could we think

150about doing that please because I think that that is very difficult to have that meeting then but that's just my feeling it's never it's always been the first you know the committee to hold and a regular meeting, but never the week of Christmas. So, that's just just how I feel. So, I don't know if it's something you want to consider or think about. >> Um I Mike, Susan, and I will um chomp on that. >> Thank you. >> And I agree. >> I agree. I I I just say if if Jay we we could actually meet on Monday the 30th. Uh if we move the whole thing up, we could have a CO on the 7th and we could have a board meeting on the 14th if >> Right. >> So instead of putting people

151on the spot, how about how about if we think if we think about that and >> Yeah. >> And um >> Joyce and I will send out a poll. We we'll get it we'll get it done. Uh, and I'll have the information when when we uh meet, Kim. >> Okay. >> Any other agenda items? >> So, one of the things I was talking to Mike about is that the principles have brought their survey data on um hybrid and full distance learning plus their focus group and you know, anything that's come in recently and they figured out action plans um around some of the challenges. So they would like to bring that to the board at a CO so the next CO they're prepared and they've actually sent me the documents so I can send you

152the documents ahead of time to take a look at. Um but they've really done this in um you know with their data teams and with their school teams so that it wasn't just principal action plan but it is a school action plan. >> That would that would be great. All right. I am going to make a motion that the board of education go into executive session for purposes of talking about the contract for Susan Austin, our next superintendent. I'm going to ask that Lloyd Leine, who is our human resource person, and Ken Knight, um, come in with us, and Susan as well. Um, Andrea, I'm wondering if you will just do the prerequisite. Did Who's here? when when we go in and and etc. Can I have a second to that motion, please? >> Second.

153>> That would be Liz. Right. All those in favor, please say I. >> I. >> Abstain. That motion has carried. So, Mark, how how you gonna work the magic on this one, buddy? >> Um, I I have the board set up and you want to include Susan, Lori, and Ken. That's correct. >> But I don't But this this is going to have to stay open because we're going to have to go back um back into here for a vote. >> You got it. >> Or not. >> You got it. >> All right. Or and to at least join the meeting. All right. So, with that said, um if you could do your magic, Mark, and send us on our way, that would be cool. >> Thanks for hanging in there, Mark. >> Hey, Mark. We're

154back. >> All right. >> Is Rosemary not back? But I have a quorum. Is that correct? Yes, you do. >> Yes, you do. >> I just pushed her back. >> Yeah, it' be nice to have everybody vote. I know. I know. But screw it. >> Is she coming? [Music] >> Andrew, would you be willing to make sure that the motion um gets um like you write down that and you do your magic with Joan. >> Thank you. >> Jane, I wanted to know if Jane when we went into executive session, it was you, Kim, and Jane, right? Is that correct? Who seconded that >> to go into executive session? I thought I I thought it was Liz. >> It was Liz. Okay. I had Liz and I with Jane. Okay. Thank you. >> There she

155comes. Rosemary, are you with us? You're on mute. >> Is there a way, Mark, to unmute her? >> Um, I'm >> She's in. >> I'm done. I I um didn't know where to punch on my screen. >> She's in. >> Okay. Thank you. All right. So I would like to make a motion for the board to accept the terms of the contract that was worked on. What would be the motion guys? Probably >> that we accept the contract as proposed by you >> or to accept the proposed contract. >> Yes. >> Does that sound Where's Joan when when I need her? Um, the proposed contract between the board of education and Susan Austin. >> There you go. >> Can I have a second to that? >> Second. >> Any discussion? >> I don't know who

156seconded it. >> I did. >> Jane. This time it is Jane. >> And who moved it? >> Yeah, Jay. >> Okay. Thank you. >> Hearing no further discussion. All those in favor of the motion that's on the floor to approve the contract by the board of education with Susan Austin as our next superintendent. All those in favor, please say I. >> I. >> Opposed? >> Are you opposed? Susan, you can't vote. >> No, I don't oppose. >> Extensions. >> Abstension. Motion is carried. Andrea, >> motion to adjourn. >> So that would be at 8:40. It was seconded by Rita. >> Yes. >> Happy Thanksgiving everybody. You're a blessing. Thank you. God bless you all. >> Welcome home. >> Happy birthday. >> Welcome home. >> Happy birthday. I will >> birthday. Bye. Bye.