1-25-21 Groton Board of Education Meeting

001day is on its way. >> He's gone. >> Do we have a >> Here's Rita. >> Okay, >> that's five. >> That's a quorum, isn't it? >> Yeah. >> I'm gonna call the meeting to order at six o'clock. >> Okay. >> And um of course, we're we're we're doing it virtually because of the pandemic. Our mission is teaching and learning and our board goals are actually they're going to change tonight a little bit but they're to provide dynamic rigorous instruct or curriculum to ensure effective and engaging instruction and to embrace excellence and learning an an excellent learning environment. And you see how I stumbled over that. That's because the less you say the more you say. And that's why our our mission everybody can say and that's teaching and learning. That's what we do. So

002Z, I'm going to ask you to to lead the the pledge of allegiance and I'm going to ask the scholars to join in after. So let's all stand and we'll flag and we'll say the pledge of allegiance which is so important today. You ready? >> Yes. I pledge to the flag of the United States of America >> and to the republic for which it stands. >> One nation >> under God, >> indivisible, with liberty and justice for all. >> Well, our first order of business today is really my pleasure. We have 16 Martin Luther King scholarships scholars in the New London County and each one of them is going to be awarded a $20,000 scholarship. $20,000 each to 16 students. And that means it's such a statement about our our community because it means that

003people bonded together to do this for young people. There are companies like Fisers who give thousands of dollars. There are institutions and individual members who give $10,000, $20,000. And there are people who just send us 20 or $10 a month to support the scholarship. And what a statement that makes about who we are as a community. I'm going to turn the the the uh introductions over to Z in a minute. But the reason I I wanted to talk a little bit about why I when there are more than one scholar and we have five from Fitch High School. Five. And actually we have a sixth in a way. Oh, there are five from from Fitch High School. And when there were more than than one scholar, I turned it over to them because I want

004our scholars to be able to build confidence and to build poise and but most of all to build authority and of course being the teacher in me. I also want them to have opportunities to practice public speaking. But before I turn it over to Z, I want to talk a little bit about who these young people are. You all know that they're the national honors society and they're in the advanced placement classes and international balariat and and they're they're on the deans list all the time. But who are they as individuals, as human beings, and how do they use who they are to get to be Martin Luther King scholars? Let me tell you a little bit about them. They're in the humanitarian club. They work in the in the soup kitchens in in the

005community. They work in our elementary schools. They're models for special needs students. They're class officers. They're managers of sports teams. One of them is on the Graten Democratic Committee. So already involved in politics in the town and not just politics, but governing the town and making choices about the town. They want to be doctors and lawyers and interior designers. They are the most dynamic young people that you are ever going to meet. And so I wanted to say we have five young people from Fitch Senior that you're going to meet tonight, but we only really have one more in the the Graten Public Schools community who's a scholar. Doesn't go to Fitch Senior. He doesn't even live in Graten. He goes to the New London Magnet School of Technology and Magnet School, but his mom,

006Mrs. Leonel Kumbaya, works at our high school. So, we want to send you, Mrs. Karaya, our best wishes for ESOA, who's looking at two places. One MIT, and the other, my heart, the Coast Guard Academy. So, so I'm going to turn it over to you, Z. You ready? >> Yes. >> All right. >> Are you sure? >> As ready as I'll ever be. All right. >> You just muted yourself. >> Hello. >> There you are. >> Sorry about that. We are honored that you have invited us here tonight. We are appreciative for everything Graten Public Schools has done for us. I've had the honor to attend two Martin Luther King dinners which both sparked my determination for this scholarship. And I'm sure I speak for the rest of the scholars when I say we are

007extremely grateful. The application process was one of a kind and very competitive. The scholars this year were chosen based on attributes and services to the community. And as we are extremely grateful for that, we want to take this we want to take this time to thank our mentors, Dr. Acriman, Miss Hajj, and Miss Aikens. Three wonderfully powerful and inspiring women who have stood right by our sides throughout this entire process. That being said, this is my dear friend and fellow scholar, Fatima Mansour. I've had the honor to grow up alongside Fatima at Westside Middle School and Fish High School over the past seven years. She brings light to dark place. She brings light to dark days with her natural comedic sense of humor. She is a well-rounded student athlete, which makes her a powerhouse in

008her community. She has worked for the town of Graten Parks and Recreation for the past two years, devoting her time to inspire the children around her. She even dedicates some of her time to teach children how to read and write in Arabic. She plans on majoring in biology on a premed track because she lives to help those in need. It is my pleasure to introduce my dear friend Fatima Mansour. >> Thank you for those kind words. Z. >> Oh, you're upside down. >> You're sideways. >> Wait, >> there you are. Almost. >> Almost. Yes. >> Okay. >> Thank you for those kind words. E I'm excited to introduce one of the most kind-hearted people I know, Tristan Quletus. We went to Westside together seven years ago and I'm so glad that I got to meet

009her. She plans on going to City College of New York or Yukon where she plans on studying biology with a premed track. She wants to be a dermatologist. a dermatologist since she believes that skin is so much more than just a surface. In the same way, Tristan is so much more than her awesome hair that I'm totally jealous of. By the way, she's always looking out for her friends. Like in sixth grade when she told me that I didn't need to bring scissors to school every day. I took that advice every day after that. It's been an honor watching her grow into the person that she is today. And I'm excited for all of you to watch her grow into a wonderful woman with me. I'm excited and I'm proud to introduce my friend Tristan

010Cletus. >> Thank you, Fatima. And I' like you I'd like to thank you all for inviting us this evening. Um I've had the honor of knowing Zoe Castello for the past five years and watching as she has grown into the most persevering and warm-hearted woman. Uh Zoe is the captain of the cheer team here at Fitch where she puts her leadership skills on the forefront. and you get to hear another side of her soft voice. She's always been one of the most organized and prepared students with a plethora of colorful pens, always ready to let you borrow them for your own notes. Zoe has decided to pursue her passion in interior design and is going to attend Texas Christian University in hopes of one day having her own interior design firm where I hope she

011will help me design my kitchen. I am so privileged and honored to be able to stand beside her as a Dr. Martin Luther King scholar. And it is my pleasure to introduce Miss Zoe Castello. Thank you, Tristan. I can't wait to design your kitchen in the future. It's my pleasure to introduce my fellow scholar, Deja Driscoll Smith. Deja's strong personality commands the attention of any room that she enters. This plays a role as she is captain of the women's track team here at Fitch. Deja plans to further her education in New York City as she studies political science on a pre-law track. This choice stems from her passion for the subject. Deja hopes to work for the Department of Justice in the future. And tonight I present to you Deja Driscoll Smith. Thank you, Zoe.

012Um, this is one of my closest friends, Zavon Keo, or better known as Zay, and he needs no introduction. Zay is a senior class representative, and he's also a representative for the board of ed. We met in our freshman academic seminar class, and we have been close ever since. We have learned together, failed together, and grown together. Zay plans to major in biology at a H.B.CU so he can become a pediatric doctor. It is my pleasure to introduce Ziko. Thank you, Deja. I really appreciate it. Again, thank you for having us here tonight. We are grateful for your continued support when you attend the dinners and equinical services, even if they're virtual. I just want to add um as your new superintendent that I am ever so proud and I was thrilled to be able

013to join you in the classroom when we were able to honor you and hear you call your parents and aunts and and family members and we just feel that this is um just one of the feathers in your in your cap and you will go places. So um come back and see us and let us know. >> Congratulations. Thank you so much. >> Thank you. I if if there are our board members who wanted to ask any questions before we begin our meeting, I just want to thank see America Watson to everybody. I saw something about that. I I just wanted to say that um this is an an outstanding group of young people and tonight this afternoon when we were working with them, I wasn't sure that they were going to come off the

014way they did, but you were fabulous. Just superb. >> Yes. >> Every bit Martin Luther King scholars. So, thank you. All right. Okay. I guess is there anybody on the board who has a question or a comment? Well, I hope you all stay >> go on the chat. So, we'll have to circulate the chat. >> Okay. So, you're all welcome to stay. I know we we are going to be just blowing you out of the water with all the wonderful and interesting things that we're going to talk about tonight. But at any rate, it's time now for the citizen the comments from citizens. and I'm going to read. I want to tell you right now, there are two reading out loud and reading silently are two different skills. And I am so bad at reading

015out loud that I tell Mrs. Watson all the time, don't ask me to read the motions. But here I am filling in for Mrs. Watson and I've got to do this. So, let me bear with me while I read this out loud. 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 pres pertinent to Groten and board members can only ask questions in order to clarify the speaker's presentation and we can't respond during the citizens comments from citizens portion. Citizens should state their name and address for the record. Mrs. Johnson, do we have anybody Yes, Thomas Frickman. >> Uh, yeah, thank you. U, I wasn't sure. I

016I had emailed uh Chairman Watson earlier, but she's not here, so I didn't know if she was going to read my comments to the minutes, but I could do that right now. Um, so my name is Tom Frickman. I'm a parent of a sixth grader at Grten Middle School. Uh, I'm a high school teacher myself, and I currently have a I'm on the RTM and the RTM education committee. I'm writing in regards to the recent closures of Graten schools. Uh, many parents, including myself, are becoming concerned with the continued closures and the impact on our kids. Um, and I was hoping you guys could please address some of these questions. Could you explain what led to the 101 staff members out at one time? Are they all quarantined? My understanding is that staff must be

017quarantined if they're only within six feet of 15 minutes or more um of someone who tests positive. Are staff isolating because of contact with schools? If so, what is the plan to minimize this? Can a district hire more subs? Can a district share staff between buildings to fill the void when teachers are out and isolate closures to one school or one grade level instead of districtwide? Can schools move students to the cafe, auditorium, LMC, etc. when teachers are out of school and use one person to cover those facilities? Of course, this is most likely easier for the upper levels. Are teachers teaching remotely while they're quarantined? Uh what is ground public schools? Why is Grunt Pug public schools dealing with a staffing issue and other districts have yet to close all year? I realize the

018staff are working very hard to help our kids and I really commend them for their effort. However, many of us are very concerned that enough is not being done to keep our kids in school. I have heard from other parents that whole classes at the elementary level have had to isolate because of one student tested positive. Uh for me, this doesn't make sense if the proper distancing protocols are being followed and district is following their published CO procedures for isolating. Um, if our staff are being exposed during school and having to quarantine, the district should be looking to reduce these risks, which would lead to safer space for our staff and our students and not having to close schools as often as been done. Lastly, um, I just wanted to say that I'm also very

019disappointed in the multiple comments from board member Lee White referring to the 2021 school year as a wash. Our students, staff, and many of them are working very hard and have not given up on make this to make this school year a success. White's comments quite frankly are an insult to our students, the staff, and the rest of the board of education. As a public school teacher myself, if I have said these words, then it would be time for me to retire. I appreciate the time. Thank you very much. And thank you for everything you guys are all doing. >> Thank you, Mr. Frickman. you've posed some some questions out that are deep for us to think about. So, is there anyone else who wants to speak? All right, then let's move on. >> Were

020there any in the chat? >> I'm just looking. >> I'm gonna leave that to you. >> I'm looking to see. I I was just wondering if Mrs. Austin was going to address some of these um comments um tonight or in an email to us. And >> so one of >> one of the ideas I've come up with after speaking with several parents and and receiving about four emails this weekend is to do a frequently asked question um portion on our website and to also involve Steve Mansfield. One of the parents suggested that he either come to visit the board of ed or we do some kind of a forum with him so that we can um better explain, you know, how these processes work and how we partner with Ledgelight Health District in determining this.

021And we did notice a high spike this past week. Um and it absolutely mirrored what was happening in the community. and we and Steve Mansfield did when I spoke with him did say that the community spread was definitely affecting the schools. So I am appreciative of the questions and if parents are out there and would like to send me questions they can send them directly to me on my email and I can add them to this frequently asked questions. So I thank you and I thank all of you who have taken the time to give some suggestions and ideas. I work closely with the learn superintendent and we compare notes all the time and we are pretty much in sync. Smaller districts, you know, have different challenges than the larger districts, but some of the

022same. So, we appreciate your feedback. Thank you. >> Um I don't I didn't ask for time, but can I just add one thing into there? This is Christine Cabraw, a parent. Um, so Susan and I spoke earlier today um about the idea of full transparency and some type of a COVID dashboard on our web page that includes detailed data about reported COVID cases and so confirmed co co confirmed COVID cases and um quarantine by school um in the effort of full transparency in the decision-making process to close all schools. So, I'd like to see um some followup on that possibly happening. >> Yeah. And I've already talked to our communications coordinator and we're on it. So, we appreciate some of the links that you found, Christine. I appreciate it. Thank you. >> Great. Thanks. >>

023I see that Andrea Frickman would like to speak. >> Hi. Um my name is Andrea Frickman. Uh 61 Warren Avenue in Mystic. Um and I had submitted something to Chairman Watson, too. I thought I thought they'd get read into the record, so I guess I'll just read it myself. Um, so I'm the mother of a sixth grade student at Grten Middle School, and I'm concerned with the change to the block scheduling that happened this year with the coupled along with the number of school closures with the quantity and quality of our child's instructional time with the core subjects. Um I sent them the district calendar and highlighted how many days my son has been in school um since September and the number of times in quarter 2 that he has seen one of his core

024teachers, his math, his English, his science are four times in quarter two. Um and it's just disappointing. I mean I So my questions are has the board considered changing the model um given the lack of inerson instruction for the core subjects. Uh he's enrolled in 11 classes at the middle school, four core and seven others which include band, chorus, fitness, Spanish, debate, coding, and marine biology. In a normal year, I'd be thrilled. But in a year of hybrid learning with only four days of instruction per week, perhaps a block scheduling at the middle school level just isn't appropriate. Um, on weeks with a holiday, I wonder if you guys have considered using Wednesday as an in-person instruction day. So, if school is closed on a Monday for a holiday, why not have cohort A go

025Tuesday, Wednesday? If it's closed on a Friday, why not have cohort A go Monday, Tuesday, cohort B go Wednesday, Thursday? I know you guys are doing a deep clean, but maybe just to get some more inerson time, could you do that after school after 3:00? Um or and the other question is for the normal Wednesdays, why can't they be rem remote remote learning days for the non-h holiday weeks? Why are they why are we doing just office hours? Because we are losing critical instruction time for our kids. Um so I think our teachers and our principles are working harder than ever. Our children are home trying to learn and it's up to us to figure this out. So, I'm just asking for an examination of the schedule and inerson time for core subjects to be

026examined, especially at the middle school level. Thank you. >> Thank you, Mrs. Frickman. We will be looking at all those things. >> Yeah, I I can't tell you how much important it is for us to hear from parents. It makes all the difference in the world if we receive information from parents. Since I no longer have a child at the Graten Public Schools, it's Mr. Mrs. I can't tell you and all the other people that email the board how important it is that you share your concerns and I think the Wednesday is an excellent idea. Thank you. >> There isn't a member on the board who doesn't read and carefully take to heart what the parents are saying in the emails that we receive. Is there anyone else? >> Just a question. Go ahead, please.

027>> Christine Cabrell, could you please state for the record your address? >> Sure. It's 66 Laam Street, GR, Connecticut. >> Thank you. I just wanted to make sure that information was in our our record and I appreciate it very much. >> So, if there are no other comments, I I don't want to miss anybody, but if there are no other comments, then we'll move to the student representative report. So that Z >> I do not think Zay is here anymore. >> Well then I guess we'll move to the superintendent report. >> Don't we have a a second student though? >> Oh, is she here? >> I don't I honestly I'm so sorry to say this, but I I don't remember her name because we've only seen her once. >> Allison. That's it. Is Allison here?

028>> I'm looking right now. I don't >> think she'd say if she were. >> Yeah, I don't think so. >> I didn't see her come in. >> All right. Well, maybe we'll have a talk with our representatives to see what's happening. >> So, that means that you're on, Mrs. Austin. >> Superintendent Austin. Well, I'm actually here to introduce Miss Carmeita Haj, who has come to the board on many occasions to talk about the new course that's being um will be implemented in our school districts um through the Connecticut State Department of Education. and she's actually spearheaded and worked closely with the state department as she always does and she's been to our curriculum meetings several times to talk a little bit about this course. Um, and the course name um we found the official course

029name is AfricanAmerican Puerto Rican Latino Studies Course. So, Carita, if you could just describe that we're really hoping to get this course started next year and being able to give the um feedback to the state who's been instrumental in producing the curriculum and instruction materials and resources and they're looking for our feedback to them. >> Okay. Um I'm going to share my screen. Um and uh I was concerned that it was too long. So I have um uh just highlighted the most important facts. Okay. Uh so I yeah as as um Mrs. Austin has said I've been involved with this or uh been attending all the meetings having to do with this new course since the conception of it. Um, I sent a all right a power a video a documentary uh which talks about

030the history of this course and I'm hoping that you all had a chance to watch it. It's very inspirational. When I watched it yesterday, I just got chills uh while I was watching it because it's it it dictates every step from our student speakers including our MLK scholars to the development of the curriculum to focus group that our our students and teachers were involved in and to our uh professional development and workshops that uh we all attended. So, we'll share this document out with the video attached to it and hopefully um you'll find it just as uh inspiring as I have. >> Miss can also put it up on the website too for families and kids. >> Okay. All righty. So, I'm not going to go through all of this, but these were the different

031committees that were included um according to the dictation of the Connecticut State Department of Education. The organization that led this effort was CIRC. Um, and they did a really good job. I've been contacting between Mr. Armstrong, I call him my best friend from the state department, the social studies state department, and the director of CIRC. Uh, every time I email them a question, they're always available, and if they any question that the board of ed members or any uh parents or administrators would like me to ask, uh, they get back to me right away. Um, this is the course outline. Uh the course is comprised of the African-American black studies the first semester and then and these are the units is six units. um it's chrono thematic based okay so it's chronologically and based on

032uh themes I have attached I have attached the curriculum um which provides a description of each of these units um and once I click on it you'll see that uh I'm not going to say any teacher that teaches it but is very adaptable for any teachers that are very interested and um feel uh led to teach this class uh the next semester and and just just uh to remind you that this is a one-year elective that is to be taught concurrently. Okay, so the first semester will be af African-American black and the second semester will be Puerto Rican and Latino. the Puerto Rican and Latino course uh will be taught thematic thematic based and the reason is for that is that it builds from the first semester of the African-American course. The idea is that

033history starts from Africa and the origins of the African-American people. Um just a few updates um that uh I may not have had uh when I spoke with the um the curriculum committee uh a couple months ago. Um I have linked the so scope and sequence is still in this draft form and the scope scope and sequence along with the completed curriculum and units for semester 1 and semester 2 should be shared with the public. uh they said no late later than July and yes that is late. However, they feel that given what's included in the lesson meaning the links the actual activities um the resources that are needed to teach the class that is it still be doable and they like to remind that this is considered a quote pilot year. I know we

034don't like to use that phrase but a field study year. So what we do throughout the 2021 2022 school year, we will provide feedback to CIRC as to how we're doing and implementing the course. Um there will be professional development provided. Okay. At the district level, uh it's uh sort of really already been implemented. um the curriculum coordinators, the administrators and the board of ed have been made aware of this. Um then later on in the year and throughout the 2023 school year, there'll be continuous feedback and networking at the building level. Also, the teacher orientation is supposed to start between March and May. And then throughout the next three years there's supposed to be some annual there is to be uh annual summer institute where um circ will provide direct professional development to and

035coaching uh through training. Um CIRC will provide to each district uh a few things. Not only do they include um uh speakers bureau which are historians um curators to come to our schools. >> Wow. >> This this uh what they also provide is uh synchronous and asynchronous lessons given the format that we're teaching. they made sure that they um provided those opportunities just in case we are to have snow days or for some unknown known reason we're we're forced out of school. So whatever lessons that are within the curriculum can either be taught asynchronous or synchronous. Um there's interdisciplinary extension activities. Uh we can work with the English department, science department, music department. um uh their book bundles. This is new. So there's no required text for this class. They believe uh that this class

036should be all inquiry based and whatever sources that are needed. Um we should be able to look to some major source whether it's a historian a book that was written by historian. There are books by Paul Ortiz in there. There's Ibram Kende included. Um there's various histories Lewis Gates is on the list. Um there's various historians books that they um are encouraging teachers to use with the students. Um recommendations discussed this includes uh this when I attended one of the workshops there were recommendations that they wanted school districts to think about when um implementing this course or offering this course. And one of them was to establish buyin and that's even before we write it up and put it in the program of studies. And that includes talking with the counseling department. And most of

037this information, these recommendations already discussed with our superintendent, with our building administrators, with our um director of counseling um about how we should uh introduce the class. uh where where in the scheme of things should we place the class? Um how should we schedule the class? As a matter of fact, one thing that I'm still continue to do um uh I've been in contact with Stanford public schools uh I expected Miss Austin that um their uh department heads, their social studies department heads would call me back and instead it was Natalie McCclary who called me back. I was surprised. >> I said, "Thank you." I I didn't expect that at all. >> Yeah. >> Um we're going to make contact again tomorrow. >> Good. >> How they have implemented their African-American course and Latino course

038within their scheduling and how populated those courses are. >> Great. >> Um these course, this course is for right now is only offered to the junior and seniors. um uh at a latter date, they're going to uh provide lessons specifically for the 9th through 10th grade and hopefully uh the middle school and then onto the elementary school. Um we talked about the social studies teachers. We're still trying to uh determine which social studies teacher would teach this class. So uh look for that uh more information about that. Um, more recommendations, common experience, class composition, and climate culture. Uh, and I already mentioned this. What we're what we're continuing to do, uh, is meet up with different districts who already have a African-Americ an African-American course or Latino. There's no school in the district that teaches

039um, an African-American course and African-American and Latino course concurrently. it's only half half uh half semester or semester for each course. Um and then the CSC's timeline uh we're presently at um January 15th they would have submitted a final report to the education committee again in July we will receive the curriculum and for the next two years when the course is required to be offered in our school which is 2022 to 20 23 to 204 to 25 2025 CSD and CIRC will take an audit throughout all the districts in Connecticut to asssure that the course is offered just uh just to put a pin in it that the course is required to be offered. It doesn't mean that we have to uh students have to sign up for it. It's not a required course as

040of yet. That is up to the district to determine whether the course is required at any time. uh some things that the district may want to consider uh or the next steps for the district. One of them is uh the course code. The CSD will determine the course code to be used. So so our local schools don't have to worry about um coming up with some type of course code. All districts uh have to use the same course title. Uh so Miss Austin, you shared a different title. So was this was the title that was given as of yesterday, but we'll see. >> Okay. >> Once they once they pass out the curriculum, we'll see. Okay. Book bundles. We just need to decide are we going to uh purchase book bundles for each student or

041just buy one or whatever. and if we determine which book bundles to to uh to purchase. >> So through teachers college reading writing workshop K through um eight we've actually expanded our classroom libraries and they all have social justice diverse sets of books. So I can just see us expanding that through and I know the high school has also through Amy McKenna been doing a lot of work around that. So buying books this board is very supportive of and um I think would be wonderful for our kids. >> And that's the first thing I thought about uh with the new program that Amy has been working on with Sora. Yeah. >> Right. Exactly. With the book bundles. >> Um for your information there are links. >> Um let me just show you this one. This

042includes the total and then I'll be finished. Uh the total the complete Oh, can't open it. um the complete but at your leisure you can open this up and you will find uh the curriculum the scope and sequence and the uh prof proposed professional uh development days uh that will be provided by circ >> so that's a big heavy lift that the state and circ has provided usually town by town we're creating all of these things ourselves so the official ies when this when the state took on the common core and started helping us to outline those standards and curriculum but this work seems like they've taken it even a few steps fur further so that's to see >> even the format of the curriculum it models our format of how we uh develop our

043curriculum uh templates >> good and it you know it follows this board's um you know after their mission statement of teaching and learning their real vision belief statement of diversity, equity, and inclusion. And we'll be talking about the that later on. This is an actual action step towards that. >> Right. >> So, I'm really pleased to see it. >> Exactly. And I was telling the group earlier today, our department group, um, our department chair group, uh, that, you know, in the news there's been talk about the Native American course, >> right? >> That'd be a mandated course as well. So all these courses that the social studies department are gaining uh we might think about increasing. [Laughter] >> Well the social studies department has been talking to me about that for seven years and so

044it would be nice to see you know more choices for kids in that department. >> Exactly. Exactly. >> And more credits. And more credits. Right. >> Thank you, massage. And I wonder if when when you act we get the actual curriculum in July, if you might come to a to a a CO and just do it do it in more in depth so we really get a taste of what's going to what's going on. >> Okay. >> Does is there are there any board members who want to miss Mrs. Porter? Um, Miss Hajj, could you do do us a favor and share that PowerPoint with us so that we can click on to those links because I really really want to see this. This looks extremely exciting. The most exciting thing I've seen in social

045studies curricula development in years and so >> on the front website >> coming soon. >> Yes. To graten public schools. So, >> I sure will. >> I want to urge urge everybody. Mrs. Austin, Mrs. us and you're going to make sure that that video that that that link that we that we got gets on on the our site because >> really I want to urge everybody to to watch it. You know, you're going to hear the the educators talk about what educators talk about, but the the one that you the ones that you want to listen to are the the kids that talk about how important this is. I went to a workshop at the uh academy maybe about seven years ago and it was on um white privilege and I'm thinking to myself, you

046know, what am I gonna learn here? So the you know I I I'm as as freeth thinking as anybody could be. All right. Okay, Andrea, a time to learn. So the opening statement was, "So when you went to the bank for your mortgage, did you get it?" like, "Oh my heavens." And when you listen to these children talk, well, they're not children. They're young adults talk. You're going to have that same I had that same feeling of, "Holy moly, I never thought of it that way." So, it's really an eyeopener for everybody to watch. Okay, any questions, any comments? >> I'm going to put the link in the um chat for everyone. >> Thank you. >> Yes. Um, I just wanted to uh uh thank Miss Hajj. I know you've championed this um curriculum for

047years and I know it's taken the state a long time to develop the standards um and uh I know you've been patiently but you've been working furiously while you've been patient. So we thank you for your dedication to this. And uh for those that are watching at home, uh Miss Hodgej is our um uh social studies department chair, which covers middle school and high school. >> Thank you, Mr. Whitloff. Thank you, Jay. Okay. Anybody else? Just as I wrap up um my superintendence report and we move on to business, I see from one of our teachers, Laura Quashnney, that she thinks the curriculum sounds awesome and she's thanking the board and and me for always putting um safety of students and teachers first. And I think I will helpfully be able to explain to families

048the the thorough process we go through when we are counting cases, documenting cases of COVID and finding out who are the contacts to ensure that people either isolate or quarantine properly so that the spread doesn't occur you know in the school as rampidly as it's as it's happening outside the school. So um but I will address that. I'll address the question. So again, tell the community that um I might even put up a section that you can just add to on the website um to ask questions and we will try to answer them and maybe do a a focus group with Steve Mansfield following that so we can better explain that and show the transparency on a graph or a grid the way um Christine Cabral had suggested. So, thank you for all of those

049who've gotten in touch with me and um I think we'll be ready to move on to um the business report. >> Everyone uh so uh you all have attachment number one which is our object code summary. Um I thought I'd uh briefly go through it just uh just so we're all on the same page. Um um on line eight, this is on the summary page one. Line eight, total salaries. We're going we are projecting to be somewhat underbudget. Um there's some uh replacements of uh retired teachers that came in better than anticipated. Uh and we've moved uh two and a half positions off to the uh to the MSAP grant. So there's going to be a reduction there. uh as well as uh substitute expense is going to be down slightly this year due to

050some of that being covered uh by the CRF and the CARES Act. Uh so overall uh 397,000 uh below budget uh benefits slightly over budget uh due to uh higher un unemployment expenses as well as uh some uh additional retirement uh severances that we had to pay. Uh so that's going to be over budget by around 62,000. Uh purchase service and property services are some are pretty close to budget. Uh they are going to be under uh by 14,000 and 8,000 respectively. Um transportation, insurance, uh communications, tuition, we're projecting that to be under budget by about 157,000. uh that's being driven by less outofdist uh students uh in the in the regular education uh offset by increased costs for some of the uh buses that were previously covered by the MSAP grant that that we're

051covering uh here. Uh under supplies, uh we're anticipating that to be over by 141,000. Uh this is up uh primarily due to uh we're anticipating picking up the bid list items uh at the end of the year uh out of this year funds and uh equipment uh up over budget uh primarily due to an additional piece of equipment that we purchased for the uh the combined uh uh middle high school uh uh campus to help with clearing of snow which luckily we haven't had a lot of yet. uh and dues and fees slightly over budget by $2,000. Uh so overall uh we're anticipating having an unexpended uh u balance of 294,161 and that's the bottom of page one on the very right hand uh corner. >> All right. Is that your entire presentation? Very well.

052And we'll move to Mr. Kilpatrick. >> Oh. Oh. Oh, I'm sorry. One more thing. Uh the health insurance >> Oh, that's right. >> claims report. I'm sorry. I forgot about that. >> Um that is attachment two and it shows that for November, uh we're still uh we're lagging behind our budget. Uh 80% of claims uh which is the same as what we had in October. Uh year to date, we're at 71% of claims. So, this is consistent with the experience we've had uh uh over the past few months. Uh but again, our uh insurance agent uh warns us that these postponed um um you know, postponed treatments and other things that that folks aren't doing right now will they more than likely will will will start to happen once uh once the quarantine is lifted

053and and vaccines start to uh be more available. That's it. >> Very well. Thank you. So, Mr. Kilpatrick. >> Yeah. Uh, good evening. So, uh, the first item on my list is to introduce Rick Norris, who's the town, uh, representative doing the building projects for us, the middle school, the two elementary. >> I I'd like to thank the board for allowing us to come uh, uh, present to you folks again. Um, on this occasion, we're looking at uh obtaining approval for the furniturees, fixtures, and equipment for the two elementary schools. Although it says I'm presenting, I'm really not presenting. I'm just kind of the MC for the architect who's Joe Banks from Perkins Eastman Associates with his interior designer Lindseay Halligan. They'll actually be uh showing you the budget. They'll have um if some of

054you may have seen the uh uh presentation that shows the various rooms and the furniture, where it's located and those sorts of things. If you folks have questions along the way, um we are at this point uh below the budget. We're we're scheduled to go to the state for their approval on the 4th of February. So that's why it was uh critical to uh have this presentation with you folks and hopefully gain approval. There's a couple recommendations, one for each school that recommends approval of the plans, the uh project manual and the budget. Um the project manual is similar to what you all saw for the middle school. It's a lot of paperwork. It does show the individual items, but our budget sheet also shows those individual items in the lefth hand column. So, um,

055>> so Rick, we did send that out to all the board in the board packet and, um, so they have received all of that information ahead of time. >> So, we'd be happy, you know, when Joe gets through with his or even during the presentation, answer any questions you may have. Um this has been vetted you know numerous times by by uh before Susan Dr. Grineer in that group and Susan participated obviously in that principles teachers what have you. So it's not something that was just sort of made up and fell out of the sky. It was looked at on numerous occasions and and passed back and forth for input if you will that was provided to the architect to put this thing together. So, I'll let Joe Banks take it from here. Like I

056said, he's our project manager from Perkins Eastman and uh he and Lindsay can fill you in on the on the budgetary end of it and uh show you whatever else you may be interested in. So, Joe, >> sure. Yeah. Thank you, Rick. And um thanks everybody for uh for your attention during this. Uh first of all, can everyone see my screen that has the budget estimate up on it? Okay, good. Um, so I thought I would just do a very very brief cursory like couple of minutes overview of of the materials and so forth just so you understand how they're organized, what the process is going to be when we go up to the state in early February for this and then uh take a few minutes and see if there are any questions uh

057from you guys or or concerns that we can answer. Um, does that sound like a reasonable plan? >> Right. And they've already they've had this, Joe, so I think that they might um have some specific questions if they've had a chance to look through it, but I think giving them a a broad brush overview would be good and then we can see if there's questions. Thank you. >> Yeah. Uh Susan, if I may, and Joe, um both schools are are nearly identical with the F. The only differences are the special education thing. So, if you keep that in mind, >> we may be able to save time by going through one document and then uh Joe can show you the differences between Cutler versus Westside as far as the special education outfitting of those. >>

058I wonder I'm just thinking about our time, Andrea. Right. >> I I just And I wonder if uh Joe, when you go to the state, I wonder if you could correct Cutler and Westside because those are not the names of the elementary school. >> We we understand that Andrea, but for the state, we'd have to use the names that were on the grant. >> Oh, I see. Oh, I >> So when when we have our meetings, when we address the >> the populace, the general population about the schools, we will use the the proper names. But right now to avoid confusion we are required to use those names that we're providing the grant. So >> thank you for that. >> Just just kind of bear with us if you will. >> Absolutely. Thank you. >>

059Sure. Yeah. So I'll just do a brief overview of where we are in the process and talk about these three documents that we'll that we'll have up on the screen tonight. Um so as you guys know we're we're you know well over halfway through construction of the actual buildings themselves. And so now is the time when the furniture package comes in as we're anticipating occupying the building uh for this coming fall. Um obviously we need to we need to have the furniture in there so that the teachers and staff and students and everyone can can do what they need to do in the space. So we've been working on this for quite a while and as as Rick mentioned earlier, we've we've presented this multiple times. I think you guys have seen a previous presentation

060as well. Um, and now it it's down to the nitty-gritty. So, this these are actually the documents that we intend to bring up to the state um on the the 3rd and 4th of February, I believe, and go over with their reviewer. Now, what their reviewer is going to look for, it's a it's a very long meeting in which she goes through sort of room by room, counts the chairs, makes sure that we've got the designation where we need to. Um it's a tedious meeting, but it's it's it's one that's necessary to make sure that they're um they're purchasing and that and that the town's being reimbursed properly for all the equipment that and furnishings that we're that we're giving. So I did I did want to tell you that this is the first of

061two of these kinds of approvals that we'll be coming to you for. This is just for the furniture. There's going to be a somewhat later package that has to do with technology. So that will include laptops, um, charging carts, monitors, things of that nature that were not included either in the construction or in the furniture package. So that'll that'll be coming. Just so so you understand that. So what we what we have uh is a package that's ready to go before the before the state. If the state reviews it and they don't have any problems with it, which we don't anticipate any big problems, they will then authorize the purchase of this equipment, which will happen through a state contract rather than by bidding for the most part. Once that happens, then then we time

062that with how the the building is being completed. we get that furniture in at the correct moment. Not too early because we don't want it to get dirty, but not too late because we don't want it uh don't want it to be rushed at the end. Um, so that's where we are. The three documents that I have to show you guys tonight and to answer any questions about first of all is the the cost estimate, which is this thing that you're seeing on the screen right now. What this does is it lists the kind of equipment. It tags it, which you'll see in the in the plans as well, so that you can locate what what piece of equipment or furniture is in the plans by looking at this key. Talks about the manufacturer, what

063the item actually is, the unit cost of the item, as well as how many of those items are anticipated um in the in the school. So, we're buying. Um, last of all, we have the the column whether it's eligible or ineligible. Now, the state has a very specific set of rules as to what it considers eligible and what it considers ineligible. Um, and I won't go into all of those things now, but um, just so you guys know, we're we're fighting for eligibility on anything that we can reasonably uh, say is eligible. Uh and last is the state contract number as well as the dealer who will be administrating those. Uh again, just very briefly, the bottom line is this highlighted on my screen. Um which is a tad under what uh we had anticipated.

064And Rick and and Kelly correct me if I'm wrong on that, but I think >> yeah, we we did have a we do have budgeted a million dollars for FFD. Right now we're under that amount. Um I might also uh mention that it has been to the permit school building committee for their approval. So at the end of this uh exercise we'll be coming around looking for signatures from particularly the superintendent and the chair of the board of education and all the local AHJs and all that sort of stuff which this gives us almost a week which is kind of a a tough thing to get everybody to sign where they need to sign. Um, so, so, so as Joe Joe said, I think they put a good budget together. Um, everything's going to be

065on state contract. We buy it through the town's purchasing department. Um, it makes it easy for us and it makes it easy for the state to approve. Um, we did look at uh external equipment for Sam. Not only does it include the furniture, but it also includes some maintenance items for Sam, both external and internal to the building. So, um I think uh the package is well put together and I guess if people have questions about this portion, please uh feel free to ask. >> Well, hearing none. >> Okay. >> Andrea, I do have a quick question. What what is the difference in the um the total between Cutler and Westside? Is it just because we're getting a higher reimbursement for the Cutler? >> No, it has to do with the ADA difference in the

066classrooms. There's >> there's a temporary space or walling off, if you will, for a timeout area in one of the schools where there's not in the other. So, that's a little bit more expensive. So, there is a slight difference between the two schools. >> Okay. And and I had a quick question about the the what's ordered for the cafeteria. >> Yeah. >> When you when you look at the cafeteria performance area, >> um maybe it's because of COVID or something, but when I look at these these tables where the benches where it's benches and people the children would have to like be sitting like right next to each other as opposed to the ones with the seats where you could do like every other student or whatever. I was just curious why you have a

067combination. >> Yeah, I can I can answer that. So, um, what what I want to show you guys because it's not intuitively obvious. So, this is this is one way for the cafeteria to be set up. So, these are folding tables. One of the reasons for that is it makes it >> very easy for Sam and his food to sort of, you know, uh, fold them up, do cleaning, and quickly put them back. And there's a couple different varieties. You see this one here, which is the round, which has bench seating, as well as the the more elongated one. Now, you see these missing pieces here. Those are for handicapped seating. >> Yes. >> And those are those are mandated. Um there is another arrangement um because we're also providing chairs for performance and that

068is more of this arrangement here. So, with the with the furniture that's being provided with these two things, there's certainly more configurations that are possible than just these two, but you'll have chairs as well as these sort of tables. >> Does that answer your question, Miss Fulman? >> No. I I I wanted to know why you didn't do it all with chairs, which I think are more comfortable than the ones where the children have to slide in and be right next to each other. So, why did you combine the two different types of tables? Th those were um discussed, you know, at the various uh meetings with with uh the Graten public schools and and the superintendent that those it looked like a variety of different seating arrangements. Of course, at that time when this

069design was put together, CO was barely even on the horizon, >> right? So, um, maybe that consideration should have, but but wasn't at that particular time. I mean, at at at now with the size of the tables, there may be two kids on one bench if they practice their separation or if you only have half a class, which I understand you're not even serving lunches in the cafeteria now. Um >> well we've had class at the middle school so we've done some >> some you know transitions there. So >> and we also we also at the middle school Sam can tell you that I mean you had some separation separators on the table and that sort of thing. Maybe that's something that has to be done or what have you at this point. Um we're

070are we are talking about furniture not being installed until May, June, July time frame. Um God, God willing, you know, this will be hope the bigger part of this will be over at that that particular time. Um so that that's kind of the thought behind that at this point. >> So Rick, are you saying that this is a done deal and you can't rethink that? Well, I'd have to go back and get a change and we'd have to look at the cost and yes, it can be rethought. Of course, we can also Rick that uh from a practical standpoint regarding uh the the foldup tables uh versus chairs around tables. Uh when you have a performance space, we're in a multi-use space here. Um, and the custodians need to get that room cleaned and uh

071set up the next event that's going to take place. Uh, these tables make uh much more sense. And I really appreciate the roundts because and I think uh uh I don't know which bill I guess this would be in both buildings but I think Jamie Godano could tell you that um cafeterias are very loud and actually those round tables actually reduce the noise in a cafeteria. So I think it'll work for us in many different ways. >> Do you have actual pictures of the tables that they can see? >> Yes. Yes, he does. And from what I understand, the chairs are actually the seats are actually attached to those elongated tables. The way I understood it. >> Yeah, they are. >> So Joe does have uh a picture he could show you of each of

072those. >> Yeah, >> I like the idea of round tables because they're >> socially much more beneficial. I'm just worried about the the benches that are attached to them and whether we could have round tables without with chairs instead. But I hear >> well they would again need to be attached somehow probably >> right >> just for being able to clear the room to set up in an hour or so for a concert or whatever you have at night. >> I see what you're saying. >> Yeah, it's a it's a practical uh consideration as as Sam said. >> So these are the two uh we call these IDs sheets for these. they identify and provide a little more information on all these. This is the the uh the roundish table with four benches and this

073is the um elongated table. >> So So the tables are five feet in diameter, the round ones which gives you 15 and a half feet around the outside. Um don't know. and and you couldn't find round tables that had chairs attached as they were on the old >> the recommendation was to not have oh to have chairs attached. I guess we could look into that >> something to you know if you could do it for the same cost that would be something to think about. >> Yeah. >> I think we're hearing though the cost of the labor could you know they only have certain amount of time in between and >> I get it. I I understand that. I'm just putting it out there. >> Yeah. So, if you have chairs attached, I don't know,

074Joe, we can take a quick look at it, get back to you, and let you know. I would guess. >> So, I don't know if they have anything like this that's round. >> One good thing about benches is that it cuts down on the scraping of chairs across the floor. It makes for a quieter um >> Oh, yeah. >> dining room. >> Yeah. >> But, but these chairs are stationary. The ones that individual, they don't scrape. >> Yeah. Yeah, these seats are attached to the table. >> Yeah. >> Rick. Rick, it's Liz. >> Um, you have already um asked the teachers and the administrators, right, about these configurations, right? >> Yes, that's correct. >> All right. Because honestly, in my this is my opinion. I defer to their judgment. They're the ones that are going

075to be dealing with this every single day. So, um, for my in my for my point of view, I think what you've got is great. >> Yes. Well, and to your point, Jamie Gordano, who's going to be one of the principles over at F River Magnet School, sits on the permanent school building committee, is very familiar with this. Um Steven Wheeler's been brought in a little bit later, but uh folks were brought in during the process to look at this, administrators as well as principles, vice principles, that sort of thing. So um >> Okay, my question is answered and I'm I appreciate Liz. I appreciate that input. So are we ready to go on? >> No, Andre, I've got a question. >> Okay. >> Yeah. Following up on uh on that question, uh before whether

076the staff was consulted, uh I have just a couple. Well, first would be uh the custodial staff which often has to move things around uh for events, clean up, etc. Have they been consulted regarding the equipment? Uh >> Sam Sam has been uh alongside us with this project from day one. So, he's familiar with the facilities as far as facility maintenance and that sort of thing. He can speak for himself of course but we have uh tried to do this as a coordinated effort with no one working in a vacuum if you will. >> Okay. I just I can just imagine somebody going well nobody asked us >> uh as we're moving things around. >> Well we we'll hear that anyway. So >> yeah I know I know uh the second question in anticipation that

077someone's going to ask this and maybe they already have. Um we're closing down schools. We're building new schools. Obviously everybody likes new. We've all had experience with sitting and when when we've been in school with looking at things that look like they're 100 years old and doesn't everybody like new. So what is there anything from the existing schools that could be reused in these buildings? >> Right. Right now the state pretty much as far as furniturees, fixtures, equipment, they require uh a whole new suite if you will. >> I see. There are there are things that the principles have pointed out and in fact are moving uh Guru has a meeting with the principles I think on Thursday again to go through their schools. But there are um some specialty items like these little wooden

078kitchens that are in prek and K and those sorts of things will come over. But the rest of the furniture uh will be replaced with the new furniture. >> And what do what do we do with the old stuff? we we from the town have to uh auction it off as excess equipment. We did that through the middle school. We were kind of a rush process because those buildings had to come down. We do have a little bit more time here with the elementary schools because we're there's no plan to demolish them right away. So, so we do have a little bit longer and maybe we can do a little bit better job of either getting things donated, sold, uh turned to other uses in the town or the board of ed or what have

079you. From what I understand, the board of ed or the Gratton public schools did take quite a number of things uh out of the other two middle schools for use on other schools. Plus, our library benefited. Some of the other departments in town benefited from some of that material that was in the middle schools that closed. My my >> not to mention having an awesome yard sale. Yeah, >> my uh my last my last question may be very difficult to answer, especially when you're buying new things and you maybe we haven't dealt with the vendors. I mentioned before, you know, we've all sat at a hundred-y old desk or seemingly hundred-y old desk and chairs in our schools >> and and while that's amusing, there's something to be said for stuff that lasts and uh

080equipment that's going to be in the hands of children, however gentle uh they are, they'll still be in the hands of children. Do we have an idea of how since some of these things are pretty darn pricey, do we have any idea that should we have an expectation that this equipment is going to be hanging around for a while? You know, what's the life cycle? >> And Joe Joe maybe be able to answer that better, but we are there's a determination that the state when they look at this stuff, it has to be durable and last for a certain period of time. Joe, if you want to provide any more information on that, please. >> Sure. Yeah. So, we have everything that we've specified does have a warranty. Um, now it doesn't mean that something

081isn't going to break or there isn't going to be a a skid that falls off every now and again, but generally speaking, they're covered by a warranty. So, that Sam in the district is covered for those those repairs. Um, you're you're right. It's not like it's not like the furniture of a hundred years ago, for sure. But we've gone through and we've we've made every effort to make sure that everything that's being bought is durable. I will also say that that the stuff that's listed on state contract by the state, they have interest in making sure that it's durable as well because they know this is a 30-year bond for the most part that's covering this stuff. They want to make sure that it it lasts that whole time. >> Yeah. and and there and

082there is a requirement for the project. There's a minimum of 20 years plus. So, you know, it's uh they do look at that critically. We had a couple items that they were asking about, some soft furniture, if you will, and we have to provide some additional information to the state on those things to to show the durability, if you will, >> right? And if um the new furniture uh cafeteria furniture for instance is as durable as uh what is in Claudechester school and the other elementary school presently uh that will be at least 60 years old because those same tables were there when I went to Claude school have your initials I'm saying >> I think that's what Dean was talking about. >> Yeah, >> they did last a long time. >> Keep those. Okay,

083I >> I just have one more point, Andrea. Usually the board received this information a little sooner. So, I guess I I don't think I'll be involved with another building, you know, of our schools again, but um you know, I I think the board would could have appreciated this information earlier. >> Um y >> in the future. I know it's very difficult with our meetings right now, but when it does say on the initial May 8th, 2020, it would have been nice if we could have received this information a little sooner and had a little more time. But I I do understand. >> I I understand that, Rita. We did actually this uh budget and things were just put together in the last few weeks, but we are suffering like everybody else does. If you

084have I know in person meeting, it's >> you get a lot done when you're on Zoom all the time. you don't get quite so much done. So, >> so, um, we will, uh, technology, I had that on my list to make sure we get that to you sooner rather than later, so you have a little more time to look at it. >> Thank you. >> Yep. >> Thank you. >> You Thank you. And and, uh, Rick, I just wanted to to note that I've been to many of your of the meetings of the permanent school building committee and I've listened to the the conversation and it is always deep and and and very relevant. Yeah, there there we are fortunate with the members there. There were some that were involved in the last school project.

085We have new ones. We appreciate those that work for the school system because they provide a a different viewpoint which is helpful for all of us. So that mixture is really good and they're really really thoughtful and ask good questions at those meetings. So >> agree. Okay. Thank you. Thank you Rick and and thank you Joe. So we're going to move on to um the air quality. >> Okay. Thank you. >> Thank you. >> Okay. So, um the next item is the Fussen O'Neal uh report um uh which um I wasn't able to get out into the packets on Friday. Uh I have been trying to get the final copy of uh of the uh report from Fussen O'Neal for some time and I finally got it on Friday. the report that I had uh

086actually had draft written across the front of it uh in a watermark. Um and so uh my technicians uh my maintenance coordinator and I went through the reports today and compared them with the uh draft uh report and they are identical. So um it was just a matter of getting those. I know that uh uh prior to Dr. Grineer's departure that we had planned on going to the facilities committee with this uh report first uh before we presented it and put it on the website. However, um I'm I'm going to give you a brief overview of what the what the report contains and then um I I'm hoping that at the next facilities committee I can uh go over it with the facilities committee uh and in the meantime uh get it uh uploaded onto

087the website and uh maybe everybody can get a look at it and then at our next meeting maybe somebody might have some more in detail uh questions about it. Uh so uh the report from Fuss and O'Neal actually contains four different parts. They came to uh all of our schools, visited all of our schools and looked at all of the HVAC equipment throughout the schools uh along with um uh some of the uh uh rooms within the building because part of their charge was to uh from the state was to uh determine what would make good uh nursing um or the u uh separated rooms uh for for COVID uh in the classrooms are uh separate from the nurses station. So that there is a separate room in each each building that is separate from

088the nurses station in case somebody uh were determined to have COVID or suspected of having COVID. And so all of those rooms have been um determined to uh and and approved by um the Fuss and O'Neal report. So >> those negative pressure rooms. >> Yes. >> Okay. Thank you. >> Yeah. Well, yes. in in um in in uh we we also have uh buildings that have different systems. So uh the high school uh the new section of the high school uh northeast and Katherryn Kazki have uh similar systems. Uh Claude Chester SB Butler and the admin building have uh systems that are uh similar to each other. And of course, Mary Morris and Charles Parham have a different type of system that is similar to each of those two schools. So those things are are

089are pointed out in um in in our checklist um and and tells you whether those parts are are part of the system or not. So the uh the uh report from uh Fuss and O'Neal actually consists of of the four parts. So there's uh three different checklists and then a an appendix to that. And so uh checklist number one uh uh is the general district recommendations. So this is uh determining uh the uh readiness of the schools uh to open. Uh checklist uh two is facility checks uh prior to the start of school. So those tells us what to do prior to the start of classes at the beginning of the school year. And checklist three uh is HVAC uh operations uh during the AC academic year telling us what to do. Um just to

090just to mention one of the things uh briefly here is uh um we actually have a lot more uh fresh air coming into the buildings that are capable of doing that uh as required by the state or recommended by the state. Not required but recommended by the state. And so that's uh what the uh the fresh air actually comes on uh an hour before school and two hours after so that it gives it a good flushing of the air and and of course uh it has more air uh coming in during the uh day as well. So those things are all controlled by our our technician uh Jamie Anderson uh through uh the DDC which is the computerized system that operates our HVAC systems. and of course uh uh appendix A uh which is routine

091preventative maintenance items uh that need to be checked throughout the year. So those are the four areas that are covered. Um and uh so if I could uh uh get uh get the opportunity to go to the facilities committee with this, go over this in more detail with them. Uh, in the meantime, we'll I'll have it posted on the website and uh we can probably send you uh through email. I know that uh Fuss and O'Neal had some trouble getting these to us because there was too many pages to send in one email. It took a while to get it. So, um I'll have Robin figure out how we can get it to you so you can see it in advance uh of those meetings. >> Are there any questions for Mr. Kash? All right,

092then we'll move on to the committee. >> Excuse me, Andrea. I'm sorry. Um, Sam, does did they give you like a sense about, you know, the quality of the air in our schools? Did you do you have a sense of what they their findings are that you could share? >> Well, there are there are no findings of what the air is like in the buildings. It's just recommendations regarding how much fresh air we need to pump pump into the buildings and how how many air exchanges we need per hour. so on and so forth. >> Oh, okay. >> Um, I can tell you that, um, we've gone through all of the checklist and we have accomplished, uh, everything on the checklist. Our um, I I know that a lot of districts had to hire outside

093uh, contractors come in and do the commissioning. Uh, we actually have technicians with uh, on our staff that are able to do this. So, uh, we're able to accomplish that uh, inside. So, >> thank you, Sam. Are there any other questions? Okay, then we'll move to the committee reports. So, policy is Lee here. Yes. Uh we met um earlier this this uh month. Uh we spent the entire meeting um and we will talk about the second reading of the harassment materials. Um and um we will talk about that when we go to that. Thank you. >> Jane curriculum. >> I have nothing right now. >> Finance J. Finance and facilities. >> Yes, we did not meet in January. Um we have been in budget sessions as we all know. Um so I assume we'll be

094meeting next month. >> Very good. Lauren, Rita? >> Yes. um learn um at our meeting last month um actually it was this month um Mr. Michael Beldin um who is our finance um officer in he presented the fiscal state of the agency. We also had a discussion about the teacher residency program which Graten is going to participate in. That's um it's a wonderful program that will give pair professionals um a chance to um earn their teaching degrees, those that have had four years of college. And um there's going to be a renovation and an extension of the Ocean Avenue Learning Academy. It'll have a second floor because there's such a demand for to increase the capacity to about 100 students. So there is going to be a $10 million renovation and the state will reimburse

095by 80%. And there was also a report that all the school nursing staffs, which I'm sure ours have, have received their vaccinations and looking forward to the teachers receiving them hopefully by March so our students could get back to school. Thank you. >> Thank you. In terms of the the town council, the the RTM and the city council, we met on January 5th or sixth, I'm sorry, and town council wasn't there. the city council had no report, but the RTM had two of things that were of particular interest to me anyway. Um, one is the the was the purchase of land for the GR sale foundation, but the other one was they're thinking about bringing on stu a student liaison like we have a z and >> yes so that would be a wonderful thing

096and the uh we met with the um board of a anda and the ga and we we talked at length about the conditions that we're in and what are we going to do about it. It was a rich conversation. Oh, run scholarship. >> Sorry. Yes. I'm sorry. Uh, we met in January. Um, now the word begins when people begin to read applications. There was a question and it was an interesting question about whether parents are supposed to sign if a if students want to go for an application. I had a hard time finding out the information um because as long as they're not 18 years old, no one was really sure. Um but I think in the past when they have all been uh on print, the parents have had to sign for the application.

097So I would assume now that they're doing them online, the parents will also need to do that. And now um I think that the uh applications are due in early February and now people begin to read the applications. >> That's it. >> Jay fields and streams here. >> So the um athletic fields task force presented to the town council a couple of weeks ago their report. I did send copies to each of you. um in case you want to look at the report or had any questions. Now the the question is going to be um it's it's a large recommendation. So are they going to go for a bond? Is there any credit uh left in the town to go for a bond that large or are they going to do CIPs which would probably

098mean that this uh project would take 20 years. So that's now in the hands of the town council. However, we did meet again last Thursday um to go over that meeting because the town council wants to prioritize uh the items on the list. Um and I did remind them that the uh the board approved two CIPs last fall for lights on the um Grten Middle School um synthetic uh field and also on the um uh the other field at the uh middle school. so that it could be um used uh utilized much more you know if we had those those lights there. Um it was explained at the meeting that the reason that the synthetic field didn't get its lights is that um the environmental group in Grten raised uh concerns about uh the field

099having crumb rubber and um we were told by um um someone from Parks and Wreck that they had to switch out uh a different base for that. Though I see Rick shaking his head. Um uh they did not use crumb rubber and they claimed that that ate up all the money that was supposed to be used for the >> if I may, Madam Chair, that's not correct. >> Okay. >> Because um the state would not fund lights for that field. It's a middle considered a middle school field. We're lucky we got the turf field there at the size we got it when we went to the state is it's comes out of the state pocketbook for for construction of fields along with the schools. >> Okay. >> So the lights really had nothing to do

100with this project if you will >> um and they couldn't be included because of the state requirements >> similar to an auditorium. The state wouldn't pay for an auditorium. So we looked at alternate methods like the blackbox theater and and sharing between the high school and other facilities and the middle school. >> Okay. >> So I just like to correct that, Jay, if if >> Yeah. No, I I appreciate that because one thing I've noticed is being on this committee for a year is the amount of misinformation, disinformation is mind-boggling. and uh uh in in terms of the whole history of the baseball field, in terms of the history of everything to do with athletic fields in town. Um and so I'm glad we got it from you because it was also they were holding

101out hope that there'd be money left in the Graten Middle School uh budget, but it sounds to me like that would be precluded from being used for that. However, we do have two CIPs going to the town council. So, I'm hopeful that at least one of them will be approved. >> And I can address that real quick, too. Jay, there we did do very well with the project. Um, and I can tell you we didn't spend the owner's contingency at all. So, we're coming in under probably $5 million under uh uh and at least a million or so under the estimate for the construction portion. So, we have done very well. I have talked with the bonding attorney. So, if those kind of changes are requested, um the permanent school building committee could re recommend

102them to the board of ed. um the board of ed uh could request that of the town council. The council would have to reappropriate the money uh subject to the bonding attorney's approval because the bond was written for a certain amount. And I passed all that on to the previous superintendent, but you may have not gotten all that information, Susan. So, um any questions like that or fields, please. Uh we're advocates of fields as you've seen over at the middle school. I mean, it's a tremendous campus. Uh, and I don't know that you could find one like that in the rest of the state. But we also have an opportunity at the two elementary schools where um right now I'm going to ask the question if we could sod those fields so they would be

103playable sooner rather than later and they would have a better quality grass. We are looking at irrigating those two fields right now too. I haven't got the final costs on that. So, so we're trying to support Rotten Public Schools obviously, but we're also looking at at the broader community use of those uh facilities, which of course are under the board of eds control at this this point and other forever. So, >> so uh just to provide you some additional information on fields and where we think we're going with some of that stuff. Yeah, I really appreciate that and I'm I'm personally very glad to hear that uh it came in that far under budget. That's really good news for the town. >> Yeah. >> So, great job. >> And I see you're still at work.

104You know, when do you go home? >> Well, you know, whenever the spirit moves me, you know, kind of. >> Thank you, Rick. You're welcome. >> Thank you. >> And Rick, I want that little that little Woody station wagon behind you. >> Yeah. >> Oh, you like that? I've got more comments on that. It's a 2006, you know, I mean, but it's my pickup truck, too, you know. So, >> okay. So, let's go on to the consent agenda. And I have a question from Mrs. Johnson, and that is we've got approval of six different minutes here. Can we do this all in one? >> You have to. That's how it's done now. >> Oh, well then. Okay. >> To approve everything under that item. >> All I thought except the the gifts. I think that

105she usually does. >> That's part of it. It's all part of it. >> Okay. >> So, shall I read the gifts now in >> No, after the approval. >> Oh. Oh. All right. Okay. So, the approval of the minutes of uh December 14th of the U special meeting also December 14th at 6:45. >> It's just the complete consent agenda. >> That's all I have to say. >> That's all. >> Oh, Lord. I don't have to read anything. >> Okay. So I I move that we um accept the consent agenda. >> That's >> okay. It's been moved and seconded. Is there any discussion? >> Hearing none. Um all those in favor? >> I >> abstain. Motion has passed. Okay. Everybody else help me through this now. So now comes the reading of the >> Yes. of

106the gift. Okay. Barry Morrison Elementary School received an anonymous donation of $1,000 and we're grateful for that. Exxon Mobile Corpor Corporation on behalf of Mystic Oil Company and its two local Mystic locations, Mystic Service Station and Quickies Mobile RMP have made two donations of $500 to SB Butler Elementary School to be used for maintenance and support of its math and science programs. Wonderful. >> That's great. >> Thank you. Thank you. Thank you. >> So that's all included in in the >> Yep. >> Yes. >> motion. Okay. Now we go to old business. >> Yes. Getting better at this. Okay. Um >> do you want me to read the first one? Uh Andrea. >> Well, she has tell you. >> I mean I'm just volunteering. >> Don't get my my father-in-law used to say to my

107mother-in-law, you're getting ahead of yourself, Elder. So you're getting ahead of yourself. So Um, so, uh, Mrs. Porter, would you be willing to read the motion for for policy P4? Yeah. P4118.112 sexual harassment. >> Yes, I would love to, Dr. Acriman. I make a motion to approve policy P4118.112, sexual harassment, as a second reading. Do I have a second? >> I'll second that. >> Mrs. Bulman, is there any discussion? >> All in favor? >> Say I. >> I. >> Opposed. I think they're approved. Okay. So, Mrs. Vulman. >> Um, yes. >> Dr. >> Yes. >> Dean Dean had actually raised his hand for discussion. Yeah, >> I'm ready. >> Yeah, I meant to speak as well, but that's okay. I think you the my my my concerns are on the record. >> Okay. I I'm

108sorry, Dean. I did not see that. >> Well, it's it's it happens when you do all the routine businesses and everything is unanimous. Every once in a while, there's a guy like me that says no. >> Okay. So, M Mrs. U Johnson, do we go back? ation. Dean, are you a no vote or a yes vote? >> Oh, no. I'm a no vote. >> Thank you. >> Okay. Well, the motion still passes. >> Yes, it does. >> Okay. All right. I I don't know, Mark. I don't know how we're going to do that because I I don't Dean is not in my So, maybe if if anybody sees that somebody has a hand up and I don't see it, let me know. Okay. So, >> request that the people that aren't voting um blank out

109their cameras in the lower right that it says stop video, >> but I don't know that I only have six people across the top of my screen. So, I don't know that that would help. >> They could also raise their hand on the um participation or reactions and that way you can count them up. >> Yeah. And but if I can't see them, somebody's going to have to the hand. >> We'll tell you, Andrea. I will tell you >> very well. Thank you. Okay. Um, so mo the second motion. Do I was will somebody >> I'll read >> you'll read. Thank you. >> Yes. Um to approve policy P5145 do five sexual harassment as a second reading. >> Second. So um Rosemary has seconded. Is there any discussion? Dean, do you have discussion? >> Uh,

110I can go over what I went what I mentioned the last time at the first reading. Uh, I I have >> um actually we have we we actually I would like to tell you Dean that the last policy meeting which was a couple couple weeks ago, we had our our counselor who actually wrote it with other people and that we had asked you to come to the meeting. I didn't bring up your ideas but >> I didn't I didn't I didn't catch that. But nevertheless, I my my objections are are the same. I suspect had I gone to the meeting, I don't think I would have uh convinced Burch Moses uh the other way and I don't think they would have uh they would have convinced me to back off mine. And you don't don't

111need my vote anyway. You're going to pass it. So, >> well, and I think we did take into consideration a couple of your suggestions, Dean, and those changes. And then the other two we weren't legally able to. So she put that all in her memo. >> Was I'm sorry. So my my chief my chief objection has to do with the with the burden of proof. Is that the one you're saying you're legally unable to >> to go with or >> um you can call Miss Ducas if you would like to talk to her about it. >> That's we're doing that as we normally do business in schools. So that's the way we do it even for expulsions. So, we are really um tied into doing it that way for this. >> I would argue that

112expulsions and suspensions may also be due for a higher burden of proof, but that's another discussion. >> Yeah. Well, yeah. All right. So, is there any other discussion? >> No, but um I did not get notification of the re um scheduling of the meeting and would like to from now on if possible >> of the policy meeting. Is that Okay. Well, we'll make sure that that happens. Thank you. Okay. All in favor of >> Did who can I just ask who sec who was a second to my motion? >> Rosemary. >> Okay. Thank you. Thank you. >> Okay. Go for it. >> Thank you, Liz. All in favor? I >> opposed. Are you opposed? >> I am opposed. Yes. >> Okay. Um >> previously stated. >> Yes. Abstained. >> Okay. So, how many did we

113have? Mrs. This is just >> motion passed. >> Thank you. Okay. >> 7 to one. >> So, now is new business. So discussion and and possible action regarding uh the approval of Susan Austin as an authorized signer of ED.9 I think it's point-99 agreement for child nutrition programs to sign claims for reimbursement. That's just for fun. Can I have a um someone read the motion? Liz, you want to do that? >> I would do that. >> Oh, would you like me to? >> Absolutely. Um, this is Lee to approve Susan Austin as an authorized signner of the ED-099 agreement for child nutrition programs and to sign claims for reimbursement. >> Do I have a second? >> Second is is Liz. Discussion. >> All in favor? I >> I >> opposed. abstained. Motion passes. Okay. Right.

114Um Oh, the Oh, would you be willing, Rita, again to to read the motion for the one one card, one community? >> Sure. >> Most to approve the one card, one community initiative. >> Second. >> Dr. >> Yes. I just wanted to uh thank I see that um Miss Franco's on the call tonight. I want to thank her for shephering this uh through um I think this is going to be a great uh benefit to our students to be able to share um the Graten Libraries materials with with all the students. Um this uh project was first uh brought to us by Betty Anne Writer in 2017. Um, and uh, I'm so glad that um, it's finally made it to fruition. >> Wow. >> And Amy McKenna, too, having coordination 6 through 12. This is

115one of the many, many things she's accomplished working closely with us. So, um, quite the team, she and Jessa. So, thank you. >> Thank you. >> Thanks, Amy. Thanks, Jessa. >> And I want to say that I was a hard sell on this. You were. >> I was. you sold me. >> I think we made it even better because we did our homework, >> right? Very good. So, all in favor? >> I opposed. Motion passes. All right. Let's see. >> Andrea, may I ask the favor of the honor of reading this motion? >> I I would love to give you the honor of that. >> Thank you. Carita Hodge, are you still on? All right. >> Oh, that one. >> Yes, >> I am. Yes. >> I make a motion to approve the African-American Latino

116studies course, but I want to give it the right right title. So, Cara, would you please tell us what the the correct title is? So, we need to make an addendum to this to this. So, the correct title, please. So, as of yesterday, it's African-American black and Puerto Rican Latino studies. >> So, Miss Joan, how do we do what do we need to do to make sure? >> I'm going to put that as the title for the course. >> Okay. >> So, to approve this. >> Do I have a second? >> Down, too. John, we'll share our notes. >> Yes, >> I'll second that. >> Second by Mrs. Bulman. I uh All in favor? >> I >> opposed. Abstain. Motion passes. Yes. >> Well done. >> Okay. Um >> and thank you for that honor,

117Dr. Acriman. >> You're welcome. Thank you for doing it. >> So members, >> we can't thank you enough. Massage. So Mr. Whit, would you mind reading? Would you be willing to I'm trying to be Mrs. Watson here. Would you be willing to read the next motion? >> Certainly. >> Or to make the next motion. >> I I move to approve the revision to the board of education goal statement. >> Second. Second by u um Rosemary. Is there discussion? >> Only that it's about time. Do you think um would would someone like to read it? We have it in our packet. >> Yeah. >> So read away. Read it. >> Okay. >> Never say anything. >> Yes. So this is wonderful that we're going to be adding this on to our um goals and mission statement.

118Grten Public School embraces policies and practices that ensure that all people, especially those who have been historically marginalized based on race, ethnicity, disability, sexual orientation, gender, age, social economic status, immigrant status, educational status, or religion have equitable opportunities. We acknowledge that systems of racial and economic injustice exist in our nation and community. However, as educators, we too recognize that we have the power to dismantle the practices, policies, and systems that perpetuate inequalities. Thus, an integral part component of the Grant Public Schools mission is to cultivate an environment of diversity, equity, and inclusiveness. As a response, we strive to foster culturally responsive teaching and learning practices to ensure all groups feel valued, actively engaged, and empowered. Now >> beautiful >> that now that is the DEI the U diversity equity and inclusion statement that we are

119adopting to to put we will publish that at the bottom of our of our of our board of admission statement but the in but the um the the one that that we are >> oh yes >> changing >> the goals >> yes so would you read that? Yes, the the board goals is going to include in a richness of cultures and re and with a respect for all. We will provide dynamic rigorous curriculum, ensure effective and engaging instruction, embrace excellent learning environment. >> That's really the um that's the motion. All right. >> Okay. Thank you. >> Is there Thank you for doing that. Is there a is there any discussion? Very well. All in favor? I >> I >> opposed abstain. Motion carries. Very good. >> Done. >> It's beautiful. >> Yeah, >> it is.

120>> Well done, DEI. >> Yes. >> And well done, Graten Public Schools. >> Yes. >> Thank you, Dr. Arian, for composing that. Yes. >> You mean the top one? Yes. Thank Thank you for recognizing that. Thank you. >> And thank you for the work that you did, Jay, because you were behind all of this. Yes. Absolutely. >> But you you came up with just the right wording and and thanks to our DEI committee for the longer statement that will also become part of our >> Yes. >> Exactly. And I think that we manifested that with our five Martin Luther King scholars because the community came together to do that. Yes, most definitely. >> Okay. >> So, now it's and this one I'm I see now I'm not sure. I guess we have to leave it

121the way we talked about it before. Jay and I talked about it before because it says Cutler and Westside and we know that that's not what it's going to be. But now I asked that question because it has to be done with with Cutler and Westside according to the state because that's what went to it. >> So, we added just in parentheses what we've named it. So I think we can say the whole thing referring to the site and then the name. I think you can add all of that in. Yeah. >> Except we accidentally >> Yeah, we did swap them though. Cutler should be the Mystic River Magnet School. >> So whoever reads those has to be careful, >> right? >> So Jay, why don't you why don't Jay, why don't you do the

122both of them? >> All right. Well, me and my big mouth. >> We ought to get together. >> All right. Well, I move we approve the budget plans and manual for furniture, fixtures, and equipment for the Cutler site, now known as Mystic River Magnet School. >> Perfect. >> Second. >> Who Who was that? Liz. Okay. Discussion. All right. All those who approve. >> All in favor? All in favor? >> I oppose abstain. >> Okay. Motion has passed. Jay, you're on again. >> Okay. I move we approve the budget plans and manual for furniture, fixtures, and equipment for the former Westside site, now known as James River Magnet School. Second. >> Right. Seconded. Okay. Discussion. >> All in favor? >> I second. >> My apologies, ladies and gentlemen. >> Who was seconded? >> I did. Uh,

123Arita Joan. >> Thank you. >> Okay. Um, so let me start again. In favor >> I >> opposed. abstain. All right. >> I'd like to thank I'd like to thank the board, but also there should be a comma after plans or before plans because there's three items, budgets, plans. >> Oh, that's right. >> Yeah. >> Oh, dude, I missed that. >> So, I do appreciate it. We will see you in a month with technology and and then again I I appreciate the board's uh indulgence in getting this approved for us so we can move forward with the state. >> Go get them, Rick. >> Thank you all. >> Thank you, Rick. >> And I think we should start referring to them as MRMS and TRMS so we don't have to say the whole long names

124just like a multicultural magnet school in New London. Yes, I agree. >> Yeah. >> Okay. So, now we're on to letters and communication um by the board. So, um let's see. I see Rita. Rita, do do you uh >> Oh, you want me to start? Sure. Um I I wanted to acknowledge um doc um Susan Austin had sent us this about the ninth grade student who is a winner of Senator Murphy's Martin Luther King essay contest. Her name is Sierra Bass and for the second congressional district. So they were is you know submitted and she won and she was a ninth grade student at Fitch. So I'm acknowledged and congratulated. So they said unfortunately they can't they usually are invited to a breakfast with him all the different winners but this year they're going to

125try doing something else maybe later on. And I wanted to say how much I enjoyed the Martin Luther King um ecumenical service that was just phenomenal and it it just really was just most moving um ceremony. So, thank you so much for that and I appreciate all the letters from the public that we receive. Um, their comments are really noteworthy and really help us to understand, you know, what is really going on in the schools. Thank you. >> Thank you, Rita. Liz, >> I would Yes, dear. I wanted to acknowledge Miss Hajj for taking a chance and she is um her students are competing for the first time since 2008 at Connecticut History Day >> in in May and I am thrilled because it was the last time we went there was um with me

126a long time ago and Carmea your students are leading the charge and so I really wanted to say I appreciate that. All of you should have received an email from me as well with my other hat that I wear. But I just wanted to say um I I there are great things happening in Grten even during these difficult conditions and I just am so grateful to all the teachers and to people who have just stepped up to the plate and said, you know, nothing's going to get us down and I'm very proud. So Cara, well done. Your kids are a testament to looking to strive for for excellence and it's really heartening for me. >> Thank you. Can I just say one of our board members uh son James going to be part of that.

127So that group. Yeah. So yeah, they're doing a great job. Um, this is our first time doing it like like Miss Pa said, but well my first time doing it, but they're just they're just they're just moving on and I'm just so proud of them really. So, thank you. Thank you for your support. >> Well, James wants to be a history teacher, so I think I know where he got his inspiration. >> So, speaking of James, Jay, >> yes. Um, so I also uh enjoyed the MLK ecumenical service. Um, it it um was amazing how they're able to pivot to the virtual. Uh, I only hope that uh by this time next year we can meet again at St. James um in New London. We can we can hope for that as this vaccine rolls

128out. >> Thank you, >> Lee. You're you're muted, Lee. I did enjoy the MLK scholars. I always enjoy that. I also like Carnita's uh video that I read I think yesterday that I watched yesterday. The video was terrific. Thank you very much. >> Thank you. >> That's it. >> Rosemary. >> Uh I also enjoyed the MLK um presentation. Um the food wasn't as good this year. But I'm hoping for next year. Um I also um attended a um sound community services meeting um and um board meeting and a um GASP meeting. And GASP has some wonderful things coming down the pike for our students that um you know we can take advantage of. So, >> thank you, Dean. >> Dean, you're muted. >> I'm muted. I can't believe it. I thought I was going to

129dodge that problem. No, you don't want to hear anything more from me. I've been I've been unfortunately tied up with some personal things recently, so I wasn't able to engage as much as I wanted to. >> Thank you. Did I miss anyone? >> You did. >> Say that. >> Jane. Kudos to >> Oh, Jane. >> I'm sorry. >> Kudos to all of you and all of the teachers in the schools, the families. I know only too well that entire families are sick with the virus these days and it's very very difficult, but everyone's moving forward. Um, and it's a good thing. We all need to be proud of of the work that's being done. >> Yes, absolutely. And I I I echo everything that the board has said. I can't add anything to that because

130it was eloquent and so now we have to go to advanced planning. So future me dates we have now Susan do I go through all this? >> No. >> Okay. >> It's a reminder for all of us. >> Okay. All right. And then we have I see that on the the third there's the town and city councils on the the third is of February is um I don't even know. Oh, town council and RTM as a budget sess session, but I think I got a a message from from uh Beth Holy that on the 27th there's a a GA a GSA meeting with us. Is that true? Because it's not on here. >> It's it's the regularly scheduled one. It's the January meeting. >> Put it in the chat that it's she put it in

131the chat. >> Okay. Thank you. All right. >> Want me to do it? >> No, I got I got a I got a thing I got to add. >> Just a I'm just asking to we we totally forgot um to acknowledge Dr. Acriman's role in the MLK scholar program. She um meets with the scholars uh before the um the actual scholarship and also the ecumenical service and offers her services of uh uh coaching them with their their speeches. And so we owe her a debt of gratitude for that as well. >> Well, that thank I I appreciate that. But you have to know that it's we're the three musketeers. It's Miss Miss Hajj and me and a former scholar who is now an engineer. um she was a scholar maybe 10 or 15 years ago

132and that's Miss Rachel Akens. So it's the three of us who work work with the scholars and I there there's not a richer experience on earth and I know that Miss Haj and Miss Akens will say that. So having said that and I truly appreciate all the kind words to that you've given to to the MLK organization. Thank you >> and thank you for helping that student upgrade upgrade her goals. Oh, thank you. Yeah, >> that was wonderful. >> Okay, I need somebody to say good night, Gracie. >> Lee, >> Gracie, >> I I make a motion to adjurnn. >> Okay, do I have a second? >> Second. >> All in favor? >> Yes. >> Do we go out of this or do we just stay here and go on? I'm I'm >> Well, I

133think that it's the same blank, right, Mark? >> Yes. >> Moving along. >> Open the budget meeting. Yes, that's what I'm going to do right now. At 8:01, I'm opening the budget reading. Okay. Now, >> read this motion. >> Now is the time to read the motion. So, >> so I made I made a motion to table tonight's budget meeting and um to a later date. >> And the second was >> Jane seconded. Okay. And the discussion? There's no discussion now because we had it at the non-me. >> Okay. All in favor >> of posting or tableling >> tableabling. Opposed abstain. >> All right. A second. Good night. Gracie. >> Good night. >> I make a motion to to adjourn this the budget meeting. >> I second. >> Okay. I do. We do the all

134in favor and so on. >> All in favor? >> Yes. >> Mark, I hope that you can do something with this. >> Opposed? >> Okay. >> Who second the agenda? >> Liz made it. I >> I think Rosemary. It was Rosemary. >> Thank you.