001Um but I would like to start um the board of ed uh committee of the whole meeting. Um it is 6:03 and it is May 17th and I would I believe u Miss Joan I have a quorum. Is that correct? >> You do. You have seven. >> Okay. Thank you. Um, and did we hear about whether Rita was back from California or not? >> I haven't heard anything. >> Okay. Okay. I just wanted to because I know that she was visiting some family in California. All right. Uh, so the first thing on the agenda is the acceptance of the uh or the approval of the committee of the whole minutes uh meetings of May 10th um 2021. Can I have um uh can I have someone first it >> first? >> Can I have someone?
002>> Thank you, Lee. Um do I have do I have a second? >> I'll second. >> Thank you. Thank you, Liz. Um is there any discussion? Hearing none. All those in favor of approval of the committee of the whole meeting minutes of May 10th to 2020, please say I. I >> oppose abstensions meeting uh that uh the that has carried. Um and then the first I believe um Susan um is with Ken um at the end of the year. I don't have Ken on my screen. Is he here? >> Yeah, he's here. >> Where are you? >> I see him. >> We have several staff members here. Oh, Ken, you're like right in front of me. Oh my goodness. I am so sorry. It's good to see you. All right, so Ken has about three
003agenda items in a row um to talk to us since this is this CO really focuses on finance, facilities, and grants and um transfinder reports. So, thank you Tom and Shannon and um you know the central office staff for being here to help us out. >> Okay. So, Susan um do we need to Yes, thank you very much. Do we need to sort of uh just move a couple of the agenda items um just so that Ken can be in one one glob or do we uh go back and forth? >> Um his are mostly together. I guess you could add the esser report attachment five >> when you're going through >> um Ken that should probably help and then we can put the grant things together. >> Okay. All right. So hopefully I'll remember
004to do that when we get to that part of the meeting. So but Ken if and and Jay I know that you are also here and I know that a lot of this has come out of your committee um all of these discussions. So, um, feel free to make sure that, um, you, um, add your comments at will, um, to help lead, uh, the rest of us in this discussion. Thank you. >> Okay. Should I take it away? >> Uh, please do. >> I'll I'll share the, um, I'll share the exhibit, uh, discuss it, and then I'll take it down so everyone can, uh, see each other. >> Thank you. So we'll start with attachment two. We go and um so this this report is a discussion on what to do with unexpended funds at
005the end of uh at the end of this fiscal year. Um we have identified some costs. Uh there are some magnet for the three brand new uh elementary magnet schools uh that we've identified costs that um we essentially have to do this year in order to have the teachers ready for um uh come u September. And so these are the uh these are the three schools uh Charles Barnum SP which is going to be uh mystic and CC which is going to be um fames. I guess I should uh uh change that. I'm sorry about that. Actually, can I just um make sure we are clear about this? Charles Barnum is an existing school with an existing staff and students and they are going to be magnetized to be a discovery kind of academy or
006a discovery magnet. Both the students from SB Butler and Claude most of them will be going to Mystic River and the students from Mary Morrison mostly will be going to things but staff is split between the two schools. So the staff is coming together in different ways. >> Um and so that that's the cost we've identified that we would have we need to pay for out of this year funds uh in order to uh get the staff um um prepared for the uh prepare for the fall. Um for the high school, we had anticipated that perhaps there might be some additional graduation expenses due to uh the COVID restrictions. Um that was actually aren't going to happen. we're going to have the uh uh graduation right on the ground. So, um we're actually not anticipating
007an additional cost there. Um at central office, uh we are looking to get additional uh file cabinets actually have locks. Uh we have a number of student records uh that need to be um secured. Uh and uh so we're looking to uh uh obtain some uh filing cabinets um uh to to to put in the central office uh area in the uh in the gym. Uh on the operations side, there are a number of items uh at Gren Middle School that uh that we've identified that we need. There's a need for an outside uh equipment storage for both facilities for the for their equipment as well as the athletic um uh department. They have quite a bit of equipment that uh you know has to go up to all those fields uh every day. So
008uh it's been requested that we get some sort of storage uh for for that that's closer to the fields. Uh and then additionally, uh a floor scrubber at the uh at the Groten Middle School um for um for the for the for the material that's uh on the floors up there at Gron Middle. Uh and then uh the only other two things was uh in we had talked about um OPED uh uh adding a little bit more to that fund uh as we have been behind in the past. Uh and so we're we're uh proposing that we forward 135,000 to the OPED um fund uh to keep that uh in the positive which as of the last report we were positive uh but to keep that uh uh adding to that fund. So we have
009sufficient funds uh in that reserve. And then a number of of employees were not able to take uh vacations over this past year uh due to um the restrictions um and and the and the work that the excess work that we that we had to do. Uh so we are proposing to um have some sort of a vacation payout of a certain amount. Um this this number here is actually a worst case uh scenario. This this was done I think in the middle of uh April. So uh I know there's been some vacation taken since then. So that number is actually going to be less than that. But at the time that's what we had calculated to be. Uh and so the total of all of these items total up to 319,722. I'll stop sharing.
010>> Ken really quick. It's Liz. um from the the finance and facilities committee meeting the other night. Didn't we um did you state uh that we already had some of the filing cabinets? I had that in my notes that there were the filing cabinets were there. Was I incorrect? >> Uh currently the some of the student records are in filing cabinets that aren't locking. >> Okay. >> They don't have a locking mechanism. So we're looking for something that'll lock because the these um these records should be secured. Right. Okay. So, I I wrote that incorrectly. I'll have to fix my minutes. >> We may we I think we have some locking, but we just don't have enough for all the records that we have. >> Okay. And we had asked about um did they also
011have to be fireproof? And I don't remember the answer to that. >> I I think the answer is yes, they they should be fireproof um because those records need to survive in case anything um anything happened. >> Okay. I I will check on that again. >> And I've got a question. Sorry. Um yeah, if I may, Ken, thanks. I This is a very basic foundational question. I plead ignorance. I used to get asked this all the time. Somehow I had superior knowledge, which I don't. My knowledge is quite inferior on this. The impression outside the board of ed is gosh, the board of ed always finds a way to spend absolutely the last dollar that was budgeted the last time around. And the question always arises out of ignorance typically, what happens if the board
012of ed doesn't spend every penny that was budgeted the last time around? Is there a a requirement that it's spend up to the budget? Is it something bad that happens if you fall short? Do we have a a statement out there, if you will, for for public consumption that says this is what happens. We budget X, we can't spend more than X. Uh if we spend less than X, then this is what happens. It's either what what what exactly happens. So just for you know for public edification it would be nice to have like a a pocket just so you all know because this is a question I hear that comes up perennially uh even among elected officials outside the BOE and I count myself sort of in that group because I you know kind
013of just got here it's my first end of year what happens we don't expend all the funds so >> can I just add something one of the things that I had come to you about is it's really important for us to be good stewards of the town's money and the taxpayers's county. And one of the things that we've had some flexibility with is the um health savings account and the OPED account, which we really didn't know about until about 5 years ago. And it was really important to the town that we make sure that we're paying that off and making sure that that OPED account and we've done a really good job in the couple years that we've known about it. So I would say if there are funds available at the end of the
014year, that's kind of what we've been looking at to make sure that we are good stewards of that money and making sure that we have, you know, contributed our part um to that. Ken, did you have anything else you wanted to say about that? >> The only thing I did want to say is that that we do we do um if you look at the end ofear reports, um we don't spend, you know, every every last dollar. there is some funds that always go back uh and and essentially gets returned back to the to the general fund. Um um so so you know we make these plans on on what to do but it's it's at the end of June we're making estimates of of how much we anticipate bills to come in for you
015know that things that are ordered on June 30 we don't get the bill until till say uh into July. Right. There there usually are funds that that go back to the town. Just just so we're clear. >> And also in my tenure, we have had monies that have that have gone back to the town willingly have gone back to the town because it's not our money. It's that it needs to go back to the taxpayers. >> Jim, I don't know how to raise my hand here. So, >> I got you, Sam. >> If I could. Um, in the seven years that I've been here, there have been two years when we've uh sent back to the town council monies that were left over in my budget in particular. So, I know that twice uh that
016has happened in in the last seven years. It may have happened more than that, but at least two years, I'm I'm sure that we sent back money that was left over in my budget. And and I think um what happens is the majority as Susan has said many times the majority of our budget is salaries. And so those those those tend to be rather regular uh and so that that base of expense it does get spent on salaries every year. And it's just um um these costs that like we're talking about on this schedule um that uh that come up that um you know would it make sense to to do this uh this year uh uh or not? And that that's that's what the basis of the the pro of the pro process is.
017>> Yeah. I think I think when what what you hear sometimes is part part of the general mythology that that that at some level doesn't go away. Uh it's a one of a number of items that people simply keep in mind and they think this is so and it's not necessarily so. So in fact if we if we spend less than X say X is the budget figure we have discretion to either say okay well we spent less give the rest back or don't don't fund as much or what have you uh but it is discretionary and we decide to use it toward um well toward OPED funding and things like that. Okay. So but it is within our purview to decide whether or not to give it back so to speak. >> Right. Well,
018in a sense, paying off the OPED is giving it back because you want to make sure that those obligations are fulfilled. So, um, you know, the town has their obligations to the health savings account and also to OPED and as do we. So, I think it's important on both sides, the town and the school district to make sure we're taking care of our obligations first. Right. If I see a hot tub on here, I'm going to say something more about >> Yeah, a hot tub may raise an eyebrow. >> So, can I um though, can I get clarification, Jay and Ken, about this chart? Um because this is actually I think to Dean's piece um is is that it looks like we're looking at finding $319. Uh yeah, $319. Wouldn't that be lovely? um um
019the the the ending price so that we can buy all these things. Is that what is that what is meant to this or um are we anticipating that we have the the 319 um 7 um22 um that's going to be left but that can't be true since we're only in mid well only we are in miday and our our um month is up. I just I I kind of want clarification if you could kind of give that. Am I making sense? >> Yeah. I think that Ken does a really wonderful job at estimating and projecting how we're doing throughout the year, you know, and every and every month he reviews kind of our spending up to date. And so it's been pretty consistent um that we've hovered around 200 250. Now it's up to 300,000.
020So we pretty um confidently can say that we can take care of these needs that are going to go into next year which will also fulfill you know our magnet themes and you know materials equipment that we needed um and also take care of those responsibilities that we need to take care of. But Ken, I'll I'll go to you to say is there anything you could help fill in with that information? >> Yeah, I I agree Susan. we we feel confident that those funds are available. Um and and if they weren't available then then um you know we Susan would would reook at that uh schedule and determine you know what what what what will we have to absorb into next year or or whatever we have to do to uh to to to do
021that. Um but you know yeah I do feel relatively comfortable that that those funds will be there at the end of the year if that answers your question >> kind of Jay. >> So I I just want to point out that uh this projection represents uh less than 4/10en of a percent of the entire budget uh of the year. Um there's no way to come in exactly on target every year. we could have one placement uh in the next month that could could dig into that um significantly. And one of the reasons that we've been able to come in at zero budgets every year is that we prudently use the money that's been allocated um to uh uh make sure that um rather than just give it back this year and then go back for
022it again next year, for example, for this piece of equipment that we need uh for the middle school. Um there's a new type of flooring uh that's that doesn't exist at the other schools I understand and Sam can tell us a little more about that. However, so we need this new piece of equipment but there are no wax floors. So may maybe Sam can speak to the fact that overall that the fact that it's no wax will actually save us money even though we're going to have to pay upfront um for this new piece of equipment. >> And so it's tweaks like that. >> Jay, Ken and Susan, you've done it. you've done exactly what I needed to have happen, which is we're not we're not looking for this. This is that this is what
023we're thinking is going to be what we're going to have left at the end of the year and this is how we're going to spend it because I do believe that this is going to be needing to be something that we vote on when you get clear about that at the end of at at the end of the last I think the meeting in June. I think we're going to have to be able to vote on that in terms of how to spend that that part of that money. But let me make it clear that in my opinion uh if there's a significant variation in this number before the end of the year as we've done in the past it should go back to the town. We've done that many times the town has either
024come to us with a particular crisis >> or you know we felt that to be good stewards. Um but if you know if if we're making prudent investments this year uh that will uh lead to cost avoidance in future years I'm all for that if there's a significant difference before the end of the year. You know I for one of course it's up to the rest of the board would would say it should go back to the temp. >> I don't disagree with you but once again this sheet in itself just doesn't when it when you just look at it does not come with explanation. And so I just wanted to make sure that people were aware of that this is sort of the ballpark that we think that we're going to do that we're
025going to have and this is how we're going to spend that money provided that the that the board actually approves of that that that is the recommendation that has come from not only Ken but also from the finance committee and with a discussion of if there's anything less or more of that we um we would we would be re revising that to either bring back some to the town or that we would not be able to get everything on the Do I now understand it? She can be taught folks. Any further question about the unexpended funds? >> Okay. Hen. >> All right. Uh so I'll move >> attachment number three which is alliance funding. Let's see. Pull it up. All right. Uh so we did receive um 300,000 uh from the state uh for alliance
026district funding and and this is uh this is um how um uh we laid that one out. Um there is some data support uh that we have um uh at central office um uh the amount of 60,000 there is an e I'm sorry I probably should have written that out uh is a English language uh teacher. >> Yep. >> Oh yeah. Um and and there's a fair amount of management uh for the for this grant. Uh and so there are some funds uh to offset our costs for grant management. Uh and then there's some uh health insurance and payroll tax attached to the um the te uh the teacher the health insurance for the teacher and then payroll tax for the for the group uh as well as uh software um some softwares that uh
027that will help um in um what we're trying to accomplish with the alliance district and then some uh equipment uh that we it equipment pretty general but uh we think it might uh be uh prudent to use that uh for Chromebooks additional to the annual um refresh that we do. Uh these would be uh additional Chromebooks uh to um to give students either who are utilizing their own um devices or or or spares or um or stuff like that for the Chromebooks. And so the total for that is 300,000 and that's the amount that we've received from from the state. >> Any questions about Jay? >> So is it fair to say that uh given the um increased amount of distance learning we've done this past year that we're that's why we need more Chromebook
028uh funding than than usual? I mean I I assume we're seeing more of them coming back. um that uh have either reached end of life or maybe um have been used more than usual. >> So Jay, the quick easy answer to that is COVID made us do the nesty plunge to take on onetoone initiative for the whole district. So where we started with the high school and we were laying that foundation using Department of Defense education or supplementary funds, we then had to really take on the middle school next and all of our elementary. So it really through there were various grants and various state contributions with laptops and Chromebooks that really helped us and elevated us so that we could make sure that all of our students had access and equity around devices, hotspots
029as you know. So this is in addition like looking at what are the needs for cleaning that up and to make sure that all of our devices going forward are ready to go. So, between the Department of Defense supplemental and this alliance funds, this will help us to do that, achieve that goal to make sure everything's in working order and top-notch for our kids. And a followup if I may. Um I know when you first started as uh the um assistant superintendent, you um began a program of software audits to determine what are we actually using and are we paying license fees for software that that really is no longer relevant. So, I'm just curious um just in general, do we have any information about the line item in the alliance as to what software
030this is um funding? >> So, this is really funding some of the the software we've taken on, but it's not the only software cost we have. And I'll let Tom Londale, our student data manager slashIT director interim, is here and he's actually overseeing the software audit with a host of our specialist teachers. So, he can speak to that a little bit and we can bring him back too to speak about it some more. So, we can give you kind of the the bird's eye view. >> Yeah, absolutely. Can you guys hear me? I I apologize if you hear crying in the background. My son is in timeout in the room next door, so I apologize for that. Um, uh, so as Susan said, you know, I think from from multiple angles, we are auditing our
031software, both our instructional software and also the, um, kind of also day-to-day software we use in the district. Um, so on the one end, we are looking kind of at the hard data um about how many times teachers have used it and with how many students they've used each of the different software programs we've purchased this year. Um, in addition to that, we hope to roll out in the next week or so a survey to all of our staff to get their impressions about the software that we've rolled out this year and to understand whether they find each of those software programs useful. Um, we did take on a lot of new software programs this year. Um, so it's important to understand what's sustainable going forward and what really kind of gave us a lot
032of value added for the the money that we spent on them. Um, >> and to avoid duplication too. >> Absolutely. And and in addition, Jay, you know, we are continually auditing and and continue to audit to make sure that the number of licenses we're purchasing um are appropriate for the amount of usage. So, that's currently something that we're reviewing right now and trying to get our projections down um as as locked down as possible for next year in terms of how many licenses we're going to need for each building and and what kind of bank that we can um build for extra licenses should we have more students move into the district over the summer. Um, in terms of which software programs um, we used alliance funding for, if you give me about 105 minutes
033when I come back for Transfinder, I'll be happy to give you a list of those. I can look those up in just a few minutes. Um, so I hope I answered your question, Jay, but if there's anything else, please let me know. >> No, no, thank you very much. >> Um, any other questions around the alliance um, how they are um, utilizing the grant? Cool. Hearing none, we're going to move on to um I think we're going to go down to the esser grant. Is that what we're going to do, Susan? >> Um we also have the policy 1330 that I know finance and facilities been working on the rate schedule. >> Okay. >> So, that's actually the next one on the list and then we'll jump down to Esser. >> Fine. I I can
034I can share that um if you'd like here. Number four, attachment number four. So, this is an update to this policy uh 13, not only to the policy, but to the rates that are charged on a policy uh 13:30. Uh, and so we've changed this um this schedule a little bit um so that it uh I the things in yellow that you see here have been have been updated or looked at. Uh and you'll notice that there's a Fitch High and a Graten Middle and elementary schools uh for columns. Um and uh the first thing that we added was uh here under utility charges. Uh we used to have uh something for uh air conditioning. Well, these high these these schools, the middle school, the new elementary schools, the high school, they they have you
035know very sophisticated HVAC uh system which is not just uh air conditioning in the summer, it's also heating in the winter. And so um it uh it was suggested that we that this charge be uh charged across uh um both the heating and the air conditioning um uh seasons. uh and that uh you know we charge it for the high school and the middle school and and the new elementary schools which are going to have this sophisticated um um HVAC system. Um in addition uh we it's been proposed that uh we have lights and scoreboards for the new uh middle school field. Uh, and so we've added in a line here for electricity use for the field, which we already had that at Fitch High, and we're just adding that in for Grten Middle as
036well. Uh, and then under rental charges, and this is only for the uh the people that utilize the uh facilities that are forprofit. Uh, but we added in a whole section here for uh the middle school uh because it's all new um uh rooms and and uh facilities. Uh but please notice that under uh when it says fields lighted um I guess halfway down and a little bit further down when it says other athletic fields lighted uh there's no charge uh uh associated here because we've been given u instructions uh that we cannot charge uh a rental fee for the field if they are uh the beneficiaries of of these lights which are going to be put up using um uh bonded funds. Uh, and so um, so that's all >> can charge for the
037electricity, but we can't charge for the lights in the field. >> That's right. >> Kind of complicated, but that's how it works, right? >> That's right. Um, and so that's that's that's really so it's really just the same as the previous um previous rate schedule. We just added in these uh these sections here. Stop sharing. Okay. So Jay, can you talk a little bit about the discussion that happened around this in your or or are there questions? I'm just >> Well, you know, obviously the the driving force to get us to to re-review this this regulation was that uh um the new you know, turf field we can't we can't charge for. Um uh however, as Susan pointed out, we can charge for the utilities uh when the field is is lighted. We also wanted
038to go over the um to update the uh fees for um staffing and also at one point we had a a system where we were charging a certain amount for heat, a certain amount for air conditioning and and so Ken simplified it into just an HVAC charge. Um, so as an update and simplification, uh, keeping in mind that the the the bonded fields can't be, uh, um, charged for. >> And and Jay, is this something that you anticipate us bringing to our next regular board of ed meeting for a vote on? >> Um, remind me, Ken, again, is this is this the policy per se, or is this the regulation? >> It's the regulation. So regulation does not need to be voted on but we do want the board to be very completely aware of
039>> the change that was made. >> The policy did not change. >> Okay. >> Thank you. >> Any other questions? All righty. I'm moving us along. Do you want me to do the esser grant ones or >> Yeah, I would say so. Then we'll put the grant things together. >> Okay. All right. I'll share uh attachment number five. So hopefully um the top section here looks familiar to you. This was uh this is directly out of our um out of our budget book. Um, and these were the SR1 funds, a total of 686,882. Um, just to remind you, these funds need to be uh utilized by the end of September of 2022. Uh, I think we've talked a couple of times about the the different um ways that uh these funds are going to be
040utilized. Um quite a bit of uh personnel um uh you know uh substitute teachers um cu part-time custodians um some social work uh and some teachers uh and uh then we also um paid for some um salaries in the food service department, some supplies and and cameras. Uh so and we're we're well on our way to spending that 68682 because the majority of these uh personnel happened uh throughout the year here of 2021. Uh the next section down is is SSRE 2. Uh so this was the one um I think it was uh around the beginning of the year that we received notification about. So these the allocation we got for this was $3,45,330 and these funds are to be used by September 30 of 2023. Uh again uh majority of this is uh is
041is directed towards personnel. Um majority of that is uh going towards tutor support to address learning loss. Uh and so the way we looked at this was most of this would be spent uh within FY22 and 23. Uh but we we have um um hired some of the tutors that are that are going to help us. So we are starting to utilize um some of the tutor costs. Uh again social worker u social workers um teaching personnel and um custodial workers um uh very similar to er one um but this is for uh FY22 and 23 mostly. Can I also add um the a shout out to the tutors because we've really been able to hire many of them are certified teachers, retired teachers, and I'm being requested now because of some of the um
042professional development that we're working on for the summertime, which will only enhance teaching and learning for our kids. And a lot of the math specialists, literacy specialists have requested that their tutors go with them. um and also classroom teachers so that we're really including them for this professional learning so that they can be even more effective um in those small groupoup settings and onetoone. So I'm very excited about that and that really came from our teachers to me that that was um an important thing and I couldn't agree with them more. So, um, just to let you know, sometimes people might think a tutor, you know, isn't as qualified, but we want to make sure that they're highly qualified, um, from the beginning and that we continue to give them the professional development that we
043would give our teachers. >> Um, >> didn't mean to interrupt. I just had to say that. Uh, and there's some other costs in here, non-personnel costs, uh, some some PPE, once again, additional um, desk shields and and face masks. And, uh, so we're well stocked on those. Um, there there's there's some funds in here for software again, similar to when we looked at the alliance. U, a lot of these revolve around the the remote learning. Uh, but, you know, we'll determine on on on how best to spend those funds as we go forward and see how this uh, new process works out. uh school supplies. We um we we found out last year that we needed to send some school supplies home with the students. Uh so this was uh anticipation of getting in front
044of that. Uh and then some additional professional development for the teachers to to be sure that um uh they have the um the support they need to to do to do their job. Uh so that's that's a total of 3,45,330. [Music] And then very bottom here with just one line although it's a very big number is um the American relief plan. I think I spelled relief wrong. Uh what's also called SR3 uh these funds are to be used by September 30 of 2024. Uh the total amount allocated to Grtenh for that was uh is 6 million 568245. Uh, and I'll I'll I'll let Susan We have not yet determined how these will be spent, but I'll let Susan uh give us uh what we anticipated anticipate to do there. So, as you can see, if
045you do all the adding up, um, Bratton was the recipient of over $10 million worth of CARES Act ESER funds, which we were extremely grateful for to be able to get through this pandemic and move forward, accelerate learning, and make sure our kids get everything they need um, you know, as we, you know, exit out of this time period. So um with the ESSER because the ESSER 3 is such a large amount of money uh a major portion of it has to be for social emotional learning or at least over a million dollars has to be carved out for social emotional learning for accelerated learning for you know anything that has direct relationship to to students and um any kind of gaps that might have occurred due to the pandemic. So, and all the buckets
046have been very similar. So, um you know, it's it's good in preparing this because you're really thinking along those lines of staffing, PPE, um computer, software, computers, equipment, anything that would be necessary to kind of get us back better than better than we were before. So um with the ARP esser one of the things that came out through CAB and CAPS the Connecticut Association of School Superintendent was that they were offering free of charge a facilitator an esser 3 facilitator and I've been um Fran Rabinowitz who's in who is the president of that organization has let me know that Dr. Betty Feeser who is a superintendent of the year and and I know very well and it's my mentor has been assigned to Graten so that we will be forming a committee and on that
047committee I want teachers, administrators, parents, board members to really look at what can be done with this money in order to really create uh a wonderful plan for this community in moving forward. So I don't have all the answers but I know that uh the team will help me and you know the facilitator will certainly help us. Um they've given us a lot of parameters through the state and guidance on how this has to lay out. Um so that along with working with my colleagues in the alliance districts and learn and across the state I know that we'll come up with a very solid plan like we have in the past related to this co 19 and this pandemic. So um I feel pretty assured of that and um there's even things that can help
048us with HVAC systems. So it can be also operational kinds of things that are that would be related to CO 19. But they all have all three of these grants have got to be around COVID and the things the interruptions that have occurred and what we have to do to make it better, healthier, safer environment for our students and teachers and educators. That was my short long answer. Any questions about the ESR grant? I'm gonna recognize Dean and then Jay. >> We can't hear you. >> It would if you unmuted. >> Yeah, I'm sorry. So, I was just thinking, okay, well, how much how much of this is going to go toward routine and how much to, you know, extraordinary expenses? Susan, you've answered that by saying that it has to be COVID related, >>
049right? And u as with other things that I've seen that are like this uh one of the things I I'm I'm would like to be careful of is do we especially with large amounts like this something that covers you know longer period of time than just say a quarter or a year uh are we going to get ourselves into a position uh where we now have an obligation an expenditure obligation that continues on beyond the funding. And then our problem becomes well we have this system we have this program we have the and now we must look for other funding. Uh you know if this is money comes in and money goes out and then we're done because we're satisfied we've met our COVID uh expenses related expenses that's one thing but if this sets
050us up for new programs that will require new sources of funding um that's what I'd be on the lookout for. And that's actually a topic we're going to be talking about in a minute, Dean, on grant sustainability because with all of our grants, >> in addition to the 10 million from the federal government um related to COVID, we've also received close to 10 million between the MSAP grant and all the DODAS. And so we really have a plan that we put into place on sustainability where um sometimes it's a a matching fund with the operation. Sometimes it's a gradual release account so that you the funds might be used up in the front of the grant and then gradually we're able to release it and not have as much of whatever it is whether it's
051staffing or most of our creative um new programs innovative programs have come through us through DODIA. So, I don't anticipate a new program, but I do anticipate things that will assist our students with their teaching and learning um to accelerate learning so we can get them back in the saddle better than they used to be. So, and I and I'm I'm very appreciative that this one goes all the way till the end of September 24. So, with each of these ESER funds, you see that they've given us extended time. So alliance it comes it's got to be spent by the end of the year. These have given us more gradual time frames so that we can move them forward in a kind of systemic way. >> And what's the interplay between? So it's so we'll
052have at least for the couple of years expenses and funding for those expenses through the ESRE grants, >> right? >> How what is the interplay with the MBR? Do we now have a new floor for BOE? I don't think it affects MBR at all. >> Okay. >> No, I mean I think those are additional funds. All towns have received them >> um in one way or another and they're they're really for the purpose of COVID and making sure that we're taking care of any gaps that have occurred through the pandemic for students and their learning and um assist them with social emotional learning, you know, um anything related to. >> Right. So if we find a million dollars to spend using the extra grants, everything washes out. Our budget doesn't our budget's not going to
053look like it's a million dollars higher and therefore the starting point for next year's budget is that higher level. No, I was asked that at the RTM as well and I said that and the question about savings and you know and coming in at a 0% when you're coming in with contractual and benefit obligations at 3.1 and you're able to really prioritize and bring it to a zero three years in a row as we have, there are cost savings and cost avoidance built in. And so the some of these grants have um certainly taken care of us. um in this interim time for COVID, but we um certainly are very cognizant of taking care and scrutinizing our budget so that we're able to, you know, do MBR. Sometimes a little higher, but we can't go
054lower. >> Good questions, Jean. Thank you, Jay. Susan, I I know you have some um exciting plans for the summer for uh student activities, camps, and that sort of thing. Are you going to be waving the Apex uh fees for those students who need to make up credit or want to um maybe even take courses for enrichment? >> I'm glad you asked that, Jay, because all of our summer learning opportunities will be free of charge. and will provide transportation. So there will be no fees for summer learning. >> Okay. Including the Apex uh program. Okay. Thank you. >> Any other questions about the ESR grant or grants, excuse me? Hearing none, I'm we're going to move on to our next agenda item. And so I have elementary school lottery and transportation Susan. >> So we're
055going to start with um I guess that's Tom. I'm looking for him on the Hollywood Squares >> to talk a little bit. We've got also competitive grants, but let's do the transportation first and lottery. Um, do you guys want to talk about transportation or lottery first, Susan? Or it doesn't matter. >> Doesn't matter. >> Okay. Um, so I'll start with transportation. Um, I I'm sure Susan has probably alluded a little bit of this to you guys, but just to give a little bit of background. Um, so the team, which includes Susan and Sam and Phil and Lori and Ken and myself, um, have met several times with Transfinder. Transfinder is the parent company of of Routeinder, which is the system that does all of our bus routing in the district. Um, and we've met with
056them with a goal of looking for efficiencies going forward with our with our current busing, but also looking for opportunities um to to adjust our schedules and create more efficiencies going forward for the district. And and through that work, kind of the initial findings that we found is that um we are very optimistic, at least based on the initial data, that we'll be able to go to a two-tiered system. Um so just to make sure that everybody understands what that is, we currently have a three- tiered busing system where we have an elementary, a middle, and a high school run. Um what what our initial findings are is that it would be possible to go down to a two-tiered system which would mean we'd have an elementary and then a combined middle school high school
057run. Um so I want to emphasize that is preliminary but the initial data is very promising. actually have a follow-up meeting with Transfinder tomorrow to discuss this further and we are having them do kind of a an more thorough proof of concept um to show that giving our our current buses this is going to be feasible for all of our students and to make sure that the um both the length of the bus runs and our bus capacity is sufficient um but we do feel confident at this point that that's going to be a possibility for us for next year >> and I can just add to that that what that what would happen is um that the high school kids would get an extra half hour in the morning, which I think all high
058school kids would appreciate. And so the buses will pick up kids in their neighborhood, so they'll be siblings and neighbors, and bring them to first Fitch High School, drop off the high school students, and then just wrap around to the middle school and drop off the middle school students. And on the way home, pick up the high school students first, and then pick up the middle school. We've seen it in multiple districts. Um, Phil has had experience with that. I have had experience with it. Um Ted Keller, the principal of the high school, has had experience with it and it's really been a positive um for everybody. As a matter of fact, sometimes the high school kids, they're either not paying attention or they're paying attention and they're making sure that other adults know if
059there's any mischievous behavior going on by middle schoolers. So, it's really a very safe way to ride into school and and get them there. And it also gives us a cushion in the middle so we get a few minutes too to be able to move kids in from their magnet schools. We're going to have kids in elementary all across town going to different places. So we didn't want to add on buses or add on cost because of that um or because of the two-tiered system. And we're finding out that um at the first, you know, the first study that this is feasible and doable. and we're going to do a two-part series with Transfinder. So, they're first going to work out the high school, middle school, and they're going to also give professional development to
060our staff um and work with them in these routings so that they'll be able to take it on in the future. >> Andrea, I wanted to ask Susan, did I hear that correctly? Did Did you say that the high school students would get an extra half hour? Is that what I heard? >> Yeah. >> So, does that mean we're we're changing the schedule? >> They're chang >> Oh, no. >> And what I really meant was um start time and >> yeah, we we would be shifting the start and end times. Um Susan's still frozen in mind at least. Um so, we would be shifting the start and end times. Um but the the length of day would remain the same for the students. That that's the anticipation. And as student said, it would also give
061us a longer gap in between the the the bus runs currently, which provides us extra flexibility. Um, we do anticipate that because of the the literal distance that have to be traveled by the elementary buses that some of those elementary buses will take longer uh to be able to pick up all the students and get them to their magnet schools. We wanted to provide that cushion kind of in between that early and late run. And >> and we've we've just this has this gone through the union or does that not apply? I would assume it did. >> It doesn't need to because it's still the same amount of time and and the district sets the school start times and end times. >> The contractual hours are the same. >> I see. All right. Thank you.
062>> I'm sorry I lost everybody. >> We got the answer. Not to worry. Okay. Good. Thank you, >> Jim. I've got a question. >> Absolutely, Dean. >> Yeah. Am I on? Okay, I'm on. Good. Um, so the school the the day on I'm following up on that. Uh, so the high school school day is the same length, but if the kids are there a half hour earlier, who's responsible for reminding them when they're there? >> They're they're actually coming in a half hour later. >> So they get an extra snooze an extra snooze button, which >> Oh, I see. Oh, okay. I guess I wasn't following how the I mean I know there's a lot of there's a lot of research that says that we should flip the schedules that the high school kids should
063be the last ones to go to school. >> Yes. >> But we have it the way we do because it's traditional and because frankly it functions on the back end >> because we use the older kids to mind the younger kids when they take get off the bus um in those families. Um okay >> that still can happen Dean. All that can happen. is just giving us they're giving the students a little more time. Middle school is not going to change too much from what they have now. Maybe five minutes. High school will get a day and a half hour, but the teachers all will also get that. So, it's just like moving it a half hour difference morning and afternoon. >> What about after school activities, sports and whatnot? >> No problem with that.
064>> Okay. >> So, um there's a lot of schools doing um times like this, shifting it a little bit. So, by the time the high school sports and clubs, they'll just shift in the same way. >> Okay. >> And we'll still run our afternoon buses for both middle school and high school. We usually do a couple tiers of afternoon buses, too, so kids can stay after for different things and be able to have a ride home. So, that was >> And are we going to have 12 year olds and say 17 year olds on the same bus? >> That could happen, but they might be siblings or neighbors. most likely >> and it typically the older ones sit in the back so we'll also make sure that we have specialized seating arrangements. I don't know
065Phil if you want to speak to this because I know you did this in your district how you had to do it really and communicate very clearly to the parents on the safety measures that we take. >> Yeah, it'll be all about communication and and we've discussed possibly having some seating arrangements set and that's probably going to be something good to start. um they seem to separate themselves. Um and we did notice, you know, it um um it wasn't the problem that a lot of parents thought it would be or even some of the administrators thought it might be. Um as Susan um as Susan spoke to before, the the older kids sometimes end up policing the the younger kids. It's and uh >> they become patrols >> or they're on the bus, they're on
066the back, and the kids other kids are on the front and and it didn't become a problem. And the bus company also mentioned as part of their um their training for their staff, they they would adjust um their training as well for uh their drivers to to handle that multiple ages at one time. Jay, >> um I know that we invested in Transfinder a few years ago and we're every year we're um tweaking its u its actual capabilities. So this is something we invested in and I guess we're now seeing the fruits uh of that investment. Um my question is uh by more efficiently uh constructing these these routes and and pickup points and this sort of thing, are we actually looking at needing fewer buses or you're just doing all this with the the
067same number or is it too early? Is the report really not been finalized? It's it's early for that, but we really the efficiency was really uh something in our in our wheelhouse that we really were concerned about because we kept being told that it would take more buses to do what we're hoping to do. And now they're saying no, you should be able to do it with the same amount and maybe if there is a bus savings in there in all of this. I by contract, I think Sam, you can speak to this. By contract, we've contracted for 41 or 43 buses, I believe. and we're at the end of the contract. I don't know if you want to speak to that. Um, but then they'll be renewing the contract. So, if we can do
068a savings, we certainly would love to do that. >> Right. But I am concerned uh about the amount of time that the elementary students are going to be on the bus. So, I I really I I look forward to seeing these reports >> because that, you know, um that's been an issue. Um, and I want to make sure they're not on there for for too long. >> So, that will be part of their study. >> They'll make sure that that that happens um in the best way possible for kids. And remember, we've reduced our school. So, where we used to have seven, now we will have five, >> right? >> And while they're magnetized, most of the the magnet influx that we're going to see is between Mystic River and um Thames River. But we
069do know that the kids who've been at Claude and SB Butler will be going mostly to Mystic River and the students who were at Mary Morrison will mostly be going on that side of town to thanks. So I still think generally we have most of our kids in in a larger neighborhood zone but still in a neighborhood zone and then the others that are um you know getting in the lottery for the magnets will also be transported. >> All right. Well, this >> but this is only going to give us more information. I've been wanting to do this. We've talked about this, >> right? >> Mike and I had talked about it, Sam and I, and I the part that I really appreciate is that it's going to give um training for our folks so
070that they'll be able to then take this on in the future, >> right? Yeah, it's very good news. I I look forward to the final report. Thank you. >> So, lotteryies next, Tom. All right. So, um, as many of you know, we did start our initial lottery roll out, um, about a week ago on Monday with our initial release of seats. Um, as of about six o'clock this evening, um, we had about 150 students in the district who had not only been offered a seat, uh, but had accepted a magnet seat, which is fantastic. Um, so we are moving at a really brisk pace, I would say, after one week. Um, but just to kind of give everybody an idea of how the process works. Um, you know, the team has decided and I I
071think it's the right decision to take a really slow and steady approach here. Um, the goal being that, you know, we want to make sure that we're giving as many opportunities for students to to have a magnet choice and to and to um accept a seat, but also to make sure that we're not overs subscribing any of our buildings and being very mindful of what our enrollment projections are for next year. Um, so we are releasing seats on a rolling basis. Um, you know, thinking about an intradist magnet, um, you know, we we have to wait until we know if a student accepts a seat at another school before we know if that seat's open for them at their current building. So, in other words, if if a student um from NEA accepts a seat
072at Mystic River in third grade, we have to wait till they accept it to know that that seat in third grade is available for them on the back end. Um, so we have been, you know, really diligent about watching those numbers every single day, um, and opening up seats as they become available. We do anticipate um within the next week kind of opening up another you know portion of seats at at our existing buildings. Um the vast majority of the initial seat offerings at our two build two new buildings Mystic and Thes. Um, so I would say out of the 150, probably about 130 of those students who've accepted, we're at the two new buildings right now. >> And they definitely had more capacity because as you remember those numbers for them, um, they still
073had about a 100 seats in each building, 75 to 100 available. So once we knew they were situated, then you know from the other schools that sent them um we were able to then release we'll be able to release more seats and I think CK and NEA especially in kindergarten um their seats are pretty full because they're an est they're both established magnet schools. So the children who've been there want to stay there. So they're not opening up a whole lot of seats in the upper grades. There might be a few seats for siblings, but we really have to base it on enrollment because we don't want those classrooms to be, you know, over the the board's recommendation for seating. So, we have to do it really carefully so no school gets overloaded. Um, so
074I'm pleased with Tom's work, Rebecca's work, you know, really doing this with a fine tooth comb and doing it really carefully because I think it's going to um allow more opportunity for our students and families. >> So, Susan, how's it doing on our numbers? Um, because I know that there's a certain number threshold that we need to get for our new schools. >> Well, I think the numbers are going to be just fine. Um, I've investigated that with Joyce and there was really nothing in writing or nothing that we could find that had that 604 attached to funding at all. So, that was a real big relief. And I talked to the um, you know, the the company, the architects, and they said that that number was really just a projection. It was never tied
075specifically to funding. So, that was very good news. Just learned about this that recently. >> Cool. Cool. Any other questions about either transportation or the lottery? Jay, >> I I just have a quick question. Are we are reserving a certain number of seats uh for any um incoming uh military families that might arrive after >> military transient families that might come in over the summer? We are doing that. >> Thank you. Any other questions? >> Just kind of looking. All right, moving on. >> So, I have Shannon Wel here who's been very busy working on grants and so I really I wanted her to come and and really update and brief you and so you could really see the good work that she's been doing. So, Shannon, >> thank you, Susan. >> Amazing, amazing, amazing.
076Thank you. >> Well, nice to see everybody. Um, so since January, I've worked on um three pretty substantial grants and then a few smaller ones. Um, this year, we submitted uh two applications to DODIA. one was actually kind of rolled over from last year. Um we weren't awarded it in the first pool last year, but they said that we could try again more or less and we had the opportunity to revise it and um you know hopefully we have a good chance of getting it. So, I think I talked a little bit about that at an earlier meeting, but uh that application was for uh 750,000 over five years and if we're awarded it would start in October and it would be for a career pathways program at Fitch with a focus on health science.
077Um, so that would involve hiring a couple new staff members and um, professional development. Uh, a little more focused on the CTE uh, area at Fitch. the second DODIA grant which we just submitted a couple weeks ago. Um this was this was actually really I I found it to be very personally interesting to work on because um most of our grants have been on STEM or um uh literacy but this was uh one of the first large grants I've seen for world language. Um so if we are awarded this grant, we would expand our current world language program to the elementary schools and also bring um American Sign Language to the middle school. Um and that too we'll hear about in September. And then the third pretty substantial grant I worked on was with another
078department another sort of section in the department of defense called DoD STEM. Um and this was for I'm trying to remember sorry >> that was manufacturing pipeline that was a huge that we will have to really work with other people in the learn district and in our neighboring district because that's at the tune of three to six million dollars over five years. >> Yes. So um unfortunat and actually that also included a um partnership with the um naval with the submarine base specifically their marine uh their medical research laboratory there. Um so unfortunately we weren't awarded that grant. Uh I believe that the program is still sort of trying to figure out its priorities. um and it really didn't go to any um school districts, but we we have some contacts there and they encouraged
079us to reapply for next year and they've given us some tips and we're working with them on kind of another initiative. So hope um which I don't know if Susan's spoken about at all but it's called the National Math and Science Initiative and it is its own Department of Defense funded program that provides um free training, free professional development to advanced placement teachers um for school districts that have a military connected community. So, we are eligible to participate in that programming. Um, and uh I've been working with Susan and um folks at Fitch to try to set that up so that we can take advantage of that. >> And I'm particularly excited about that because through my we've been able to make sure that teachers are are currently trained and there's lots of different opportunities
080for whether it's zooming or you know um doing remote learning. Um, but this one really our AP teachers haven't had that. There's been a few who've been newly trained, but many of the ones have who have been teaching the AP courses, especially in I guess it's math, science, and literacy are the three big buckets. And if we and we really are very excited about this and I'm hoping to get this rolling for next year. Um it will also include supplies fees for students um and then the training and not only just to train them in the summertime but for them to have a networking a go-to group that they can at any time ask questions. So that to me is like just in time training all the time um which is incredible resource. So for
081you know all of these um courses whether it's careers international balorate and now AP our teachers will get the best training possible and you know that goes directly to our students in their teaching and learning. So um you know I really I am really thrilled about that. >> Liz, do you have a question? Yeah. >> Yeah, I do. I was wondering is there a is there grants out there for to um increase um civic awareness and understanding because you know it seems like uh it's just the social studies teacher and me coming out saying you know there's a lot on literacy a lot on numeracy a lot on STEM but we also need to uh encourage our our you know advance our civic responsibility our history to understand to keep our identity as a as
082an American public. And so I'm wondering is there any have you come across any grants that would help with that type of training? >> Well, um so the the so DoD STEM um they had talked last year about they did have a civics grant program and when I first heard about it, I was really excited too and I actually talked with um Cara Hajj about it. Um unfortunately they decided to just grant that to one like national organization. Um but it does seem like it is a topic that's on their radar also. And um even with this world language grant with DODIA um Cara was involved in the development of that too and it's going to include um some uh training in IBMP for interdisciplinary units. So, we're hoping to kind of work the social
083studies and humanities in there. >> And I think it was more of a a global citizenship >> that they were looking at, but one of the requirements is that we had applied to ROC >> probably also with that umbrella. And so, the application has been submitted. We're waiting to see um where that goes and we will be bringing back any information that we have on that as well. But I I am hopeful that there will be more grants for that in the future. There's been such an emphasis on STEM, you know, over the past 10 years that there has been just in like the grants community a lot more discussion about the humanities and civics. And then the one last thing I wanted to mention was that um uh we submitted a a very quick
084last minute grant to um uh Congressman Courtney had a sort of special um he's calling it the community grants program, but basically um in the large spending bills that uh Biden has announced over the past couple weeks with infrastructure and transportation. There was some money set aside for communities. Um so our we we put in a request for um again funding for the career pathways program and that was one of the the 10 that was selected from um Congressman Courtney's region that he's going to bring to Congress and um hopefully we'll be awarded that grant also. That would be for 140,000 and that would include um funds to uh pay for an architect to come and redesign the c some of the CTE rooms over at Fetch >> and that's something that we that has
085been brought to our attention through the NEAS report. So that was really very interesting to us to upgrade those rooms. So just for clarification, CTE is for those of who might be listening to us >> uh career and technical education. >> Yeah. Okay. >> And then Shannon um today submitted the Perkins grant which also is going to enhance our culinary arts program in some of the other CTE areas. Project Lead the Way. And those are more in material costs and things that they really need um rather than more personnel. I think there is a is there a careers coordinator in there or is that another grant I'm thinking about? >> That was the other two. Yeah. >> Yeah. So, um, you know, all of these, if you see that there's really a trend here that
086we're really trying to build up for our high school, well, middle school and high school because all these grants have an elementary, middle school, and high school school component when it comes to careers and pathways. Um, which is very exciting. And, um, just I I couldn't thank Shannon enough. She writes an impeccable grant. As a matter of fact, I don't know if Phil wants to say something, but he learned more about our district by reading our grants than anything. So, um, did you want to say anything about that, Phil? >> Well, just, you know, I I reach out to Shannon almost every time. I'm just so impressed with the work that she does. So, um, and it does, it gave me as somebody new a lot, um, of information about the district and and the,
087uh, the things that these grants are going to allow us to do are just going to enhance our curriculum, which is what we want to keep doing. We want to keep growing. Right. >> So, when will it I was trying to follow Sharon and like amazing what what you're doing to help enhance our district and and and to um supplement the funds that the that we that we have um to really offer this just wide spectrum of offerings for our students and for our teachers um professional development for our teachers. But when when do you assume we're going to when would be the f what what grant would we hear about first? >> Yeah. So unfortunately uh DODIA even though you know we submitted one in January and the other one a couple weeks ago
088we won't hear from them until September. And if we are awarded those grants um those projects could are supposed to start October 1st. But I know each year it gets later and later. It used to be July. Um >> it used to hear in July. >> But the the last one we received was in September. Sometimes they give us a little hint in August, but um yeah, and they're they're really pretty tight lipped about it. Um they don't share anything earlier. Uh and then the Courtney grant uh since that's pretty new, I'm not sure. Again, that would start October 1st. Um it's for one year for 140,000 total. Um Ayanti are the her um assistant seem to imply we might know sooner. So hopefully over the summer maybe and and and Shannon, the reason why
089I'm asking that is that um by charter um after a certain amount of money that we get in grants, we have to kind of go toward to the town council for approval and then they have to send it to the RTM. Um though we were assured I think was it last two years ago Jay um I can't remember where um we were assured that um that uh they would expect expediate as much as possible the process >> so that we could do it but um just to for Liz I don't like I think that even in your time we have not had to do that yet and so I just wanted to let you know that we we don't have to present um that we're going for a grant. Um, we just once we receive
090a grant, we have to make sure that it goes to the town council and and RTM. >> We've done about three through Children First Graten and Bratton public schools on early childhood. So, we have been able to put they were smaller grants, but we have gone through that process. >> So, we know a little bit more about it than we did before. >> Yes, we had a learning curve. >> Yeah. Jay, >> I have to also say that um Shannon does a wonderful job meeting with anybody that is involved or will be involved in the process. So I think we've learned a lot about that from our initial grants that were awarded. So for instance with this with all the STEM and manufacturing we will talk to the principles we will talk to you know
091other administrators we will talk to teachers who are teaching these courses so that we get their ideas because they're boots on the ground and they know what the needs are in order to enhance these things. We talk to partners. Shannon does a marvelous job reaching out to other people in the community or across the community that has expertise in all kinds of areas. So she does she's a real researcher and developer >> and um and I think that the buy in for these things is much better today than it was you know even seven years ago because there have been so many people involved in the process and because it is a heavy lift. It's it's a lot of work these grants um and then you know and the work doesn't stop once you receive
092the grant. The work begins when you say there's another level of beginning. So um but I think it is one of the things that has afforded Grten um this you know opportunity to enhance teaching and learning and curriculum and assessment that hasn't come from the operation budget. So when I talk about sustainability I'm talking about having certain monies in the operation budget for curriculum development and professional learning. But these these additional initiatives that require even more than that are coming from the grant and they're for a certain time period sometimes 3 to 5 years so that that can be accomplished and then we have this train the trainer model. So whether they're literacy specialists, math specialists, coordinators that can continue that journey and teachers can teach their own you know newcomers. So let's say Beth
093Wher is a kindergarten teacher and we get a new kindergarten teacher in her school. we have three kindergarten teachers already there that can absolutely train that new person at the same level that they were trained or better than the teachers college or the map. So I really feel like we have this sustainability built in the way that we have so carefully trained our teachers and give them input and they create the curriculum and so they really understand it probably the best of all and to have those supports in the school, you know, so just in time training for anybody who's new or anybody who has questions um is already built in. So the grant comes and it goes away. there's this gradual release part to the positions and then we continue that journey um with
094one another and we train each other. So um you know it's it's a powerful tool and it can be done and it can be sustained and we we know that through the grants that we've already had. So I'm very proud of it. I'm very proud of our school community for doing what they've done. >> Thank you. Susan Jay, did you have a question? I >> I just wanted to say uh thank you for Shannon. Um I know that her first grant she was uh successful um and she's just done so much for this district when people worry that um how do you sustain this district on 0% increases every year? Are you diminishing the district by not asking for more money from the town council? You know, Shannon is one of the secret weapons that
095allows us to to to to actually improve the district at 0% and so we owe her a lot for her little part-time uh job. >> Thank you for saying that, Jay. Very eloquent. Yep. >> Any questions before we go into sustainability? I know Susan, you've actually touched on it a little bit. >> I really did. That's what I really wanted to say. >> Okay. was that um we plan the grant for the five years. So that you do have a gradual loop release with if you added staff and that the staff that we have in place whether they're the teachers, the coordinators, the specialists all continue the journey of the professional learning that needs to happen. And the materials have been purchased and you know they continue and except for you know some maybe some
096minor minor curriculum supply things that would be in an operating budget you know the grant really creates this thing and hap helps the change to occur and then we keep it going. >> So actually we plan for five years plus right? >> Yeah we really do. Any further questions or comments about that? Awesome. All right. The next agenda item, I am not doing an Andrea Acriman meeting clearly, is the re review of the referral list. Um Jay, have you guys done the out of tuition out of district tuition stuff in your committee? >> Uh yes, actually we've had two meetings uh about that. Um and um Ken has brought forward a um a new um proposed tuition rate schedule that makes us more competitive uh with other districts. Uh but um I don't know, you
097know, when when we can bring it to the the full board. We we had some other discussion about additional discounts maybe for military or people who um are relatives of taxpayers in town but they live out of town. So, you know, I really would like to bring that to the full board because um before you know it um >> right >> be a new school year >> and and Jay, I sort of I I had a conversation in my head that clearly I did not give to Susan which was I wanted to have that because it was a financing facility to have that tuition rate. So, um, Liz, because I know >> send it out in board notes. >> Um, we could I I still feel like it needs to have a larger conversation, right?
098>> Um, >> what did you say to me, Kim? I'm sorry. >> No, that you and I had had a conversation about having the tuition rate conversation um from um from other from out of district people. Um, and I just sort of thought we were going to in my mind um and clearly Susan is not a mind readader. She's pretty good, but she's doesn't read my mind. >> No, I I thought I should have had that on there. >> Um >> I don't know what I was thinking. >> Yeah. So, um I do want that. Um I I do want that. So, I think our next committee of the whole meeting will be in June. Um because even our next board um our um Susan and I are working pretty hard at making that our
099next meeting which is going to be next week um is going to be the year- end celebration of our teachers that we're not going to have um hopefully not a lot of like the business business part of our business of our um board of ed meeting and just have the celebration of the teachers um and uh other other people who have helped out in the in the school district. So that will push it to June. Um and I have no problem flip-flopping our committee of the whole so that our financing facilities we can get um the tuition >> first. Yeah. >> So that we can then have a vote on that because I think that I think Jay, you're very correct. We need to get that we need to have that discussion. >> You might
100even want facilities to take a look at the chart again um the first week of June so that when we bring it to you the second week, Monday in June, we'll have talked about it a little more. Jay, are you thinking that would be helpful? >> Uh, yes, especially with the the suggestions that came up at the last meeting. >> Yeah, we really tried to look at our per pupil cost and um Ken did a really um clever way of looking at 85% of that which made it really in line with the St. Bernard's tuition, the NFA tuition, so it would be really competitive. So that's where we started. He really created a crafted a nice um you know chart to look at and I think we can look at that again with facilities and
101then we can bring it to the CO it's a good idea >> but Susan if you you know would like to send a preview out and >> okay start thinking about it that would be fantastic >> okay you might have other ideas too the board members might have some other good ideas >> any other review of the referral list hearing. None. Are there any other future topics that we want to get moving on? Yes. Um, I would like to find out um what's going on with our physic the um athletic director. Um I I've been actually trying to get informations about that. Um I do not I guess I just don't understand. We we actually hired someone. That person is in our brochure. But are we looking for another physical director of athletics? >> No,
102>> we have to go through this position has switched over Lee from a teaching position to um an administrative decision. So um Kim had suggested that we bring our negotiations team together from the board to look at both a job description and a salary and we also have to include the HSA in that. >> So it will be posted. >> Is he still here? He is. He is. And he might and he certainly probably will go for the job. But in all fairness, because it shifted from a teaching position to an administrator position and it has a new job description and it's full-time for both middle school and high school, it does need to be posted. >> Yeah. Okay. Well, I I think we knew, you know, when I think when Mike, you know, when
103we met him, um we knew that he was not going to be teaching. Well, we actually did have a teaching assignment >> was um oversaw the eight. >> Okay. >> So, >> um Andrea in >> in the past you have been willing to sort of put together like sort of an evaluation group. Um I really think it's time actually it's we're probably late but um but at least we're coming to the party um >> uh to uh to have a a a small group of board members to kind of come together to look at the evaluation process um espec especially now um we we have actually got goals from Susan and stuff. So I I am wondering are you willing to sort of um uh lead that charge again? >> Absolutely. Yeah. In fact, I
104almost um it was something I wanted to talk with you today, but we didn't had we had other things to talk about. >> Okay. >> All right. Oh, sorry. I read your mind. >> Susan, you can do it. Um is there anyone who would like to join with Andrea looking at the evaluation process for the superintendent specifically? Actually, you know what? I am wondering could we move the scope for not only the superintendent evaluation but also do the board the the board self eval and that could be that the scope of that of this committee Andrea really kind of looks at what does cave offer um for a self-aval and does that make sense for the board to at least begin because we're supposed to do that I think in July um if if my
105memory serves me correctly it would be nice we haven't done that in a in a little bit we're having a a retreat Great. Is that something we we might want to talk about at a retreat? >> I think that's probably a good idea. >> Oh, I hate it when people think. Yes, that's a great idea. >> I like that idea. And I did speak with Bob Rder as he kind of was my welcome wagon to cave and so he you know I was talking to him a little bit about the document and how helpful it was that cave cap's document. So, >> okay. So if anyone is interested um to work on this with Andrea, just send me um a note and I will um give it to Andrea. Okay. Any other future um topics?
106Okay then. Well, before I I make I move to a journ I just wanted to say Kim that sometimes brevity precludes richness and your meetings have a richness that brevity does not allow. I um motion to adjurnn. >> I see a second in list. So any discussion then all those in favor of of of joining yeah joining adjourning the meeting um signify by I >> oppose. The meeting is over. Thank you guys. It was good to see everyone. >> Bye. >> Thank you everyone for joining us. >> Say good night Gracie. >> Good night Gracie.