7-12-21 Groton Board of Education Meeting

001Okay. So you guys, I am going to call the um committee of the whole for the board of education um meeting to order. It is 6:00 and today's date is July 12th and we are actually there's five of us who are actually in person for the very first time in 16 17 months. Um and it's exciting to see it. Actually, I would also like just to say thank you to the Grten um staff um for making sure that this could happen in a way um that this is. So, once again, my thanks to um Susan and your staff for doing making a lot to do. >> Um and can I just add that do you mind? >> Please. I want to say thank you to Mark and your staff and because it's been so good

002to be able to do this remotely done so well. >> Yes, it was incredibly well. >> Incredibly incredibly well. So, thank you. >> Thank you. That's a very that's a good point. When all of we can make a lot of complaints, can't we? But um when things are well things have gone really well. >> You're right. Um so the first order of business is um actually for the first order of business I would like to just add an agenda item. This is a regular um board meeting and the regular board meeting is just to um quickly chat about the meeting that's going to happen next week which is the retreat um that everyone will be sent an email but I just kind of wanted to be able to add that. I just need to make

003sure that I have 80% consensus to that. >> Yeah. >> Awesome. Okay. Thank you. >> Do I need a second? >> Second. Thank you. >> Thank you, M. >> Um and so, um but I'm going to be just because the the beautiful lady to my right, um always make sure always wants to make sure that I get this done first. Um is I would like to ask for a motion to approve the committee of the whole meeting minutes of June 14th. Can I have a second? I got one from Rose. I got one from Rose, but thank you, Lee Lee. Um any discussion? I have um on the tracking sheet I'm getting picky I'm sorry but according to the the minutes it says that in the back review of referral list it says Mrs. reporter

004referred final exams and midterm exams. You see that part? But on this paper, it says redevelopment RV. So, can we fix that? Where is that listed under here? >> Right here is your um in curriculum. It says RV. This is where the universe really helps me out when I have three editors in the room. >> Got it. So, EP is fine. But thank you, Do those those name those initials have to be at the end or is >> Yes, we do have that at the end. Um and the reason the reason why we do that is that sometimes things get on that list forever and then no one remembers who referred but then if your name is through that it does kind of um trigger that was actually from years back when there was no

005such thing as referral list. There was just this >> long and it was years long. So, even though some of them have been on quite a bit, um, this is actually about >> this different this came up in policy because we were trying to remember where did these things come from and there's no initials on any of these things. So, we just had to kind of >> figure it out. So, >> thank you. Is there any other discussion on the meeting minutes? Hearing none. All those in favor of um approving the minutes as amended um please signify by I. >> I. >> Oppose. abstain and I don't think that we have anyone that's online. Okay, Mark, would you let me know if there's a board member that goes online? And at that point, um I

006need to according to the list that we got a month ago, we'll just have to do a roll call if there's any other votes just to >> let you know why it might sound if I was going to get weird. Um so the the agenda item that I want to add, I'm just going to do right now is uh the upcoming retreat which is going to be on the 19th. um the committee met and that was Liz, Susan, Andrea, and myself. Um and the thing that we're going to ask that you all do is to the board of val that got sent out if you could fill it out. We are going to give that to um uh actually Joyce and Joyce is gonna aggregate aggregate >> disagregate disagre >> that's why I have three

007people in this room right now that is going to edit what I write and what I say um is um um disagregate the information so that we can it can be depersonalized and so that we can then have a conversation about that at the retreat. So, the agenda really is going to be focused in on actually it's going to be on food because it's food. >> We're going to cater it >> and it's going to be catered by um Grant Public Schools and um we are going to then do the board the board and once again if you could get that in as soon as possible so that Joyce can then disagregate the information the numbers. Um and then we're also going to be taking a look at that. And then uh now what? Now

008I don't know what that phrase is. >> So what? Now what? >> Thank you. Um fourth person. >> What are you trying to say? >> So what? Okay. >> So what now? >> Okay. So um and to do that and then um to look at the organizational um charts if I can remember charts and um also then thinking about a future time when we can kind of get together with you um to kind of go over your self your selfreflection. Um, so I think that is it. I just wanted to I think the important thing is for the board members just to get it in as soon as possible so that we can we'll have information about that. Um, that's what I wanted. Um, so if there's no further questions about that, let's move on

009to the transfinder. Um, or transponder >> transfinder transformer. The other thing is I can send out to all the board that email that kind of set the agenda that we you all had created. >> I just wanted to make sure that people understood the importance of getting this off of done and to Joyce really what my point was. >> It looks good on >> Yeah, looks good. Good. >> Yeah. >> Um so this is a followup to an earlier meeting um providing an update on where we are with Transfinder project. Um, so if you remember our project goals kind of summarized, we wanted to combine the middle school and high school routes, both to increase our efficiency and also make sure that we gained more time between bus runs. So having more time to get

010those elementary school students to school. And then our second goal is to transport all elementary students safely and efficiently to school in 1 hour or less. So remember, we are now having all these magnet schools. We knew it was going to take longer to get them to school. So our target was to get them there in one hour or less. Uh so our results um based on the routes that we've been given by transfinder today actually good timing. Um we have increased our uh route efficiency from an average of 32.9% utilization up to 59% utilization. Um so we are much more efficient in our routing at the middle school and high school level. Um and all of those routes are in a timely manner. They are all under an hour even combining all of our

011routes. Um, and then for our elementary students, our average trip duration right now is 44 minutes, and that's with a cushion built in. So, I think that our actual travel time will be less than that. Um, but all of our runs can be completed in one hour or less. So, we've kind of met the target and goals that we set out with given the bell times that we proposed. Um and we believe and Transfinder believes that it is um absolutely possible to accomplish our goals if we get students to school on time and within the confines of the best fit >> and with five possible buses to yeah to support if there is a run like a Northeast Academy in an hour you can take two buses and split the road so that we get

012them here absolutely in a timely fashion. So you know while we're under contract now in the future we might be able to have cost savings as well. >> Absolutely. and and we anticipate additional enrollment over the summer. So, we anticipated needing some more buses throughout the summer. So, I don't want you to think, oh my god, we're not gonna use five buses. I anticipate of those five, we're going to need them at different places. It's just giving us flexibility throughout the summer so we can see where those students enroll and then use those buses to the best efficient. >> Question. How many buses do we have right now? Contracted for >> 48. Okay. 48 large buses, >> but the contract states how many we're supposed to have. Is that 48? >> Yeah. And they have

013two on the side. >> Yeah. >> Um just to be able to compare a little bit between the middle school, high school runs and the elementary runs. So average trip duration is fairly similar um as one might expect just based on the amount of magnet students, the amount of long bus runs we'd have to have to, you know, if you're all the way across town and you're choosing the school geographically as far away, our average distance traveled is longer for our elementary magnet buses. Um our ridership is significantly less at the elementary level. Um and that's just because we can more really just more efficiently route at the middle school high school level because now we're combining those buses. It's a little harder to do with the elementary. So, we needed to use more buses

014or or else our runs would have gotten very long, I guess, is the best way to think about >> for elementary. >> But the elementary is usually the driver, right? I know Sam has always said that. >> Absolutely. >> Yeah. >> Um so we average at the middle school, high school, and secondary level 12 stops per bus, 16 at the elementary level. That also makes sense given, you know, the variety of stops that bus have to make the elementary level magnet schools. Um but there is quite a range. So five stops is the minimum. So if they're going to a, you know, an apartment complex or something, they might take an entire bus load of kids at one stop or Navy housing, you know, a few stops buses. >> Um, this is just brief introduction

015as to kind of what we're looking at so far. >> Um, to remind you guys, these were the proposed bell times that were in our last presentation. Um you know the key factor here is that it provides us that hour in between that secondary and elementary run. That hour was our target based on these bell times and and we feel that we've met that target with the runs that transfinders provided to us. So our next steps um you know the first is is coming to you for approval for those proposed bell times. Do we feel confident that we can meet them transportation wise but obviously we need to have another discussion. Um, we're still working to, you know, kind of lock down our arrival and dismissal procedures. That will obviously change because now we have

016a drop off at Fitch, a transfer to GMS, just making sure we work with the building principles. I know Susan and I talked about that earlier. Making sure they feel confident in the plan going forward. You know, not only can we accomplish it, but can we accomplish it in a safe way that they feel good about >> and really speaking with the whole administrative team or as many as we can get together. >> Absolutely. And Sam has done some leg work too with the bus company to just look at what that would look like that pathway, you know, to be as safe as possible and, you know, as direct as possible. >> Absolutely. Um, we working with Denise and the central education department just to make sure that all of their transportation needs and accommodations

017are met. We'll still be working with Transfer, so this is a fluid and dynamic kind of thing. Um, as enrollment changes, obviously those students need to get added to different bus runs. If for some reason we have a large fluctuation in one geographic area, we may have to add a bus route for that geographic area just to make sure. Um, and as Susan said, you know, right now we have flexibility where if we want to use a bus that we kind of have in reserve at this point, if we have the capability to split up one of the longer runs, Northeast Academy has two runs that are a little bit longer, we could split that in half. And that way you need to have less students on those buses, but the students wouldn't be on

018those buses for nearly as long. So that would obviously be our end goal, but we want to, you know, keep as much flexibility as possible to ensure that we can get everything to school. Um, and then lastly, you know, we're we're working on setting up training with Transfinder, really involving our staff in the process and making sure that they feel, you know, not only, you know, competent and confident, but enabled to be able to kind of continue this process. So Transfinder, you know, they have some of the best experts in this around and they were able to do things that I don't think we would have been capable of without their assistance. But I think >> and they gave us the roots, right? You have the roots in hand >> where the kids and we've

019never had that in July. It's usually towards you know mid August we're trying to get them to the paper on time and so I think it's really important that we establish this so that I can get it out. So, I'm really looking forward to bringing this to the whole board at the end of this month at our board meeting so we can get that result so I can get the communications out to families sooner than later. >> In Thursday, I don't know if you saw the invite, we have a follow-up meeting with Transfinder um where they're going to be it's like a larger overall transport uh sorry presentation on what they've done transportation >> and so that'll be Sam and you and me and Phil. Anybody else that needs to be there? >> Um I

020know Ken and Lori were included the last time. Okay. >> And then we would want them to then meet with um our staff so that they can ask questions and and contribute to the conversation of things that they might see. >> They're also um happy in conversations have with them to come here well not physically to come by Zoom and meet with you guys if you have any questions you'd like to ask them directly. and he's going to do a report that bases the new you remember when you had the report and you saw the data where you know the bus the level of efficiency on the buses for the past several years and now what it will look like. >> Yeah. So, so that report is going to be mirrored now. So, we'll kind

021of have past three years historical versus what they're proposing for next year which I think will be a great comparison. Okay. >> Sounds good. Great. >> So, thank you Tom. >> Yeah. Thank you question. >> I have two questions. >> Yeah. >> Okay. Um did you um did you did I just hear you say that you're going to be um working with the uh principles about the drop off pattern? Yep. >> Because that's a big concern. Absolutely. >> And um because especially with all those buses coming into pitch and then having to cross traffic and where that's going to happen. So I just want to make sure that that's what I heard you say. >> Yes. Absolutely. And that was one of our Susan and I's conversations earlier today. And I think, you know, one

022good thing that really came out of getting this data, I think we feel even more confident that we're not as for crunched for time. So we have a little bit of time to play with. And I think being able to tell the principles, you have x amount of time. How can we execute this in in that time frame? I think they'll feel a lot better energy. >> Okay. I was just kind of wondering if if if it's been discussed with maybe a a different place to drop off instead of in the front of but in the front you know in the side there between the cafeteria and I'm I'm just wondering just throwing that out. So do you have do you have any new information around that because I know that you >> because I

023Liz I share your same concern just about in terms of >> the safest place to to drop the kids off is in front of the school as opposed to the other area where parents dropping off kids too. So that that's what's going to drive that. But we looked at having the buses go to the middle school first and then coming to the high school. uh but uh the the turns weren't quite as uh uh easy to make. So they'll they'll go into the high school as they do presently. They'll drop off in front of the high school, come back down to the circle, and then go over to the middle school and drop off in the middle school. So it's a it's a safest route. Uh >> and the buses are coming in that way

024anyway. Yeah. To the middle school. They're just not dropping high school first, but they're that's how they're coming right >> in making that turn. >> Wait, can I just ask So what do you mean go around the circle? Can you walk me through that? >> Yeah. Uh, I could drive you. >> It' be easier. Okay. >> U, but they will drop off. They come up in front of the high school now and drop off the main door in front of the high school. >> Okay. So, >> right. And then they come down >> down and around along the along the add the addition the new section of the high school. >> Okay. >> Back down to the circle >> where the flag >> the middle circle. >> Got it. >> Okay. They'll go around the

025circle back toward uh the middle uh back toward the high school again. Instead of turning left into the high school, they'll go past the garage and turn right to the middle school. >> So, they're going to use like that back road. >> Yes. Which which they do presently for the middle school. But >> Okay. All right. And I we talked about staff and SRO's being involved to help support that and to make sure that Fitch High School has a police officer there, you know, at Fort Hill for, you know, beginning of the day and end of the day. That's like that's going to be such a log jam. >> They're doing it now, >> but but it's never going to work for the next couple trips. It just never is. I mean, you know, everything

026is not going to be perfect the first >> Oh, never is. >> No, >> never is. No, >> can't be. >> We've been doing the same thing for many years and it still takes uh three to four weeks before we iron out the the wrinkles. >> Sure. >> Right. >> And where will the will the Grten Middle School kids be dropped off at the same place? So that's >> Yes. It's in the upper upper entrance to the middle school >> and the parents are still dropping off. >> The parents are still coming up by uh the technical school. Okay. >> In front of the >> So that takes away that parent blockage. >> Okay. So the the the blockage is going to be the parents who drop off the high school kids and the high

027school kids themselves driving, right? >> Which Yep. >> Okay. >> No, we're all concerned about >> Okay. But they're presently doing that, >> right? >> With buses coming in at the same time. >> So I just think that we're going to need kind of all hands on deck with the staff. >> The difference is that the buses now drop off at high school and exit the high school. So they're not now it'll be a little more complicated because they're going to come around the circle and go with the traffic back into the high school drive and then over to the middle school. Please. >> I I'm just thinking would it be advisable for I remember when we first opened that high school, we had people staff members out basically almost like directing traffic. You know,

028Dave Daniel did that. he was out at one end and you know we kind of they and they would direct parents and and staff and maybe that's just something we're going to >> Yeah, that's what Susan was alluding to. >> Administrators. >> I think you're going to need more than one person. I do need >> Well, I think most of the administrators too are out in front greeting kids. I know especially at the Graten Middle School they're all >> but at the end of the I'm thinking at the end of the day those administrators are usually pretty busy. They've got things going on and I think we need to make sure that we have a system set up that we're not dependent totally on those administrators because sometimes things happen 10 minutes at the end

029of the day and all of a sudden you know it goes a little nutty. Um my second question is about the concern about having high school and middle school students sharing a bus and what are we doing or what's the company going to do to ensure the safety and the security of those two different definite age groups. I had en envisioned in my mind the camera system, you know, but also possibly a a bus monitor and how much, you know, do you put the high school kids in the back have a seat that's empty between and then the um middle school students in the front? It's just an idea, but I wanted to know what they've come back if they've come back with anything about that, you know, because this is a major parental concern.

030Well, the plan is to have the high schoolers to the back of the bus and the middle schoolers to the front of the bus, >> but no direct nothing in between. >> So, sorry to interrupt. I would say the vast majority of buses we would have the space available to leave a row empty, but I couldn't guarantee every single there. There are a few buses that are, you know, pretty >> not close to capacity in terms of three kids in a row, uh, you know, three kids in a seat, but close to capacity we may need to utilize in a row. Um, so the vast majority of us, >> and those of us who've had experience with it, you don't need another bus patrol because you got those high school kids who are either listening

031in to their their phones and not paying attention at all or are seeing kids in front, the middle schoolers typically getting in trouble and and reporting it. So >> the the other districts that I've talked to are region four uh and then again uh the Ram area of Mboro area that way um they don't have as many middle school issues on buses because the high schoolers are there are really to act as big brothers and big sisters for young >> and they are big brothers and >> they want to be quiet so they can get their sleep in I think on >> and don't they don't we always have a bus monitor with the bus driver. >> No, >> we also talked about training that's involved in this transfinder. So, training of their bus drivers

032to take that multi-age group and how to handle that. And I think we typically every year do some training anyway, >> but this is going to be specifically related to your concern, Liz. >> Just wanted to make sure that, you know, still out there. And then Transfinder has some other ideas with cameras and even GPS monitoring so parents would actually know where the kids are on the bus. So >> yeah, there there are some other options out there. I think the biggest thing, you know, from my perspective and I want to make sure that there's portability. So I don't want to lock this in, right, >> to to a bus company, not let us renegotiate because we've installed all this stuff, >> right? >> So there are some different options for us to look at.

033Um the cameras were difficult, at least initially, unless there was other options out there I haven't seen yet. just in terms of the way they're installed. It's hard to take them off and go reinstall them somewhere else. But as Susan said, there are, you know, Transfinder has great kind of apps and software built in where it can just ping the parents phone and say, "Hey, your bus is running five minutes late." Yeah. Or the bus is running a minute early. Those are features that would be really nice for a lot of our parents and help our transportation staff not have to feel all those questions. So, I think there's efficiencies to be found there. We certainly >> So, can I follow up? I'm I I don't know why I'm I I I think I would

034like to have more information about how we're going to do the middle school and high school drops off in terms of transportation, what that looks like. And so I don't know I don't know what that means in terms of like you we are going to have we're going to have three staff members or three who people going to be directing the traffic and what does it look like that stream of buses just and and I get it to Lee's point. I get it that it's not going to be it's not going to be perfect at the very beginning, but my concern is is that if I think that this is what I'm hearing the community say is their concern is about that that the path >> the the path and and how that's going to

035look. Um and when will we have more information? I don't know who to look at or Susan. Um so look at Liz. Um she's in the middle. Um is um when are we going to have the information about one what the training is like? because I think that that would be important for us to be able to put in our public statement to say that our bus company is going to be having Xcurriculum um given to them about how to handle multi-age. I just think that that would be helpful people to know that that that we are requiring our bus drivers to have that level. And then the second is when will we know whether we're going to be able to have those features like the GPS? Um uh >> so I actually have a

036meeting with our rep already set up for Wednesday. Um so okay and then well Thursday we're meeting about the study. I have a separate meeting on Wednesday with the rep um about getting another license. Um so I will ask him on that day if he can provide some more details. Um I know that the training is something we' already kind of set up but in terms of their other product offerings I can talk about that. >> Right. And and is that something Susan that we would then have to as a board vote on in terms of as part of the that or do we just are we just voting on the change of the bill? >> I think the change of the bell I think that um we've actually allocated funds for this project. >>

037Okay. >> So unless it went over by a drastic amount, but I can't even imagine that. >> That was gonna be my question. Is is this when if you add more of these services, how much is it going to impact our budget? Yeah, I think if I think there's really a a really wide range of what you can do. So, some districts really go to the extreme degree of having, you know, cameras inside the buses, cameras outside the buses, and kind of GPS monitoring built in. That would be a very expensive option for bus. I think there are kind of cost effective things we can put in place that would both make people feel more comfortable with this change while not significantly increasing our cost. And if there are efficiencies we're going to find busing

038wise potentially, you know, cutting one bus, for example, would probably pay for all of that for all the buses. So, so that might be a great tradeoff in the end. And we might not realize that trade-off this year, but if we can project next year, um I think that might be it. >> And Sam, when's our contract up? >> Uh this this is the last year of it. >> So, we're actually in a really good we're actually really good. I think we have another >> We got one more year. I think it was five years, right? So, this year and one more year. >> So, Wednesday the day will be >> It's good. We get to Oh, I'm sorry. I was just going to say we get to kind of see proof of concept this

039year, know exactly how many buses we need. We can go into negotiations with really solid footing, I think. >> So, the camera things that Tom's talking about are in addition to what we already we already have cameras on every bus presently. And the buses also have GPS, but they don't have this additional feature that he's talking about. So we can pinpoint where buses are and what they're doing and we can see what happens uh on a bus after the fact. And that's what cameras are for is to see it after the fact and prevent anything. But uh these other features that he's talking about cameras that can see uh for instance cars going by when red lights are on those sorts of things. So this >> you can pick a lot of different things. >>

040You name it, they'll do. Yes. So, we have the Wednesday meeting to deal with Transfinder and get more details. Then, we're going to try to set up a meeting with the two principles, high school and middle school, like before like next week so that we'll be able to then I can put it in my my update my board notes and then we can also talk about it at the board meeting so we can answer some of those questions. >> So, can I move to the elementary? I I got um Adam and Do you guys have more questions? Okay. Um, sorry. I just wanted to see if um if Rita had to get a hold of me. Sorry. >> So, um, this is my question about elementary school. 44 minutes seems still like a really long

041time. >> So, I didn't want to put the data in there. It's less than our average. So, as of right now, the data they're telling me um that is less than our average bus trip length this past year. As of now, it looks like we are decreasing our average bus time >> by the average or that we have a couple of buses that do 44 >> by the average overall. Um there were buses according to the system and again it's hard I think we talked about this before. It's hard to necessarily gauge the accuracy of of last year's data just because it it's different people doing it. So, it's hard to it's apples to oranges in some ways. Um, but there were bus runs that were significantly longer in the system this year. Um, so

042overall, I think it's a time gain for us. >> Well, we were hearing from some public. >> There were there were a couple of buses that were close to an hour. >> Yeah. >> And sometimes on a on a on a bad weather day would take longer than an hour. And the other thing to keep in mind too, you know, when I say an average of 44 minutes, the the system is not designed like the GPS, right? So So if you say go here, it says 44 minutes. >> Um the system says every road is 20 miles an hour >> and the system kind of plans for worst case scenarios at >> as a default because it wants to make sure we have enough time. So when it says 44 minutes, we want to know

043it's definitely going to get there, you know, barring traffic or barring a weather event. It's going to get there in time. Um, so so yes, I agree that that does seem long, but I I hope and my feeling is that in actuality you'll see the average bus trip length be less than >> and the range was like 18 minutes to 58 minutes one. So you you know an average kind of puts it all together but it there were a lot of buses that were less than 45 minutes >> significantly less you know in 20 >> I guess for me I'm I'm thinking about like the kids that would come from leis in my area so the graten city area and then need to go to northeast >> yeah and and in truth you know the

044>> or in truth you know the best way to kind of explain how they did it that the vast majority of kids who chose to go to a magn right applied and chose um not always, but most of the time they're on a separate bus than the the majority of the other kids going, for example, to NEA. So those those NEA magnet kids will be on roughly a separate bus. Those magnet bus runs are longer than the average. And that's just because of the physical distance that they have to travel. So the vast majority of our kids are going to be on something less than 44 minutes. But those students who, you know, if you chose to go to that school all the way across town, you your bus run is going to be longer.

045But we do have those five buses that we can use for this purpose and we will look at that. >> So when you say we have those five buses is are you saying that the the people who um did our routes realized that we had we didn't need the we didn't need five buses that were in our contract >> based on the enrollment numbers that we had at that moment. Now what that doesn't take into account is any kids who come to us over the summer. So we will be working with transfers to add those students in. My my assumption is that as we gain more students, we're going to need an extra bus at an NEA or at a different school just based on enrollment and we'll realize >> or middle school >> or

046the middle school. Absolutely. >> Um so, you know, kindergarten is a great example. We gain a lot of kindergarteners over the summer. That'll boost numbers of some buildings and require us, but we have that flexibility built in. >> Do we know any more about the votes that's coming? The vote that is coming? I have not talked to Miranda about that but I can double check with her. >> Yeah, that'll make a difference. >> Yeah, absolutely. >> Yeah, and those are the fluctuations why we want that flexibility just in case, you know, Charles Barnum if they have a big increase in enrollment right at the last minute. We want people to add >> I don't think we're going to have that many families coming from a new boat. Having been on a boat family myself, you

047know, um most of those guys are single. A lot of them are bachelors and um very not, you know, I would say less than half are married with children, especially children that are school age. So I think that's that's not going to be that much of an impact. I don't know. There there was a question about whether we had enough places for the families to do it. So >> really >> yeah that's what we got maybe. >> So I I just want to make sure that we ask as many questions as possible about this because in two weeks we are going to be making this switch um and not necessarily about the bus routes though and I and I don't know if people have any more thoughts or concerns about um about the bus time

048ch the bus change. Wow. I'm going to try this sentence one more time. the school time changes for the Graten Middle School. Um, actually the high school and Graten Middle School. So, because that's what that's what the policy would be is the changing of the school day. Um, and do we have enough information? Are we satisfied with the extracurricular activities after school that we know that there have been accommodations made? I just those questions are the ones that, you know, I don't know about you, but you know, if we're out in the community, people are asking and and and do we have that information? So um >> well we have had several meetings with all the administrators in both schools and um and because it's really just a 20 minute adjustment it is not going

049to have an impact >> and if they they if they have a sporting event this is typical of what they do now that you know if it starts a little earlier then the kids get on the bus a little earlier. Um but you know that's really for PE places that are further away that they're >> Yeah, that's for like so it's not something that happens. Um >> okay, >> I just wanted I just want make sure that the board is aware that that that is really the goal is for us in two weeks to have that to have that vote and to make on that. So if you have any for if you like wake up in the middle of the night and go, "Oh, I didn't ask this question." Um I would just ask

050that they send it to Susan. Yeah. >> Um and that Susan would move it to the right person. >> We do have frequently asked questions on the website for families. We spent a lot of trying to answer some of these questions and we've gotten some information from families and we've and from you and we've tried to put it out there >> to do we have the times listed on the website? >> I don't believe we have put the proposed times yet. Could at this point >> unless you want to vote on it first and then we put it up. I think we need to vote on it. Okay. >> Because I would hate to have that time and then something happens and we don't have that vote and then Okay. >> Any other questions about

051this before we move on? Okay. Let's move. So, update on summer hires. Is that Laur? >> So, Lori is here. Hi. >> Hi. Good evening everybody. How are you? >> Good. How are you? I'm good, thank you. >> You're still a square. >> Yes, I'm a little square. Hopefully, I'll see you in person the next time. >> Yay. >> Yeah. So, um I just wanted to give a brief update um kind of spring summer hiring season. I know we usually do a more detailed update in the fall, but we thought it'd be good just to give the board a brief update. So for the spring season um the most of the job fairs were still being done virtually. So we participated in a number of those including um some focus on uh certified teaching staff.

052Um we had virtual job fairs. We had about three of them including one focused on educators of color. Um so we participated in those. And then most recently at the end of June, there was a job fair at the Mystic Marriott sponsored by the day and our focus at that was for non-certified staff. So um so we're continuing to work through our job fair activity um and it's been going along well. Um virtual for fairs although uh seems unusual but they've been quite successful for us over the last year. So we'll see how those develop in in in the months to come. But um it it appears as though we're going to kind of resume to in-person job fairs based on the most recent one at the end of June. So that's good news. Um

053most of our teaching positions that we had opened in the spring due to retirements, those have all been filled. We have a small number of teaching positions that we are still working on. Very late um late arriving resignations. We've had some individuals going back to graduate school or or moving out of state. So, we've since um commenced working on those and we'll expect to wrap those up soon. We can give the board a full update on the teaching positions for the charter school. And then a couple key administrator positions which I'm sure the board is interested in hearing about the IT director search. We have continued to work through that search process. We're getting um close. We're at a finalist candidate which um is meeting with Phil and Susan. So, we hope to have an

054update to the board soon on that. Um, the athletic director position, the full-time athletic director position for the campus has commenced and those interviews are taking place um this week. So, the committee has gone through a selection process to review all the applicants um starting to interview applicants. Um the initial committee will make a recommendation and there'll be a second round of interviews in the next I would say probably the next week or two. um that will then come up to the central office to include um Phil and Susan. So um so those processes are moving along and hopefully we'll be wrapping up on those administrator positions very soon. And then uh we will uh move on to the non-certified staff. We're in the process of wrapping up right now with the principles identifying exactly

055what they need for the start of the school year and we'll be recruiting for those in the next probably week to two weeks so we can make all those hires in August and be ready to go for the new school year. So um so despite you know how challenging the last year has been the summer hiring season is underway and proceeding as normal and you know we're feeling good about where we are. So um really no hiccups so far. I feel like we got a good head start, too. >> We did. You're absolutely right. >> Processes took a little time and but I think the results will be good. >> Yes. Agree. >> Yeah. Lori. >> Yes. >> I'm sorry. Did >> I'm sorry. I was just wondering um you said you you've been recruiting

056for a diverse a diverse staff um staffing. How how's that that been going? Um, what I'll do, Liz, it might make sense if maybe I can put together some of that analysis and bring it in the fall for the fall update. I don't know the exact statistics off the top of my head, but I'm happy to bring those. Um, one thing I will mention related to your question, Liz, is we actually did um take on two teacher and residence placements. That program was specifically designed to accelerate um educa educators of color into the teaching workforce. So, um, those two individuals have joined us. They're getting started with they've started their curriculum over the summer, but they'll actually be working in the classrooms in the fall. So, um, those placements are well underway. So, we're excited

057about that. >> Yep. >> How cool is that? >> That is great. >> Thanks, Lori. >> You're welcome. Any other questions for Lori? >> I look forward to hearing um further details actually once all those positions get filled. That would be great. Thank you, Lori. >> Sounds good. Thanks, everybody. >> Thanks, Lori. >> It's working. >> Should I just go for you? >> So, update on the facilities. Actually, I'm sure >> next one was summer. >> I thought you going to skip somebody else. >> Been right over me, Kim. Sorry. Oh, Bill. Sorry. >> I don't know what to do to go early. >> I know I'm just a small box on the screen, but >> he's just a small box. >> so Phil, the the background to that is um we had a an

058extraordinarily very long meeting. I would say it was like two and a half hours. And I mean it was really long and I just arbitrarily like stopped the meeting and and Sam had only one agenda item and it was the last one and so he sat through the two and a half two two almost three-hour meeting and um and then I stopped the meeting for him. So that is that is what that is. And so yes, I forgot that you were on the list but you're no longer a small square, Bill. You are a large square. >> Oh boy. Um, and I'll be quick. I'll make sure we give Sam plenty of time. Um, we wanted to give uh we wanted to give you guys um everyone an update just on the summer learning that's

059been going on both for our for our students and our teachers as well. So, I'm going to read I worked uh closely with Christy Post too and Denise Dittle who should be commended for their work uh so far this summer with our camps uh for our students. Um, and so I'm going to be reading off my iPad here. I took some notes. Um, as far as our camps go, we're off to a a tremendous start. Uh, we've spoken a little bit before at some of our other meetings about them, but uh um we have had an overwhelming response and the children are are definitely having a lot of fun. Uh, we've been able to visit uh Susan and I too to see this in person. Uh also survey responses from both the parents as well

060as the staff have been positive um and have demonstrated definitely a desire for more of these camps uh in the future. Uh we had our STEM camp where over 325 kids uh took uh took play took part in. Uh the teachers did an amazing job. They found creative and and engaging activities for the students to participate in. Um they used through the STEM grant uh we were able to utilize engineering in elementary um I'm sorry engineering is elementary materials from the uh Boston Museum of Science. Uh these activities ranged from animal habitats and nature in kindergarten to building rockets in rovers in grade five. uh students you utilized these the design process at all levels uh to determine problems to construct solutions to test it out and then to retest their projects over and over

061again. It was it was very cool uh to see our literacy camp also already took place. Uh we had about 238 students register for our literacy camp. Um again we saw the creativity of the staff uh shine through with some amazing activities and projects that the students were able to create throughout the week. Uh this was supported um by the summer teachers college materials uh that we had available. Many teachers utilize these materials to develop more skill-based uh activities. Uh we were able to spend time on the writing process, phonics, word work and a lot of a lot of reading which is always great to see. uh the kindergarten even was able to spend some quality time each day on social emotional learning uh by tying their daily readaloud to art and yoga exercises. So

062um so that was great. Our math camp um and our steam camp are going on now um the steam camp at the middle school. I was able to stop by today um and see both of these in action. Um and uh kids were working hard. Again, teachers were energized as I walked around to share with me what they were doing and to show me uh what the students were working on. Uh and the kids were really excited to show me as well. Um as far as uh math, we have uh currently 252 students registered. Um and through our collaboration with Kathy Fosno and her team um that that'll be the they'll they'll help really um focus the week. We're also thrilled to have uh Jan and Ham uh joining to spend time in our classrooms

063teaching new math games um as well as talking to our teachers about uh the learning landscape. Uh so we have a lot of embedded coaching going on um through uh Jan Ham and Kathy Fosno um to provide some really some professional de on the job training uh for our math teachers as they're teaching in their classrooms. Uh so that's exciting. So so we're hoping um this is going to be a nice leadin to our work with class uh Kathy and her team in the fall. We're we're doing a number of workshops for teachers as well that have already begun with Kathy. Um, I'll be participating in a couple at the end of the month and into uh August. Uh, and that work will uh again lead in into the fall. Um, as far as uh

064ESY, our extended school year program for our students. Um, uh, with special needs, um, we have currently, this is in session at Northeast Academy. Uh the enrollment is over 130 students participating in person. Uh which is our largest group to date and it's expanding daily as new students register. Um it was reported by Denise that the best question from the first day came from an incoming kindergarten student who had never been to NEA before and only wanted to know if the school had a playground. So that that was very important to our students. So, um, but other than the playground, they're they're they're focusing on language arts and math instruction in addition to socializing on the playground and during their mask and breakfast and, uh, snack breaks. Uh, each student's case manager from last year

065uh, sent assignments and activities to NEA that are individualized to meet each student's learning needs. Um, and the instructional staff to support it. Uh the camp is um or our extended school year program consists of a part-time uh school psychologist, a social worker uh who is co-eing. We have two speech and language pathologists and one speech intern uh an occupational therapist um a certified OT assistant, two part-time physical therapists, and two part-time BCBAs, uh board certified behavior analysts. Uh we also have a school nurse and a health aid on site to assist with safety and any medical issues. Um and a small group of students and staff will continue to attend the extended school year through August the 12th. Um so a lot of great stuff going on in district uh for our students um

066as well as our staff. um with in addition to the embedded coaching for the uh math teachers um other things that are going on this summer. We're doing a lot of curriculum writing um with our staff to help update um our our website uh to make those available for our teachers as well as for our parents. Um so that's an ongoing project um that I'm working with the department heads on. Um another great project is our through our DEI committee. Uh we are running a book club uh on culturally responsive teaching. Um the book uh we are reading I had it up here for um it's by um Zoretta Hammond and it's called Culturally Responsive Teaching and the Brain. Um it was started as a as a small group and and it was a pretty

067impactful read. Um so word has spread and and we've expanded into a book club opportunity um for teachers across the district. So that is um we have ordered uh books almost o you know over 30 books of you know for people who wanted to participate um I'll be taking part in that as well um as Susan will as well we're currently reading that um distribution of those books will happen this week and then in a couple weeks we will have our first session uh with our teachers we plan to have three sessions before the school year begins uh with the hopes that the conversations uh will uh will impact instruction and impact our school environments. And those people who are taking part in the book club will hopefully go back to their buildings and do

068some professional development or lead those discussions um at a faculty meeting or a TLI day uh to again help um continually uh have uh strong conversations about how to uh impact our instruction in a positive way. Um >> Oh, can I ask? We have a lot a lot going on, a lot to strengthen what our students are doing and to and to continue to get better as a staff as well. >> Well, I I emailed Mr. Davis today because I got a a message about that that we should be reading and I'm active in DEI, but I have no nothing. No, maybe it got lost. Maybe it's in my my spam. I don't know. But can you make sure that you send me that because I want to read that book and I want to

069attend those those the discussions. >> Absolutely. Absolutely. And I don't think those dates have been set. We were waiting to get the book in. Um I just got word this afternoon that the book is in. It's going to be delivered to the middle school tomorrow so we could be distributed, but I'll make sure I grab one for you. >> There you go, >> Phil. >> Yes, >> it's Liz. Um do you have a breakdown of like is it mostly elementary teachers that are involved or mostly middle school? What about the high school? Are they are is there representation from the high school as well? Where's the breakdown? >> Um I could definitely get that for you. Um off the top of my head though, I did see representation from across the district. >> Um but

070I can break that down for you if you if you'd like to see that. >> I'd be interested in seeing especially the secondary level. You know, sometimes we us whole secondary folks, we get caught in our front. >> Yeah, I'll take a closer look at that and I'll I'll let you know. Thank you. >> Thank you, Phil. So, Phil, I got a couple of questions. Um I you did say that the STEM camp had 325 people or kids involved, but um do we know like what is the percentage of our students who are attending and are we able to hit um the most at risk kids? I know um sense >> we can probably get those figures for you and I do know that um as far as our atrisisk population I know we're doing

071a lot of work with our tutoring as well um and we had uh each of the schools individually identify who those kids might be uh through work with the with the staffs and with the counselors. Uh and then the tutors reached out to those families uh personally to try to um set up some time to work with them um in small groups throughout the summer. Um I know that work is happening. I don't have the the figures and and and but they are reporting back to us as to who they're meeting with and how often. Uh so we do have that information. I know the camps were open to all and I think that there was a real um you know purposeful messaging districtwide and at the school level to encourage families to come. Um

072so >> and no one was turned away. So they >> turned away. So all kids were um >> in all caps. >> What's that? >> Was that done in all caps? >> What? All >> and and do we and how many of the high school students participated in any of the like online stuff? >> Um I don't have those numbers on me. I know I visited today and I saw them um you know that is taking part at the middle school the apex learning for the students. So I did see some classrooms uh hard at work today. Okay. >> I can get you those numbers as well. >> Yeah. Well, and that's something we're going to be tracking for our best anyway is that we're going to be collecting all that data on students participation

073in all these different programs. >> Okay. >> So, where's my student data manager when I need him? Give him one more thing to do. Santa told is the leaf. >> Any other questions um about our summer learning? >> It's very impressive. >> Are we mid in the middle of it in terms of when does it end? >> Well, the camps will um this is the last week for camps. >> Third weeks of camp and then um the steam has just rolled out. So, we have about three more weeks for them. Apex also, I think, five more weeks. ESY, five more weeks, and then all this tutoring is going out on throughout the summer. >> I'd like to see some of the camps and the I'm particularly interested in Apex. I'd like to see it. I

074saw it in the beginning. I'd like to see it now. Yep. So, maybe we could have some >> Yeah. Well, and I haven't gone over to the middle school yet, and I'm excited to see the steam. So, we'll find a date we can go over and walk through and check out both Apex and >> the Steam. >> Okay. So, what I hear the floor is that um that you're going to put an out an all all call to board members >> um to for a certain day to go out and see. Okay. >> I'd like to see of everything. I don't want to just show up. >> Yeah. No, I I think that I think that that >> So, the literacy and it's too late for literacy and STEM, but the math camp is still

075this week. I haven't gone over to Northeast Academy either and I usually do that a few times for the ESY program to check on them, too. >> So, I'll send you I'm going. Thank you. You can join me. >> That'd be great. >> Any other questions for Phil? >> All right. Phil can go back to being a small square. >> All right. So, before we go to review the referral list, maybe we should go to S. Okay. I'd just like to thank Dr. Piaza for doing such a concise report so that I would have the time to give my report. >> Big for you Sam. >> So uh the elementary school uh projects are are continue to move forward. Uh the we are now on continue to be on schedule to open in September on

076on the opening date. Um there have been a couple of issues at the schools um with deliveries of surf materials uh due to COVID uh you know a lot of factories were shut down during that time. So there's supply chain uh issues on some uh items such as uh glass >> windows >> the uh switches that Tom was able to get. I think we're going to be we're going to have to use those at the ele at the two elementary schools because he has them. We'll use those to get the elementarymentaries up and then we'll get them back to Tom after that and uh use them where he needed them. Uh but uh those items are Rick Norris and and the teams are really working hard to keep things moving along. So uh I do

077know that uh the furniture for instance is due to uh be arrive and and enter Cutler Middle School Cutler site uh the Mystic River uh magnet on July 26th. Oh, that's >> west side will be shortly after that. So, uh we're moving right along and things continue uh in spite of some of the issues. >> And when will teachers be allowed to go in? Do you have to have a certificate of occupancy? >> I think they might be delayed by a couple of days because the move is going to have to be delayed by a few days, but it they should have sufficient time to to get in before uh school starts. >> Okay? >> And we're taking all that professional learning time and really giving it to the schools. So besides the hour convocation,

078I'm not asking them for anything more. And principles will either do magnet getting together, going on tours, and getting rooms ready. >> Good. >> Yeah, >> teachers need it. >> Yeah, >> that'd be a nice gift to give them. >> Okay. And the middle school, we're still wrapping up some some items over there. And Rick Norris is hoping to come to the next board meeting at the end of the month. I think he'll be talking to Joyce and Susan about getting to that meeting uh to close out the Graten Middle School project. So he'll be calling Joyce to schedule. >> So the July meeting or the August meeting? >> I think the end of July. >> Okay. >> He wants to get that stuff into the state. So we need an audit done as quickly

079as possible. So we're talking about the last meeting in July. Um I have a couple of projects going on in the district. First of all, you may know that we're doing an asbestous removal at Fitch High School, which is mostly floor tile. Um, there are a couple fittings that we're going to do that happen to be in an area where there's going to be a containment anyway. So, we're going to do those while it's there. Uh, just some pipe insulation, a small couple of small items there. Uh, but they are presently in the cafeteria area. Uh, that floor was all stripped out last week. Uh they will be moving down uh the hallways hopefully head over to the 2800 the business wing and they'll be going around the building in that in that fashion uh

080kind of leaprogging. The tile guys are planning uh to come in next. They will smooth the floor. So, they'll go into this area that's already done, start their tile, then follow them leaprogging around the building so that by the end uh at the about August 20th, we should be done with that project and waxing that last section of of flooring wherever it may be. I think it's going to be down by the band room, but um depends on what the contractor really wants to do, but that's that's the plan at this point. So, it uh it'll be finishing up in the cafeteria today, I think, and moving out to the other area starting tomorrow. We also are doing a new fire alarm system at Charles Barnum School. Uh we started that about two weeks ago,

081new panels put in and so on. And even though the the school has 200 kids in it, um we're able to still do some of the work uh in rooms that the students and staff aren't in. And uh the uh contractor is very excited to know that next week there won't be any kids in the school. Not that they don't like kids. >> Just makes it difficult. >> Yeah. So they'll be able to move right along with that. Um, also, uh, of course we're working on closing the two schools, uh, as Tom BBE, who will be the move manager for Arcadus, starts to move things out of Claudechester. Um, then the items will be gathered together, like items will be gathered together, sent to the town by a photograph uh, for to go on to

082the website to go to auction. uh the additional items or leftover items at those schools. Uh it it isn't as uh not quite as timely as the last time. We have a little more time in those schools because uh we're not knocking them down. So uh some of the some of the items that look like we could still use them somewhere within the district. We will leave administrators and teachers will be invited in uh toward the end of the summer uh to see if there's anything in there that they could use in their classrooms or in their buildings. uh before it goes to auction. Um and so that's Claw Chester and SB Butler. Um and uh at Mary Morrison um once that move is made to the to move the stuff to the two new

083elementary schools. Then we will be uh my staff will be reorganizing that building because we're not we're going to save a lot of the furniture that's already in the building, but we need to make room for robotics which will be going there. They'll be using the caf the cafeteria gym and and a couple of the classrooms for some of their other activities that they do. Uh and we will have the rest of the building for storage of that stuff that we may need should we need to open that uh that building again. But so we'll keep that in ready form. >> And I think that's about it. sure you got it all covered. >> So, so I'm really glad that you're having a really boring summer that you're not doing many of the projects. Can

084I have a couple questions about So, so we're so so we have developed a new process with the town council, right, about the closing of the schools, right? >> We have had >> kind of we have a we have a process now about transferring the buildings. Premier worked one out, right? >> Right. Yeah. Okay. So, that probably should be somewhere. >> Yeah. Could that be look for Joyic's >> Could we look into that the Joyce or someone to look into just to make sure that we are because I I would like us to have that as smooth as >> Yeah. I don't think I've seen that yet. I I know that one I know that you developed one with the mayor John. >> I think so. >> But um >> Yeah. So we'll have to

085find that we're >> so >> adhering to their >> as best we can. Yeah. >> So, um, okay. So, because I think that that would be important that, you know, especially because with the leazison that we are that we're working really well with the RTM and town council, I would like to make sure that we kind of continue. Now, Mary Morrison, we're keeping in for a little bit for an undisclosed amount of time. Like it might be forever, it may not be, but we're using that as the potential of swing space, right? that if all of a sudden we get the submarine of the submarines of Lee's dreams and they're not bachelors but they're all come with families >> um all in the elementary school age um we would have a we we can easily

086>> create that into back into an academic like there's nothing that the we would have to do because we haven't closed the school down. >> That's right. >> Okay. And that's that that's >> it's going to remain a school until you deem that it won't be a school. >> Okay. So, and that's what that's the threshold that keeps us from not not having to worry about like any of the requirements that probably it might not fit right now. >> Right. >> Okay. >> Great to have some place for robotics. >> It's so great. >> No, it's a great program. >> Yes, it is. >> One one last item or two last items. We food service. We are we are still doing 1,200 meals a day uh to the kids. We're doing it three times a

087week, but uh providing 1,200 meals a day for the kids. Um and of course uh if you haven't been there yet, you should make a trip down to Eastern Point Beach because our concession is still there. C public schools. Uh food service is still providing that >> some really delicious meals, some nice salads. Uh also hot dogs >> and soft serve ice cream. So get down there and I think prices went up a little bit. Um but they're still extremely reasonable by comparison to some of the other sites around town. So >> chicken nuggets. >> And besides the three sites, the library, Brford Manor, and Mary Morrison, Ernie is getting to every camp, every rec camp, every facility to do the breakfast and lunch. So, I don't even I haven't counted all those places up,

088but it's been wonderful. >> That might be a um a nice way to start our school year meeting is to kind of get a total of how much of the summer lunch program that we did. But that was actually going to be a suggested topic is I wanted to know how the summer um lunch programs going. So, Sam, you can answer that. pretty good. >> And is is the um is the summer um concession stand is that personed by by graten staff and a student? >> There are food service workers there uh along with students. So we're employing students and and >> food service people that wouldn't necessarily have a job during the summer. So it's really >> great. It's great >> and and it's good food, too. So real quick made to order. >>

089Did we have the the free ice cream? Did I miss the second that you have to read to the end? >> Let's look. Can we have another one? >> So, get your ice cream. We can >> If you're on behavior, I'll talk to Ernie about that. >> Guess I'm off that list. >> I have a couple questions, Sam. Um, is the cooler under rooms and fitch that are carpeted? Are those also being I mean is like the band room is it being lift that carpet >> band room is not being done because that was tested and not be >> okay. What about the NBA area? >> NBA area is being done. There's a couple other carpeted areas that are being done. >> Okay. So, even if it had a carpet doesn't >> whatever was on

090there is going back though. the state allows us to replace it with light material. So MBA will be carpet again of the hallways and all those other areas and tile. >> Okay. >> I think the ramps, you know, there's a couple ramps in the building have carpet on. They'll have carpet. >> Yeah. >> Okay. And the other question I have is um maybe it's more for Susan. We were, you know, you talked about having time for the teachers to move in at the at the elementary schools and these teachers at the high school, especially in the arts and all that other places. Are they going to have the time to also be able to, you know, not have to be so focused at at the with training and stuff at the very beginning of the

091year, but being able to get into their rooms and set up again because they have art and um food service and all and all the business and the all the computers and all the other stuff. is time allowance being given >> districtwide and with the graten teaching learning collaborative which is the teacher administrative group that really determines PD we all decided less is more especially going back for everybody so really the schools are handling any kind of professional learning so middle school and high school I think people are going to have time to work in their departments they'll have time in their classrooms it's really a much more relaxed setting I don't have any keynote speakers or anybody body coming in this year. Um, and I kind of wanted to keep it simple like that

092so people could really get themselves back and acclimated and um, there's going to be some my there's my planning going on now and they'll be sharing that with their colleagues. So, but much less um, >> okay, >> and the best project does not touch very many classrooms. >> I'm sorry. >> The project doesn't affect many classrooms, right? Uh it it affects the offices across from the art rooms in the art art wing. >> Okay. >> Um affects the business wing. No, the classrooms were done in the in the last iteration. >> Oh, okay. >> Uh you know, most of it is hallway. It's the main street all the way around to MBA and so on down the band hallway. So, >> and the business >> and the cafeteria and the cafeter. >> Yeah, we we

093have some offices in the in the in the fizz area, but they're smaller spaces. >> Okay. I just wanted to make sure that we thought about providing our teachers with the opportunities to set up and to be ready to go. >> Good question. >> Really good question. Any other questions for Sam? >> Yes. When can we get a tour? don't look at wheels. >> So that that will be a thing that we're like I'm hoping that we can do a because I think I haven't been in the middle school since since it was before opened and so I think it would be fun to like do like a little caravan and go to middle school and go to the gene elementary schools once it gets open. So >> fabulous. >> I would love to have

094that. Yeah, you probably want to wait till the end of July. Anyway, >> we don't want any tripping over stuff. >> No. Yeah. No, I I would like it to be >> the more that's done, the better it will be for you. >> It's interesting to see it as it goes along, but if you just go one time >> or not not frequently. So, yeah. So, maybe that might be something even September when the schools are in >> would be better for me. >> Well, we go in Septe when we go in September when we when we've already seen foot traffic, right? You know, like the the hallway has already had a little scuff mark on it. Um, it's been suggested and and I happen to agree with the person that suggested it that we

095have some sort of open house at the middle school so that the public can see yes that building. >> I think I think Susan and I >> it's a really it's a really great building >> uh and the public should see what they've what they provided us with because um I was talking to Rick Norris for instance and lives on Grant Longpoint. He has neighbors down there that are not full-time residents and they his neighbors that are paying taxes, a lot of taxes knowing living there part of the time are saying to him that they're so happy that their money is being spent so wisely that they're really impressed with the way that we're spending tax. >> I wonder I wonder if we could do like a a community open house >> and and have

096the three buildings o the three buildings open. I think that would be fun. And maybe and maybe have something that each one of those, you know, a scavenger like a passport like you could go to. I was thinking about this as I put this on because I haven't used it in 16 or 18 months. >> How long ago? >> Yeah. >> Where we, you know, and it's almost done. >> Yeah. >> How old is that? >> Cutler Middle School. It's now it's now a relic, an antique. the collector's item. Thank you so much. Collector's item. >> The new two >> northeast and >> Oh, they had ribbon cutings at Northeast and CK. Maybe we need a ribbon cutting. >> Yes. Oh, that would be >> Thank you. But maybe we should even have a rib

097ribbon cutting for that tour with Middle School as well. And maybe that's actually part of I don't that's >> ribbon cutting because we have a couple of things to celebrate. >> Yeah, you're right. We do. Now, this um board meeting at the end of this month will be at Grton Middle School in the library and we're I'm inviting Dr. Grineer >> because we hung up. Have we hung them up yet? Where are we with the >> one of them? The other one's coming up. >> So, I got him two. One is bigger and it's on the outside and the other one is behind the um checkout desk at the library. So, >> I think he's going to be very excited. He looks great if he's graduation. They went to Nantucket or the vineyard >> and

098is doing >> anything else for Sam? >> Sam, once again, thank you to you and your crew for the work that not only have you done in this past summer to get the our two schools up and going, our two new schools up and going, but actually what your what your staff has done since 2020. and they just went >> it's it's the only staff in the district that has been here since uh March 13th of last year >> every day >> and every day and they've done a tremendous job. >> Yeah, we probably should do something special for them too. >> That would be great. >> And notice the boxes in the hall. I mean, that's, you know, all the ordering that's going on and getting ready to start the year better than, you

099know, better than normal. Um, his department helps us get, you know, Erica's been out there moving boxes around and Paula and and their organizing and then his staff will get them to the schools when they're ready to receive them. >> Nice. >> So, thank you. And make sure that your staff knows. >> Thank you. >> All right. So, we're going to move on to the review of the referral list, which is our attachment three. Um, the the the um wow, Kim, speaking is not that hard. um on the committee as a whole the R2020-8 which was mine um it's it doesn't say that but it's mine discussion of regional approach to transition academy and the need for al alternative high school um and how to support each um I I I just wanted to make

100sure that I would still like us to con consider that and I know Susan you know my feelings around using some of the esser grant to support our children our high school students to need a a different way that they learn a different way and they and they and we should provide them with a different environment. >> Now, transitional academy is typically is different, right? >> Um >> Kim, are you talking about actually having like an alternative type which meets in a different time in a different place? And >> um I I don't know what I don't know what that looks like. Um because I actually think that it it could be a regional. Like I keep on wanting to push it to learn um to have it more of a regional because I think

101that many of our many of many districts have pockets of kids who for whether it's mental health or other reasons are just not able to learn in a larger large school building. And so what would a program look like if they could have um like I think about Coastal Connections which is East Slime's um sort of alternative thing where they do half a day of academics and small classrooms and then it's internships in the in the community. Um and do >> Montville has the that Palmer Academy >> Palmer Academy which has a lot of behavioral disruptive kids and so or my understanding is that there's a mix of that. So it's it's not to it's not to meet the kids who have a hard behaviors. It's for those kids that just can't function in a

102large building that we found I think has come out of the cracks with the pandemic. Um, and so that was just my thought process is is is how to how to go about having a larger thought about it just than just me um and complaining to Susan um and or to learn and or to some of the social workers and I think actually there are some social workers that are on staff who really kind of support this thought process around that. So just to think about how to to do that. So that's what that was meant to. >> And the next one, review of report cards, I know that that was Rita Bulman's haven't report cards been haven't they been reviewed in the past recent years? I mean, >> elementary had had an upgrade in

103the standard base, but not the middle school and high school. And I think it's a good time to go that way because we're going to be looking at my and and how you know a standardsbased along with a regular report card. So there's going to be grading is going to change a little bit >> and I have and I can't speak for Rita but it really didn't go to the to the board the elementary um and so I think that and so I think that >> I did bring it to the board a few times. Okay. um just the the format. So the format changed. It went electronic. >> Yeah. >> And so I did share with >> I I just actually think it would be useful for the board to have a like this

104is sort of the report cards now. This is what we're looking at. This is what's going to happen in the future. That would be my >> remember some kind of what it was >> and I can't once again I don't want to speak for Rita because I'm not here. Do you think that we have had enough of a conversation about assessment of what went well, what went wrong with distance learning and the inequities? Is that or is that just ongoing? >> We just did all of those things were ongoing. >> Well, we had a climate survey and in the climate survey we looked for information beyond our typical climate survey. So, we compacted it so it's easy to fill in and then we added things to help gauge that. So, we're starting to look at

105the data. Phil who took tremendous time. He started looking at the high schools and look at the middle school and then the elementaryaries and we remember when I brought you it and I tried to look for trends but the questions didn't match up. So we redid the survey so questions matched up so you could see at the different levels okay how they compare. So we're just starting our analysis. will be bringing it um to the principles too and having them do some analysis and then I can bring it to the board because I think there are going to be pieces elements in there that will help us >> to know what we need to do. >> Absolutely. >> Phil, Denise and I are actually meeting tomorrow on the calendar. >> Okay. To analyze. >> Anything

106else, folks? I I have um at our last meeting you asked about maybe we should there might be some money to do the ID and would you like me to talk to the principal >> ID? You're wonderful. Yes, that's right. Our um so the >> I was on that committee. >> Yeah. >> And I would be and we actually have a new uh public school public library. So, so what you're talking about is this is out of the leazison meeting last week and um >> Oh, that's right. Yes. Trying to remember what conversation um that that we had and so um that would be a really good referral list is is the the action step around taking going from the the the library card and matching that with the student ID for the Goten Middle

107School and the high school >> for both. Yes. >> Right. Yeah. >> And we thought that using the ESSER grant would be helpful >> that would be a nice combined >> Yeah. I thought a way of of joining forces. >> Yeah. Sorry, I didn't mean to interrupt. No, the only uh kind of complexity to add on. So, I know there were initial meetings in the spring before so many things kind of snowballed about looking at kind of a a test group of students with the library to be able to do that. I think one card. Is that what you're >> car um at that point you know the sticking point we came to is that to disclose that information we had to have parent consent so we can look into that and have a test

108group and run it. The only other complexity we're adding in we are looking to go districtwide with our visitor management system for security reasons next year and integrating that into student ID card. Um I don't believe that that will have any you know issues coding wise or technically that we couldn't kind of do all of it and have kind of three uses to the IDs. But I'll look into that. >> Yeah. And and we have the money through 22. >> They have money through 24. >> Yeah. >> Through FY. >> So um to Lee's point, can we put that on the committee as the whole and have that an ongoing to do the one card one community? >> It's already come through correctly. >> It has to >> and passed there. Right. >> Right. But

109it just looks like it's a little bit more >> now. It's more complicated. just implementation. >> We're going back even long before the p not long before but before the pandemic. >> Um and and we do have a new library head now too, >> right? >> Oh yeah. Well, Betty retired at the Rotten B library. >> Oh. >> A year and a half years before she died. >> I'm a little behind. >> Well, that's that's okay. And you know I I would um and I've met her a couple of times. She's she's very young and very sharp. >> And we and um >> and we have knew we have knew you too. >> Yes. Yes, we do. >> Yes. So I think that I think that that Thank you, Lee, for we remember that. >>

110We talked that that came to present to us the curriculum was Jess Franco. >> Yeah, >> I believe that's who I met with. >> I want to say in April or March. >> She's wonderful. >> She is. No, in terms of actually the data they need is pretty simple. We certainly can provide it with them. It's just getting incentive to do so. So, you know, once we cross that bridge, I think >> and I think that with a good public marketing, I mean, who wouldn't want their child to have a library card and a student ID? >> Yes. >> We could certainly build something into the back to school. >> All right. So, we've added that, correct? And >> that's a wonderful community involvement. Oh, that's sure is. And once again, and and when you

111think about the ESSER grant, right? Um and town gets a bunch and we get a bunch. What a what a great way of partnering those two. Um because it is helping all >> Yes. >> Um and and realizing that for a year we weren't able to use our library the way that we needed to. We weren't able to use anything way that we wanted to be used. And we all know that it's always a problem during budget time that the libraries in general have a hard time getting >> right back. So yeah. >> Yeah. >> All right. Anything else on the referral list? So future topics really quick. We had talked about um I think at the retreat we're going to look at um the word handbook. Does that go on here? So um I

112want that yet >> that's 9,000. >> Yes. So what I would like to do is at the retreat um if if the discussion goes to that um I would love for a group to kind of come together to look at the graten handbook and the 9000s because I think it's a good place to marry and then it doesn't have to be the burden of Lee and and the policy because that's just like that's the that's the albatross I think. Um, >> and it has >> it's a lot of work to do. It's a lot of work, >> but I think I think that the data that we collect from your self-reflection might help us. >> Okay. I was just wondering if that was going where that was going to. >> Yeah. No, I and and

113what um Liz is referring to is that that was just part of the committee meeting that we had for the retreat is to talk about the 9,000 >> and we had talked about having a review of board policy hand the board handbook, >> right? And I was >> right. Absolutely. Absolutely. So I just >> Yep. >> Um and so for future topics for me um I I like the fact that that Susan and Phil make sure that we have the updates in the ESR grant. So I don't necessarily feel like we it has to come to the committee as a whole, but I just wanted to check that out with people that we get it in our board notes every week about what you guys are thinking about. And maybe at the end >> there

114will be a time because we have to submit this by the end of August and I'm going to have another committee meeting in July >> and we've already started framing out the financial aspect of it. >> Okay. >> So um you know that there will be a time that I want to bring it to finance and facilities maybe first and then to the CO maybe even in August. >> That'd be great >> because I have to submit it. So I do want you all to see what we're thinking and it has to really correlate with what we did in ESR one and two and then three extends it. So it's the same five buckets from teaching and learning to safety and health. >> But I what I like about the fact is is just that

115it keeps us it keeps it fresh in our minds if we're not meeting about it. It keeps it fresh in the mind. And then student data is there any student data that we have? >> Um what I'm trying to do is gather our SNP data. That was one of the things we were looking at. >> What's FNP >> respond to simpel? The reading assessments the rapid reading we we have I think just one indicator. We don't have two. So that one I think I have to roll out. That's for the secondary. >> Okay. >> Um ESPback is coming through but I have been asked four superintendents have been asked to join Azie to figure out how we then communicate this to the public. So no data has been publicized yet. um they use the word

116embargo, but it's really not embargo that you know um so we don't have um except for graten data that can't be shared yet. So I'm going to go to this meeting this week with Ajit and these other three superintendents. Ajit >> I can never say his last name. Um he's in charge of all of the performance office at the state >> state level. Okay. There is a large update coming to um Edite on Thursday and I do wonder when that is avail Thursday. >> Okay. I just we haven't seen >> Yeah. >> data. >> What about data on um our success rate for the AP lang exams? Is that I know AP I mean IV usually comes out around July 4th. >> I think we got some good news on the IB. >> Oh, I

117hope so. >> Yeah, we got good news on the IV. I we'll have to look at for AP. >> I don't believe >> SAT data. >> SAT we get regularly. I don't believe update. >> I may have gotten lost. very interested in how we do. >> I mean, there's a lot of things we've been keeping track of like attendance and >> chronic absenteeism and you know, >> you know, that might be really interesting to just that data just sort of what has happened. >> So maybe you and I can talk about how that what that looks like. >> Doesn't have a truency office anymore. >> That's been gone for a number of years. We have social workers and we have SRO's that tend to work with administration and counselors who know the kids so that

118they really >> are able to reach. >> Yes. I I remember hearing that I think in knowledge >> knowledge. >> Yeah. Yeah. >> Um they they did they found a lot of money. They found a lot. >> Yeah, they did. They did. >> So there's something about that. >> There is something about that day. But it it has more to do with um do we still have guests? I don't know if I'm speaking to them, but it had to do with the outplacements and making sure that people were living where they said they were living >> and that there were savings about >> um and then at some point just an update on DEI would be nice too. Um, and then I don't know about the rest of us, but I would love to hear

119more about the magnets, like how the magnet themes are going. Since now we're going to have all elementary schools, it probably would be nice for us to be burst in the magnets. >> Yep. >> That's just my thought process. Not that we have anything else to do. >> We just are everybody's just looking at Graten. Oh my goodness, look what you're doing. >> Right. I just Yeah. And I but but I just think it would be really nice for the board to be able to be versed in sort of like these are sort of what some of the things are happening and and stuff. So any other topic? I this afternoon I was talking with some local people at the college level and the concern at the college level is that how are colleges going

120to handle the or address the um the gaps that happened over the coron virus year and what's our do we have a plan to assess that what the gap are and and we have a plan for addressing it. >> Yep. We do. >> We do >> at our level. Yep. >> Okay. >> We're working on those plans >> this summer and we're doing pacing guides and we're looking at the different assessments that we'll be using and filling the gaps but also accelerating learning. >> So, what are we going to hear about? You know, >> I'd like to know where the gaps happen. Right. >> So that really um one of the pieces of information is the ESPback but it's embargoed so I can't share specifically at this point and we there needs to be a

121lot of careful analysis around that. >> We'll have another high school. I'm really concerned about the high school. >> I am too. >> Well, you know we do have this high school theme. I was actually thinking that that maybe actually for a while we should have maybe not during the summer because we've left we've cut out a committee the whole meeting but that like a half a meeting is like on high school stuff like on secondary stuff because I know that we we have a lot of like you and I have that >> like class sizes and and but we could throw in gaps and then we could have the elementary >> people come um someone come in from the elementary and talk about what what gaps are there. Yeah. at a different time. >>

122We just don't have the answers yet. >> No. >> Yeah. It's all out and it's going to be >> and I'm I'm saying the same thing that that I said before. >> It's going to be the same thing that happened with the last pandemic. Of course, I'm going to be alive, but it's so true. >> Who are you talking to? whatever the colleges are talking about is what we're the schools are doing which is what everything right >> you know it's just >> well I do know like my sister has been helping out in Illinois with kids that are trying to close the gaps and when they went when she she was very distressed because her elementary student she was working with the gaps were incredible yeah >> for a small for a small part

123but you know my thought has been you know those kids in especially high school, middle school where those gaps for all kids really but you know you just all of them there's going to be there's there's going to be gaps >> but there are going to be things that >> so I just futures >> we are so excited about being packed together in person I just want to remind us how we need to say this is beautiful >> it's really useless it is >> but is there any other um future topics so what I hear is gaps and learning and and and that's going to be probably not on for a little bit, but that's that's on our referral list. Can we throw that on too? Um so that we have a tracking place. >>

124Is there any other agenda topics? If not, I will take a motion for adjournment. >> Motion to adjourn. >> Have a second. I I have between those two. I don't really know for a moment. >> Okay. All those in favor? I oppose. Abstain the motion. >> Good night everyone. >> Good night. Good night.