10-12-21 Groton Board of Education Meeting

001Are we started? Okay. So, I would like to call the October 12th, 2021 uh committee of the whole board of education meeting to order. We have six members physically present and we have one beautiful member up on the screen along with Phil the other. So, if you see us kind of looking up there folks, that's what we're doing. Um, so I just call to order. I would like to um uh a motion to approve the CO meeting minutes of September 20th, 2021. And I have a second to that second. >> I've got Lee. Is there discussion on the minutes? Hearing none. All those in favor of the um of the committee of the whole meeting minutes of September 20th, 2021, please say I. >> I. >> Oppose. Abstain. That motion has carried. So the item

002number three is discussion of the elementary school magnet themes. What this is how this came to be. One, we kind of wanted to talk about the campus and I thought that we've started the conversation about the middle school and the high school um just to kind of get our sort of our feet wet about all the things that are happening there. The second is that we have five elementary magnet themes and I went to go rattle them off and I went And so, um, >> right. So, um, I I think that the way that Susan and I, um, sort of proposed that we did this tonight is just get a sampler of what is our different magnet schools. And, um, if you have questions, um, jot them down. Let's get them to Joyce and then

003Joyce can get them to the the principles who are behind me. That's why I'm making that motion. Um and um with that um when they come back to soon talk about student data, they can answer some of those questions. So once again, feel free to to ask questions. I'm not suggesting that we don't, but if if it's real specific that they need to kind of get more information about, they are coming back to present some data that they have that they have put together. So that's sort of what we're going to do. If does that make sense? This is also this was also on a referral list and understanding the different themes. Um so let's hear them. So um my understanding is that whoever wants to come up first just needs to kind of join

004our table and introduce themselves and their school and we have Dan Vaness who's the assistant principal at Katherine Ponowski Steam and they were our first magnet school. >> Oh. Oh Dan, good to see you. >> How are you Dan? >> All right. how you doing? >> It might be good if you wanted to start us out telling us a little bit about Katherine Kowski this year and some of the steamy things that you're working on. >> Sounds good. Um, so Kathern Kowski is a steam magnet school, science, technology, engineering, arts, and math. Um, you know, this year one of the really exciting things we have going on is we've partnered with the Connecticut Science Center. Um so they're coming in and doing professional development with all of our teachers um on best practices to strengthen

005science teaching and inquirybased learning in line with the NGSS. Um so they're doing three full days with our staff as well as a number of 45minute check-ins um based on different phenomena. Um they're also coming to the building 23 times to meet with the different classrooms and do hands-on learning with them. Um and then our fourth grade gets to go to the Connecticut Science Center as well for a day. Um on top of that, we have our usual partnerships um with NES, which includes uh going to Esker Point and Bluff Point for our first and second grades. We're partnered with Project O. Um so our fifth grade does a boat trip with them. Um there's lab experiences and um experiences at the school for third and fifth grade there. Um we also um utilize the

006Boston Museum of Sciences Engineering is elementary um curriculum K through five um along with coding, computer programming, and robotics experiences for all of our students. Um we have maker labs in both media and in art. Um, and then we're hopeful that, you know, as things um, ease up with COVID that we can get back to doing some of the fun stuff that we were doing like our science fair, um, our invention convention in the spring. And then, even though the first Lego League is not doing a regional competition, we are going to continue um, with having Lego League teams at the school. Um the last time we had one, we had uh so much interest that we ended up having two teams worth of students in fifth grade um which were highly competitive at the

007regional level, which was really exciting. >> Thank you, Dan. And this is a school that's been operating this way as a magnet school for at least eight, nine years. >> Yeah, about eight, nine years. >> So, um you can say it's longer than that. About 10 years. Yeah, I think it started out with a different theme and then it's kind of come together this way with the faculty work and the partnerships and the community. So, thank you. And so, um, who would like to go next? >> Ryan because he's also got an arts magnet. He's got an arts magnet and NEA was the second one to become a magnet school. people have to stick close together. >> Well, good evening everyone. It's good to see you all in person as opposed to over Zoom. As

008you know, Northeast is the arts magnet school and I think you'll probably hear a lot of similarities despite our different themes about what we do at our schools. I think it's easiest to look at it as a two-headed approach. So, we have internal projects where we have our special teachers that work with our classroom teachers and we have our external partnerships as we like to call. And um it's it's kind of been a reinvigoration of work at Northeast since the district has moved to five magnet schools. meeting. We have really taken a look at what we do and what we offer and really tried to take this as a chance to give ourselves facelift. Um, our biggest partnership right now that we are really embarking on is with the Mystic Museum of Art, which is

009right around the corner. We spent three hours of professional development there on September 1st with our staff. They came back the next day to meet with our staff and they will be working with all of our levels throughout the entire school year. Their staff is wonderful. Many of them have worked at Northeast before. So, that partnership is really strong. Um, we also had a visit last week. I hope you saw the article in the Bay from Cardi, which is basically a traveling museum on wheels. I think Kim Dick is here. I'm gonna give her another shout out. She wrote a a wonderful article, but Tardi is going to be visiting our kindergarten, first and second grade classes three times a year to support our arts curriculum. Uh we have a developing partnership with the Coast

010Guard band. One of their gates is coming to our school every Thursday to work with our band program and that will um that will really elaborate and expand over the course of the school year as our ensembles grow. And similar to what Dan said, because of the pandemic, you know, some of our staples are a drama production. Fourth and fifth grade has their own cast, their own production. We have not been able to do that in a few years. nor have we been able to do our celebrate the arts festival which is really a three-day arts festival at Northeast and in my entire time at NBA I haven't seen because of the pandmic so we are really hoping to get that going again this year um in terms of the internal projects that work started

011last year it's really a it's a collection of collaboration between our classroom teachers and our specialists teachers looking at ways that their curriculum lends itself to work in the performing arts, the visual arts, and really that cohesive piece between our specialist teachers and our classroom teachers. So, it's exciting. It's it's great timing that um all the schools have shifted because it's really lit a fire within our staff and has allowed us to kind of reflect and rele >> okay >> unless you want to travel in the room. >> That's all right. It's okay. So, um, we're discovery, nurturing, creativity, and curiosity. That's what we have. Um, so we we put two things together over the course of last year. We didn't want to lose our life as good, um, component. So, we wanted to keep

012that as part of our theme. Um, and right now what we're working on is we've got a group of eight that are working on basically a train to train model. So, we worked with um, one of the people from Boston. They came down before school started so that we can run our own what they're called boosters. Um, It would be like people that would travel to Boston and they would do an evening thing on Thursday or Friday nights for a couple hours to say talk about it and share experiences of things that go on with that market. So we're actually going to be those people. We're just going to do it. We may partner with Mystic because they have a lot of people trained as well just so that we can spare ourselves out. So

013that's one piece of what we're doing. The other piece um that we spend all of our time focusing on is actually Friday afternoon for 80 minutes we shut the school down and we um we divide into clusters is what it's called. And so we have three different sessions. Um there's no special ed, there's no intervention, there's no specials, there's nothing going on at this time. It's 80 minutes at the whole school. So, like if you drop everything you read for reading, it's the same thing that we're doing for them. Um, fourth and fifth graders all get to pick from 10 different clusters groups that adults wrote. So, we have um like a drama piece that someone's working on. We have a food uh thing that someone's working on. We have world travelers. We have different

01410 different clusters that kids were allowed to pick their first, second, and third choice. And then all fourth and fifth graders will go to those different classes and they'll spend the 80 minutes exploring that activity that they chose. So it's all interest by the teacher and high interest by the student. Then second and third did the same thing. Um they had 10 clusters that they offered. Uh it didn't go as we just talked about it didn't go as smoothly as fourth and fifth just because the age. But now that they've been in it for a couple of weeks, um they've kind of managed to pick it up and they when it's fitness, they're in the gym, they're watching videos and doing exercises. There's a whole list of things. Like I said, there's been and then

015kindergarten and first graders we didn't want to give choice to. That's a bad idea. So, um what we did is we chose to go with starter projects. They're called super starter projects. And it's basically um an investigation. All of um kindergarten right now is We cut all their classes in half. So there's six kindergarten classes and there's about 10 in a group. They're all working on a puppet project um that we are collecting for and first grade is working on and studying about animals. So we don't know how in theory K to five should be all in clusters and they should be able to mix together but I won't so I basically said no to that like we just got to start >> and we worked with Yukon with the renitude program. So this is

016really >> we did send a couple of people we did send a couple of people to um comfort. It was all virtual um and they were all over the place. There were only a couple people that went and then um uh I'm sure we'll look into doing that again. We do use the online platform. We purchase that. So the kids all take an interester and it tells us um how they like to learn um what they like to learn and how they like to present what they've learned. So you know everybody has a different way of doing it. And that's the next step for us. We did it. It was really for the adults who haven't used it yet. So the next step will be more schoolwide infusion of this so that they can use

017any other classrooms. If you've got a kid that's, you know, reasoning through the work and they need something extra, we can give them a project to work on that's not extra work for the teacher to look up. It's all it's all contained in that program. So that's where we stand right now. Is that based on the is the is based on the red program >> and could you give us two seconds about what what this >> Well, it started as really um uh gifted and talented. >> Okay. >> And we we're we're twisting the words to it um exploring the gifts and talents that because everyone's got gifts and talent. So that's it was it started as a um gifted and talented program. the online platform now once the kids go through it um it

018hears I think there's there's a whole bunch of pages there's like 27 pages they click on smiley faces on how much they like or dislike something and at the end it pulls off the internet a bunch of activities that would be geared towards that individual student that we could choose from we have not we've done it but we have not used it if that makes sense >> no we kind of looked at we're not ready we're not ready to look at it one a time for us. We figured if we run these clusters, take a couple weeks off um after um Thanksgiving and then we'll set up a whole new set of clusters that'll give two big groups to work with the support from >> much like we started with the board's support to do

019enrichment before and after school. This gives kids in all of our magnet schools an opportunity for enrichment during the day. So, I think that's exciting. All right. >> Thank you. >> All right. Great. Mr. Miller, Jamie, they must be saving the life. >> All right. So, uh you all again um Mr. River is um our plane engineer magic school and um just like Seth and Jamie are building the ship as we go. So um we have partnered with with life is good out of Boston and we have also partnered with the dactic children museum um and we are starting slow. We are um building what we are calling electives is calling them um clusters but one of the things that we're doing is um each term we're offering something different to students. So term one

020our focus is really on on play based activities. So what we're currently doing is we do something similar. We're on our our Thursdays. Um we are offering enrichment for students throughout the day and then we have an hour block at the end of the day where the school shuts down and we're doing those players activities. So we've got um our support staff pairing off the class for teachers and they're designing play activities for each classroom. Um one of the things we incorporate this week is more of like building based activities. So we have one of our social workers and one of uh our art teacher were celebrating uh Hispanic Heritage Month and so they were doing salsa dancing and gym uh which the kids really really love. So we're we're really looking at the same

021thing uh really looking into every child's uh gifts and what it is that they're interested in as we plan for these activities. teachers have met. Uh we use some of our our last P time to start looking ahead and crafting term one, term two and three, which is our focus on our student electives. And the intention there is to get more into where uh grade levels are really starting to craft choices for kids to pick uh that they would focus on for each of those two terms. Um they there's only one other school that we know about that is doing this and they really wanted us to be cautious about how we are rolling out year one meaning that um they try doing electives in every term and it was a bit of a beginning.

022So I think having the partnership with Mike is good and focusing on those play based activities for term one and really shifting to this return two and three. One of the things that we're going to be careful about uh for this year is when we are offering electives for each grade level or they keep it within a grade level. So for example, grade four will create electives and each of those uh classrooms the kid will pick one and they would have it run out versus next year we're looking at maybe crisscrossing some of those where a second grader could pick an activity a fourth grade teacher. Um, and they're all based around, you know, some of our curriculum objectives, but we could introduce drama, some of the arts and all those things. We are looking

023at doing a student survey, too, to give us more of a broad-based um idea of where it hits us all. Um, so those are some of the things that we're we're continuing to work on. Um, we did have all of our staff is now trained in life because they came uh prior to the start of the school year, which are teaching. Uh, it's a two-day training. We are looking to move forward to train a smaller group of teachers uh for the 303 which is really where we sustain our program so that we don't have to keep having more coming in. Um so those are some of the things that we're continuing to work on. We're using Emma Rotten to really make that stronger connection with the children's museum to find. >> I've heard two of

024you talk about life is good. Is that the brand? >> It it is the brand, but there's they they they also offer what they call a playmakers um academy, if you will. Um they are a company that is really branched off and they're really focused on trauma with students and how they can really have an impact on that trauma uh within the classroom. So the focus on the Chinese teachers really think about the kids in front of you and how you can incorporate play you overcome that some of that challenge kids have um have experienced one of the things that the future training is when we talk about snake and they they talk about how there's some of our kids that are in front of us they really are focused on it's really about survival

025that's that teacher you have to keep that in terms of you know as kids come through and they're presenting in certain ways, what are what are other ways you can teach and make play. >> Okay. Well, I was I was just wanted to make sure that it is the company >> that is involved in this because it is a brand >> and we don't want anybody to go like >> they actually the CEO was very responsible creating these >> um workshops up in Boston. just not aware. >> Yeah. And our teachers brought it to our attention. >> It was our teachers across the district who started going and brought it to the principles attending the board aware of this. >> Yeah. >> The nice thing about it too is they they are fostering and encouraging

026school partnerships and they work very closely with us to make sure that we aren't crossing those lines. that it's a great partnership. The teachers love it and it's really impactful on the students. >> So, we don't have to worry about kids coming to school like this teacher. >> It's okay. >> Can I have a question? Um, can you tell me what the difference I I what I appreciate about what Dan and Jake did was that you guys there's a lot of similarities, but there are some differences. Um, can you tell me what the difference is between you and Z? Yeah, I I think with our school in particular, we are focusing on how um play in in general can impact our student learns and so we are looking at ways to inuse play within the

027course of our of our school that started with kindergarten and first grade in particular about how we can infuse different models of play as we educate. Um, but more importantly, I think what we're trying to do as well is incorporate these communities, which is really about, you know, how students learn, how they be they can be creative and interact with their learning, whether it be science and math. Um, and that's something like I said earlier that we're kind of there's an ingenuity piece, there's a creativity piece and that that kind of goes along. I think we always think of early childhood and Gaj who really set the stage on play that is a learning field that children you know um communicating and working with their environment that's how they learn scientific you know models and

028strategies and so I think this just says that all kids you know learn through play-based activities and things that really engage them in wanting to know and understand things better. Phenomenal. Like in science, >> it's exciting. Like I said, we're kind of building the ship as they're going along, but the teachers are very um they're very exciting. >> Any other question? Andrea, I think what in terms of I've been asking for a long time for us to given the opportunity to go to those professional development workshops that at a training teachers and I think that would concerned about I would like to move Speaking [Music] of professional development, our first professional project was the day of the hurricane. >> We would not have wanted to go there. >> It was such I couldn't believe it

029all summer. I was like a storm on this day and literally teach you about boats and but working with projected but I was just thinking that would have been so great but so James River we are environmental marine science and we have as speaker said we're serving really really well but slowly so that we can make sure we're doing everything really very so Um so we have partnered both with predo and women science and sailing and we have two americanore members at our school daily in addition to the nest educators who sort of oversees the two Americanore members and these two Americanore members are they have a background in science and they come in and they teach hands-on lessons to students weekly. So um the K class will have music and that same day that

030they have music they'll have in there for a lesson and depending on the grade level of course what they're teaching them the teacher sees in there. So sort of that job too clear about the lesson. Um we also have our tanks we have our tank now into the magnet room and our fourth graders were the ones to gather the critters that are in the tank. Fantastic. Susan was there when they came to see their finally the critters in his tank. So, one thing with the tanks, they'll be able to feed them. Um, we have just fish and some snails in there with crabs in there. Um, but it also will be a nice learning experience for kids to be able to take the temperature, the salinity, the density. So, they're incorporating obviously into that. They

031can also write about them. So, that's what's going on in the magnet room with mass. We also have um the magnet space used on Wednesdays when we have enrichment going on. So beautiful enrichment process in the magnet space and it's um with Emma Brner who's also our magnet coordinator. She's been doing different composting lessons or growing plants. They're showing seed and how to work without soil. So that environmental piece. We just got our worm composting. Very exciting. It is. No, it really is exciting. Chief Meridian Grant um through Green Leaf to be able to get a recycling system in our cap to then teach about how we can use um the different things we need to then you know replenish and um have our worms create the soil they use to grow. So that is

032an exciting thing going on. But also on that Wednesday we have um art enrichment which she's using um recycled goods to make different art projects. We're also doing um in media they're working with our people who do technology and then they're also having strong on those too. Project O is in our building at least once or twice a week for uh the year-long project that developed for us which at the end of the year they'll have a take action and um it'll be sort of that culminating event for each of the grade levels. So, um, depending on what it is, kindergarten, they may go clean up at the beach. Whereas fifth grade, they're going to go outside and, um, they're going to be working with thinking cleaning house, which we don't have yet, but we

033might partner with the high school. We haven't gotten that one yet as far as how that end project might look. The grade five also is working the project go through a DWE grant. Bet stands for gay learnership, education, and training. very large grant um which was phenomenal that we obtained this grant because um teachers go to nine with side to go and they experience what the students will be experiencing. They did get out guests last week and um what the students will be doing are they're going to design outdoor spaces that'll be then done in March through the end of the year and we'll be putting in like a pergola rain garden but it's all designed by them. So they're out there scoping the areas now um to see really how it would fit, you

034know, what would be good in this area, what would survive for plants. So they'll design that with input from other grade levels and they'll be able to have a like sort of that big huge ceremony at the end. So um I actually see it at the end of the year. Um just looking at my notes to make sure I didn't miss anything. And um we're going to be having waste investers once we get our recycling program up which are going to be sort of our green team at the school are recycling bins and um systems in place for that. So that's sort of an update right now of where we are at. I think I was going to say one of the best ways to really kind of see for yourself and experience it is

035to do a walk with me and and see the different schools, especially the new schools. I know we're being careful with visiting right now, but I'm hearing in a couple weeks that even our little children will be able to, you know, have vaccinations. So, I can see the day that we can absolutely walk through. And we're talking about doing an open house in the new buildings, you know, after school hours too to bring people through. So we're excited. They're going to go out on October. It was all based on the tide. So they work with that too to figure out as much as they cance these are all the things the principles have talked about are things kids never forget. You know, this kind of learning, it's not like you're memorizing for a test. This

036is the kind of indepth interesting kind of learning that kids hold on to and it could be end up being a career pathway someday if they really love it. >> Reminding me too, we have met with the high school which is right down the road. We met with them last year and then October. Okay. 12. Um but we just not with co we were thinking of doing media virtual because they're um they have their tank of course and um so we might start that sort of mentorship but we just haven't gotten yet trying >> I'm just asking to wait one second. I'm gonna get Andrea and then I'm gonna go to you. >> No. We're working on information because we're developing as we go. So, we did we chose not to put anything together because

037we weren't sure how it was going to unfold. So, as we go through it like we're currently working on a new mission statement, >> that's what we would be sending parents. We'll work with Emma works with us as well. So, we're working on that >> and I think Rebecca is also as our communication coordinator. I think we put together some flyers and some things that are up on the website that that will continue as more of this work. Yeah, that's a good idea. >> Yes. I just wanted to say that we really can't I can't hear anything. It's all muffled. Um, so unfortunately I heard a little bit like every once in a while you'd catch a word. Um, but it's not clear at all. I don't know if anybody else that is virtual is

038having this um issue, but I just thought I'd let you know that um you really we really can't hear. I think it's a mass and it's the turning of the heads of when people are speaking like I can hear Kim and Susan very clearly when they speak because they're facing forward, but the rest of it you I totally missed. So I just I just I I I heard Dan very clearly because he's also virtual but the rest all came through very um muffled. >> I think we're recording this also Rita so I think it'll be interesting to listen back on it. >> Yes I will because I' I'd really like to hear about the themes. >> So thank you. I just wanted to let you know if there if Mark if there's any improvement or

039if it could be a little louder maybe or you know something for the virtual audience. Thank you. >> Thank you. I will make sure that people will face forward or at least face um the microphones on >> um things but thank you for that feedback because we would have gone through the whole time and not realized that people couldn't hear us. So, thank you, Freda. >> Kim, this is also microphone. So, if they're here and we're away from them, maybe they could take off their mask. >> Okay. Thank you. All right. So, >> I have a question. Uh, and I don't know if anybody can hear me, but I'll do what I can. Thank you. So, we've set up five elementary schools with magnet, each with its own magnet theme. uh is there anything in

040place where we evaluate uh measure the success of the programs or are they fixed? Each school does has its theme and you know come heck or high water this is going to remain the theme of the elementary school or is there what's what's the process for saying especially with the ones that were newly introducing as opposed to the veteran programs process for determining whether a program is successful. How do you measure success? >> So you're talking about the quality assurance, >> right? Right. >> Yeah. >> Make a school. Is it is it number of bodies that say sign me up for that one? Sign the kid up for that one or how do we know whether it's working? >> Exactly. That's exactly one of the things we've noticed with Katherine Pnowski being the first was

041they now have 40% of their population that are outside the neighborhood zone. So even seeing evidence that people wanted to go to the school but I think we do a lot of surveying with kids and it sounds like it's in the interest and the survey and the feedback that we get about the enrichment programs and we do that with parents too. So I think we can look at that data and maybe tailor some of our questioning to the magnet themes with parents. Um and then of course we're always looking at data and how the kids are doing academically and we really believe that providing this enrichment is going to help kids flourish and being better in their core subjects. >> So there's there's interest that the kids express or that the parents express on behalf

042of their kids. We also, it sounds to me, expect to see some uh some performance improvement in kids performance and learning by the time they get to middle school. And I I understand that these are long term long range things. You're not going to see something even within a year, but do we have any do we have any any chronological benchmarks? We're going to revisit this in a year or two years or or whatever it is uh to to say, well, this is this is a great program. Keep going. or this isn't working out the way we thought. Again, define working out uh and we should revisit this, we should do something else, cut it out all together, etc. Uh rather than just, you know, moving forward because these are pretty titles. >> Well, I

043think that you've heard too from the principles that this is a growing process. You kind of grow into this. I know with Cathernology, they actually shifted what they had done in the past to do something that was more relevant. I heard Ryan say that it's kind of given them a reboot and vitalize revitalize their program. So I think that's what we want that continuous revitalization and growing of these themes and and really aligning them to what kids are interested in and teachers are interested all the time. So, um, they do have their titles and we've got kind of got an idea, but I think it will be something that we continue to bring back to the board and share with you some of the things that we're finding just like we do with the summer

044enrichment with the grants and the programs like I did this summer and some of the um, feedback that we get. But to Dean's point, we as a board are responsible for the policy and sort of the the curriculum that happened. And so I'm wondering what type of information would we want to have and how regular would we want to have it so that we could make a determination that magnet schools um sorry we had a tap this week um that we know that that it's happening. I mean is it is it once a year that the that the principles kind of come back and they kind of share data about what they what they know about their theme as they've developed? I mean, what I'm hearing tonight, please correct me if I'm wrong. I'm going

045to keep coming back to you guys, though. But I'm addressing you, is that many of your PR, many of the principles are saying that they are just they're trying to go slow, that they've gotten advice that don't move quickly that bring things in. So maybe this year isn't the year, but how often does the board need to have the magnet teams come back? That is a good question for us to evaluate that. There's there's another question, a followup that I have now I'm thinking about it is would the institution especially of the newer programs is there a risk that we run again the elementary school would prep the kids for middle school would prep the kids for high school would prep the kids for whatever they're after high school that's the theory u do we

046run the risk with any of these programs if if the programs are really what the what the school's organiz around. Do we run the risk that any of these new programs might actually result in um I'll say it uh lower performance by the time the kids get to middle school that we've basically gone off off track. We met well and that we have a cohort of kids that uh for example had a wonderful time but are not up to snuff. Again, defining what snub is, right? >> You know, are they scoring better or learning better? Are they etc. Uh, and this is a general question. I'm not picking on any one of these programs. >> No, I hear you because I think we're embarking on something new, right? And so we should be very careful

047about what what we're doing and that we should be able to sort of monitor that. >> But I also want to um I I do want to um address these all these five schools have a core curriculum that they are required to do, >> right? >> They have they have benchmarks that they have to meet in reading, math, science. So there is a core that all these kids are getting. It's just that the magnet is giving them an interest so that they can address those cores. And I think that's what we we forget that sometimes that happens and and we get excited because this is really cool stuff. And I wish my kids had been around at this time. I wish I had small children. I do but not in this state, you know, that

048are grandchildren. However, um there is certain core requirements that are that's a board approved curriculum that these kids have to go through. So, I think that's I understand what you're coming from, but I want I think personally if I was a parent, I would still be very much confident that my kids are going to be prepared for the next level because I I I'm confident in our teachers and in our our school administrators that they're going to make sure that they're going in that direction. >> So, it's a question of PR because we're promoting this program. We're promoting a new program. It's more comprehensive. And so the the traditional bread and butter, the reading, writing arithmetic, it's it's not in neon lights the way these things are right now because this is what's in front

049of us. We're not going to see an agenda item saying here we go reading arithmetic. The agenda items are the sexier things if you will. >> So I want to make sure >> pretty um enticing too. I would say that the work that we've done with for university with track with NGSS all of our cores are really recognized across the state the way that Bratton has rolled this out. So our kids love just as much reading side by side with their book buddy or having a lesson with their teacher or you know doing some math problems in think tanks as they do even their enrichment. You see that same kind of excitement. That's why I'd love to be able to bring you through and kind of showcase what the core looks like and then what

050an enrichment piece looks like. And maybe there's some filming we can do later on in the school year that could actually showcase this to parents and the community because I think you had some good questions. But like I said, I did mention the academic part um is one of the things we with all of our $10 million worth of grants, we've not only surveyed kids and families, but we've also looked at the data and we found each and every time that the data has shown that kids make tremendous growth and most of those events were around the main core curriculum that we've noticed that. So we will continue to look at the data and look at all all different things you know both the the hard data and then the other you know kind of

051qualitative and quantitative. So we do get though we haven't in the past year because of the pandemic has made that impossible but we do hear data a lot um on the board um specifically um around that. So that that's going to be another way for us to benchmark. But Dean, to your point, I would be curious about what how often the board would like to hear updates and maybe not not the the the show, not the show, but the the information that we got today, but like when do we want to hear about how are specifically the new magnet schools, how they're doing? What are they finding is being successful? What are they finding that's not? I mean, I think to your point that makes sense because why keep a magnet theme if it's dead

052in the water, right? But we have I mean, we have to give it time. We can't say we can't say, "Well, tomorrow just not working, so we're going to get something else." But I I think I think we need to think about we don't have to answer tonight, but we need to think about how often we need to hear about this specifically since it's a new it's a new adventure for us. >> Okay. Well, maybe new for us. We are certainly not the first district that's ever done it. And so I'm sure there are uh best practices out there for how school boards are evaluating. >> That's what I didn't create, >> right? But I mean we're doing a very easy way but there must be best practice how to determine how district >> like

053learn right next door right learn does high quality you know magnets and they they have ways of assessing so that's one p one group that I can go to. Um I I would suggest putting it on our referral list and and maybe three times a year for the new schools, you know, and having Dean's suggestion evaluation of magnet school themes be on our referral list and you know maybe January and then July or June we could look at it you know again. >> So maybe three times a year. >> Yep. And we have that calendar that Susan and I still follow in terms of what do we talk about in January? What do we talk about? Right. >> Throw that. We could throw that in. >> Right. >> That's a really good idea. Dean, thank

054you for um >> Yeah, >> that's great. Thanks, Dean. >> Did you have other questions? >> Oh, no. I'm out. >> All right. If there are no more questions from the board, I'm going to let our very dear colleagues. Thank you guys for all the work that you do. Steve and Jamie for not only bringing in a new magazine but also a new building with all those >> here. Bye guys. Thank you. >> Hold. I forgot to say goodbye to Dan. So bye. >> Bye Dan. So funny. All right. Um, so the next item is on was from our referral list, which is actually it was it's from our referral list and it's also from our last board of ed meeting that we tabled. Um, Miss Joan has been patient in waiting for this so

055that she can get this to the town because they need that as well, right? Yeah. And so um the so the first thing that we need to kind of take a look at is and Rita I believe that this came from you is your request the possibility of going to one um committee the whole meeting um a month and so I'm bringing that up because that was on a referral list um and I just wanted to know where people let me just talk about what the current practice is sort of with a mix because it's pandemic and so a lot of stuff has happened. But how it was established was we would have a committee of the whole meeting that was um specifically geared towards like a curriculum and maybe some miscellaneous but curriculum and

056then the second committee of the whole was on finance and facilities. Um, and so we would try to clump likeminded things in those two things and then have the regular board meeting at the end of the month so that whatever we talked about in the committee of the whole, we could then vote on it because we've got the information. Sometimes my my style has been especially if it's an in-depth issue that we have to vote on. You'll see it on the committee the whole vote times so that we can really make sure that we understand what's going on so that when we make a vote, we're making an informed vote. Um so um that's that's sort of what the practice has been. Um so that's where it stands. I don't know how people feel about

057going to one committee the whole I would like since I have almost no skin in the game. >> Okay. >> Um if we go to one meeting that's we haven't been asking for years. Um then what are we doing here? Can we do it in one day? I I needed the CO meetings myself. This is where we can talk about things and and have consensus and things other than just curriculum or facilities. I think that the idea of going to one is insane from someone who has no skin in the game. Um in theory I would love to go to one. In practice I think it's ridiculous because I think it would be too long. I know that after two hours I'm I'm I'm toast and it's hard for me to stay focused and we

058tend to have a lot to talk about and and especially in this time period where we have a lot of change going on and things that need our attention. I don't think at this time that going to um one meeting one CF a month is in our is in the town's in our kids best interest. I just don't think so. Um, not that I don't would like that, but I think, you know, we need to have I still think we still need two CS um and then to have the regular meeting. So, a total of three meetings >> plus whatever committee meeting >> plus committees and that that's a different thing I want to talk about a minute but I'm not going to go there right now because we're talking about >> just Rita and

059then I'm going to recognize Andrea but Rita first >> um I I would make a compromised um suggestion that in the summer we never had as many meetings so have one committee the whole in July, one in August and then the regular board meeting and then if committee meetings you know wanted if the committees wanted to meet they could but I believe at least in July and August there should only be one CO that's just my feeling >> okay and I think in December we tend to just have one two because of where the holiday >> and in December also yes >> that's probably the only that is that right? >> Yes. Having probably I'm the only board member that really and I would never say that it was a ridiculous story but I would

060I think the idea of where we get tired and then we just zone out. I think that I think that is very valid as you said and to come down to one. >> Okay. So I look at it this way. The board has the board is what matters and the board has a volume of business to deal with and that volume varies and what we do is whether we commit things to the committee as a whole or to specified committees, the standing committees or ad hoc committees to chew on things, digest and bring it back to the board. uh you know I I think if we got rid of a cow meeting we might have to beef up the other meetings the policy the curriculums the finance one way or another the work has to

061get done so whether you have one giant cow or two smaller ones it's still going to get done unless you can find a way to trim the business I'm not suggesting that it's theoretically possible I suppose but because the business of the board fluctuates throughout the year and isn't the same like trimming the meetings for summer for example uh maybe just in general we pay attention to the volume so instead of putting in stone we're having one cow or two cows we put in a schedule and I know they need to know ahead of time maybe we we schedule uh two cows a month but always keeping in mind that we're going to try not to use one see if we can do it in one that's all >> in the Doesn't matter. Doesn't matter

062what time of year. Okay? Sometimes you can't do it because of the holidays, right? >> Or because you just have massive absences and you can't count on a quorum. >> I'm just saying the town needs to know by law, the town needs to know when we are meeting to provide notice. If we don't meet a cow, let's cancel it. Be ready to do that and hope to be doing that. >> And then there's budget season that tends to take us out every week, you know. Yeah, that's exception. >> That's a that's an exception, but that lasts from really December, >> January, February, March, you know, >> April, May, because we have town council and our team. >> So, that's that's a a big head, right? >> Um I I I think it I've never had

063having created agendas, I've never never not had enough to put on on for a meeting. Um, and so though maybe in the summertime I'm I'm okay with us leaving with with two and then not and allowing the board to kind of say, "Hey, can we do we need >> do do we need do we need to meet twice in for a committee of the whole in August?" Like what do we have to vote on at the end of the season and let us do that but continue to have two? It seems like that's the consensus. >> Do a shorter one so that we're not up four hours in. Well, I I I I think Susan and I and Mike and I worked really hard at making sure that our meetings never went more than two

064and a half to 40. I think my biggest was 2:45 and I we've tried very hard not >> um because it's just too long to do it in you'll see me dancing on the streets if you have much longer. >> All right. So, I have us the Rita. >> Yeah. Um the the chart that was handed out to us I I don't understand why just policy is clearly written as the first Monday of the month and curriculum is like a side thing financing committee you know is down below to me they're equally important and they need to be up across this chart. The the reason why we switched to two committees as a whole, like you said in the beginning, Kim, was we were all on finance and committee and finance in the building facilities.

065We were all doing curriculum. So our committee of the whole one of the meetings, we were all part of that and so they didn't have that other Monday. >> Right. So, so let me just tell you why policy why policy is the only one that's out there. policy has been the only subcommittee that has actually kind of kept their time the way um where it has been established. The other ones have kind of moved throughout. One of the things that um and I talked to Phil um because Phil is sort of the staff that's overseeing the curriculum is is that we need to that really the board needs to find the standard time to meet. I know that Lee your your group has pretty consistently met on that time period and so that's why that

066got captured. The other ones >> um got moved around and so I my I don't have skin on the game about what day it is. It just we need to sort of find out what that time is, get that established so that it can go to the town and the town can also um play that. If it needs to get cancelled, it can get cancelled and rescheduled. Like that's not a big deal. That's just called a special meeting. Um but you hamper yourself when you do a special meeting because you can't add agenda items um on that day. >> But it's the if needed. I mean the the board's charge is policy and curriculum >> and then to have curriculum meet and then only have if needed. It's it's always needed. >> It's it's that

067that is going to change and we are going to have an established time period on that. Rita. Okay, >> I've got Dean, Liz, and then Andrea. >> All right. I'm aware of the need to report to the town >> when we plan on having our regular meetings and the committee of the whole meeting. Going back to my days on the council, the council's other committees, whether they were ad hoc or standing committees, public safety, you name it, those were not set in stone. uh say end of December for the following year, for example, you do have to inform the town clerk within the prescribed period. We're going to be holding a regular public safety subcommittee meeting. Make sure you notify people, but we did not have to set that in stone. So, I I don't

068worry as much about whether the policy committee is presented uh uh pro more prominently than the other two standing committees. Uh I mean are we really saying we're going to be reporting when the policy committee meeting policy committee is meeting and that's going to be set in stone >> as a way of just saying >> seven years >> we have had work to do on policy >> seven years always because >> and it needs to be passed in stone because when we table things those are policies that should be in place and when we go to three months, we're not doing our job. That's what we need. >> When I say set in stone, I mean reporting for for the law's purpose and it's ahead of time. >> Yep. >> We are the board. We

069are board of education. We are the RTM. We are the council. Here are our meetings going forward in the future. My understanding is that the other bodies do the regular meetings and the cow meetings and their other committees aren't necessarily set they'll say we're going to meet once a month or whenever they want to but they're different from the regular meeting of the cow but that's just my that's how that's how I I I've seen things in the past. >> Okay. Yeah. I think that as long as we can determine that it's going to be met once a month because it should be as needed. Once again, I think you should always have the right to say like we have nothing on our agenda this time because of whatever that would never be true for

070policy. I I do understand that. Um but >> or curriculum. So, um I I >> right. So, I don't know. It could be the will of this board to kind of say we kind of want to know that I think one of the reasons Dean and this is historical is that we did the three Monday. So, we had the two committee the holes and one regular and so that the other the other Monday was just going to be one of the standing committees policy and and finance and facility and curriculum. So, I I think that that's just how done. Once again, for me, it's not about what day it is. It's more about that it's more than it's just it's a once a month um meeting. So that's and I would say be careful not

071to put too much in one night. Like to have that first Monday could be two committee meetings could be fine. Like a five and a six, but you wouldn't want a seven, you know? I mean, I think that can be too much. Um but you might have a meeting. We've sometimes had those committee meetings right prior to the CO and that works out and that works out really well. So I would just say I think it's really important that you know Phil working with you know Dr. Acriman and Liz and you know me working with the facilities folks and policy that we just find an established time and I think it's easier to set it up and then be able to cancel it. I know working with Andrea when we didn't know which week it

072was going to happen and we were trying to figure out what's coming up to us and when do we need it was kind of cumbersome I felt to try to schedule policy I always knew so >> but I just wanted to say that Dr. will be >> there you go. There you go. That's pretty right. So, um so if if those meeting dates provided facilities gets get set or um when you want it just make sure that it gets to Joyce that would be helpful. Rita does that is that the word >> is that your concerns? >> What? Yeah, it's fine with me. Whatever you want to do. I am not I am trying to be really fancy with bob vocabulary and clearly that should be something I should stay away especially when I'm with

073person on my right and my people on my left are editors and writers so I'm moving on what she means is will that shut you up >> it was a good conversation I think it had to be had all right so our favorite conversation Oh. Oh, Liz. Oh my goodness. Liz, I apologize. That's right. >> I um do we have to meet just on Monday? I mean, all right. It is I find it very difficult to meet for an hour prior and then have a child. I just I personally find that very difficult and I just was wondering if that is you know you know I I think it'd be great if we could have um policy on Monday followed by curriculum or fin >> that would be really handy on the first month. >>

074We didn't this month because Ken was under. >> Oh, that's right. >> We have fallen into Yeah. Thank you. >> I'm sorry. >> I mean, whether we have to chisel it into granite, I don't know. It's been another >> It's sort of nice to have that happen sometimes when we have another meeting because otherwise lather on forever. >> Yes. because a meeting a meeting will expand to this time >> who said that. >> So this is how I'm this is how I'm going to take it. We're going to take this meeting time guys. We have agreed we we're going to vote on this u the end of the month. Okay. And we would it just be that um that we just say that it's not we don't say as needed but we just say meets

075monthly and that maybe when the new the new board sits we can make sure that those are the times that meet for people and then that information can get to Miss Joan and Miss Jones then can then get it to the town. if people are feeling like it works for their schedule to have it on a certain time at certain because I I don't know about you guys but I >> given the history that we've always met on Mondays because the council meets on Tuesdays and Thursday >> liazison meets like on Wednesday so we try to stick to Monday I think that's just >> schedule we picked another day not everybody could meet at that time >> because that's by Mondays was chosen. >> Okay. >> For the meetings to occur. >> Okay. >> That's

076the historical that's your historical concept. Thank you. I appreciate that. >> All right. I'm going to move on to our favorite conversation in the world is transportation. >> Mr. Kilford, can you come and sit with us at the table since this has been your labor of love? Yes. >> I don't know what I would have done right there. >> There you go. Everybody wants to hear about this now. >> Yeah. So, uh actually the buses the transportation the buses have been running a lot more smoothly over the past couple of days. Uh there's been improvement on a daily basis. Um they STA is still short drivers, but there are three drivers who will have their license, I believe, within the month. And so they will be there. We had some drivers come back last week

077that were out on medical. So they're back. They're still short uh about but they're bringing they they've had five drivers come from out of town from other towns to come and help us out both from the other end of the state and also from neighboring towns. So, they've been here to help us, which has also presented some problems, of course, because drivers that aren't familiar with our roads, uh, especially some of our roads and some of our neighborhoods that don't have street signs has made it a little bit difficult some of those drivers. So, but it's been going a lot more smoothly. Uh, I think that I reported to Susan and Phil on Friday night that all the kids were home at 5:05, I believe. Uh, no, at 4. was at 458. It was just

078before five o'clock on Friday. So, uh considering that there were times that were much later than that, I won't repeat them again because they're irritating those other times that kids would get home. Uh and then to get down to six o'clock and 5:00 uh is really a great improvement over a short period of time. Um although it may not feel like a short period of time for parents who are waiting for their kids kiddos to get home. Um, we do have a meeting with uh SDA management. Susan and I are going to meet with America tomorrow uh afternoon. Uh we've had a couple of meetings with them over the past couple weeks and uh uh both phone calls uh phone meetings uh and in person and uh they've been uh fruitful uh and I think

079our last meeting uh actually led to some uh real good responses from SDA uh in in getting these buses out in more on a more timely schedule. Um, we did uh identify uh Graten Middle School as a uh what we call a choke point. Uh it's taking longer to get the to get there to get them out of there so on and so forth. and the administration at the Graten Middle School has really made uh super efforts in and and made great improvement because again we were talking about well after 3:00 before they were pulling out of the middle school and uh again last week and again today we're talking about uh 245 getting out of their 245 which again uh lends itself to getting to the elementary schools on time getting those kids home

080too. um with with the absent one thing we can't uh control um is number one the lack of drivers or drivers calling out sick uh which which happens um well when you have about 70 people it happens quite often at least on a daily basis I would say so that's the type of thing we can't control uh but again they've actually sent out the people who do the dispatching the other supervisors within the building actually go out and drive somewhere. So, um, one of the other things that's happened in the last week or so, uh, Jenny, our our transportation coordinator, has, uh, made some large efficiency efforts and has found a bus that uh, we put two buses together that only had a few kids going across a river. Uh, and that will save us

081a bus and get us a bus that is now available to help out in the Brford Manor area. So, uh, you may have heard, I'm sure you probably heard some of the complaints about Brford Manor area. Uh, there are a lot of kids there. There are still going to be some problems there until we work that out completely because uh, the kids um have chosen to ride whatever bus they felt like. Uh and so uh we're still working out a plan uh to determine exactly how we can assign them a bus. And uh the plan now is to have uh two middle school buses, two uh high school buses and to assign them to those buses because the high school will be there about 15 to 20 minutes before the middle school buses uh and

082then middle school buses will come in after. So right now with them on the same bus uh they hop on whatever bus and for whatever reason I don't know maybe because they like to ride with their friend maybe because it's the first bus there and they want to get there or maybe they want to wait till the last bus so they don't have to get to school any sooner than >> we actually have identified three neighborhoods in town and Brandon Manor and the subbase area where we have just they were you know really filled those buses. So, we've been able to take some other bus runs that were slightly, you know, they were under capacity and put those together so that we can retrieve and once we have all the bus drivers for that were

083contracted to have and all the buses running, there should be no problem, especially the way things have been routed. So, you know, I know some people have been in disbelief that there is a national shortage or that we're facing this, but I just got a call from um Mr. Foville who runs the transportation task force at the state department of education. He's heard personally up in Hartford that Bratton has had suffered greatly from this shortage and he's here to help give us some support. And so I think I told you I' let that be known um you know through our connections um that that we are faced with a real difficulty and and our goal is to keep these kids safe and to really have efficient safe transportation for them. um they've had to double

084up because they didn't have enough drivers, which puts three to a seat, not the two that I promised. And so once we have the drivers, we should have runs that are, you know, 66% filled to capacity, which is more like two. So, >> well, I'd love to hear what the state um can do. >> I know. I'd love to hear it because >> we reached out to them. Uh some of us reached out five to six weeks ago. spend silence. So I hope to hear something back. >> It is the state's responsibility of the constitution to educate our children and they have been completely unable to assist. So I'd love to hear that. >> Yeah. And of course one of the one of the important things coming up is the fact that it's going to

085get darker out sooner here very shortly. And so that's why we want to try and get these buses out. Uh if we can get them another 10 to 15 minutes earlier, uh with these elementary kids, it will certainly make a difference. We want kids home before dark >> when that bus arrives in the morning at the high school by 7:20 and the kids will get to the bell by 7:40 and get their breakfast and then they move on to the middle school. And the middle school bell isn't until 7:55 that they also can get their breakfast and get to their lockers and get to their home room. And then we have plenty of time. You know, if those buses are there by 7:45 in the morning to the campus, then they have an hour and

08615 minutes then to get all of our kids at the elementary magnets. And that works. And same thing at the other end of the day. if they're there sitting parked ready for the high school kids to get out and they pretty quickly dismiss them over to middle school and get them moved out by 2:45, we still have that hour and you know half or more, >> right? So the high school again in the morning has been a that has greatly improved since Susan asked them to make sure that they're there at by 7:20 in the morning. Some buses actually get there at 7:25 because they're sitting in the traffic coming in the driveway. But, uh, everybody's there at about that time now and have been for the last about about a week. Uh, which again

087promotes gets us over to the middle school in a more timely fashion. >> When is the middle school open? >> When the doors open at this rate open >> 7:40. So, the buses are there just before that now. So, um, that they're right about that time and then they still are coming in though all the way to 7:55 >> because we have some that are being dropped off and some buses that are a little late. So, it's a process. >> So, you're saying that kids are not staying on the bus waiting for middle school to open? >> They should not be. They should not. >> By the time buses get there, it >> it shouldn't be very long before they open doors or let kids know that it's time to get off. >> Same with

088the high school. >> Yeah. One one area of concern still is uh if if you haven't been there yourself, if you're the parent of a child of a student at Pitch High School, is that uh even the bus drivers I've heard on the radio in the morning, Jenny and I have heard on in the morning, the bus drivers are concerned about uh the traffic uh issues at the high school. Uh there is a police officer at the circle to make sure that the parents going in the right direction, which is toward the gymnasium now, right? uh to the south uh with the buses going to the right and there are some people that are allowed the teachers and and kids are allowed to go to the right as well. But uh just there is still

089a backup and um hopefully when this uh co thing is finally over there will be less people driving their kids to school. >> Y but which will also mean there will be more kids riding the buses too. So uh we'll have to figure that all out again when that happens. Well, we're trying to keep that in mind even now because we want to know what the wrership is and those are the kids who are supposed to be riding the bus. We don't have all of that full capacity, but what would that full capacity look like? So, we can still promise that 66% capacity. Sam and I have had many conversations about that. >> Well, one one of the things that we do in Bratton is that if if a child or student is uh uh

090eligible for a a ride on the bus, then we are not allowed to take them off of the list. they stay on the list to stay on that bus run. So we have uh so possibly uh one of the things that we can work on for next year is to give parents an opportunity to opt out of bus transportation. Ask them right in the beginning of the year uh is your childh going to be taking the bus? Yes. Or uh we'll be providing [Music] transportation throughout the year. that may be something that could alleviate some of this might be uh lead to some more efficiencies as we move forward. >> I'm going to recognize D. >> All right. So long and the short I see two things that we're I'm going to ask a question

091first. Are we making demands? So we have a contract with the bus company and we have X number of buses that we typically used. I don't know how the number fluctuates over the years. We've now moved into a somewhat different era. We've gone to the two-tier and we also have a shortage in drivers. I don't know that the number of students coming to school has dramatically increased or dramatically decreased. So, are we making because we now have the magnet schools for example, nature district management schools, are we making more demands on uh on the buses that we did than we had in prior prior years? >> We have roughly the same number of buses running. >> Okay. Okay. So that that answers that question. >> So we we've gone two tier. So we've combined by

092jiggling the high school and the middle school, but but the elementary school darn this thing. But the elementary school has not changed, right? We're not starting elementary later and letting them out later by five minutes. >> By five minutes. >> Yeah. All changed. >> Okay. So just five. So five minutes. But they have bigger distances because now you have more kids moving from place to place and not as many walkers. Now that we only have five schools, we have fewer. >> Yeah, that's that that's that's what I was asking. So So last year, I should say last year, the last normal year that we had >> the elementary school experience was what it was. So ignoring my daughter for example who now spends now comes home she says an hour later than she used to

093uh is the elementary school experience fundamentally different? I mean leaving the glitches aside, do we expect the fun do we expect the elementary school experience to be different? Are the kids going to be in general coming home later even if all the kids are worked out? >> Hopefully not. >> Okay. I mean, our goal is really to get them home like we used to, >> right? >> Um, and to keep those runs, I've been saying it, under an hour, >> okay? >> Um, and you know, some of it is distance. Like if you have a child going to Mars Academy from on the same side, you know, you that might be a longer drive and you know, the traffic brought and the routes that they can take. So, just the magnetism and and going across

094um and then the capacity, how many are how many stops are we making along the way? Those all build into those longer times. >> Do we think the traffic that's that you see for example at fetch is generated by people just forgoing the use of the buses and saying driving themselves if they have a car or parents are driving. I know I've had to do it a couple of times myself. Uh mostly just because my daughter's alarm. >> Yeah, I I think well I I know there's been an increase in the number of parents that are driving both at the middle school and the high school for instance. The high school has always had quite a few parents driving as well. Um >> are kids driving themselves but they can't. >> Yeah. But even the

095parents would get there in the afternoon. Some parents would get there just after lunch to make sure that they line their kids out because the line did get fairly long. And of course they let the buses go first before they let the driver. >> But I think you've seen escalation due to co too. I know that there are parents who want to drive at least for now because of their concern. >> They don't want their kids. >> And also just so hard that they probably are just to do that. >> I have a question about the bottom of the hill with um Graaso and Bratton Middle School. How is that how is that diet doing? At the end of the day, >> uh we we need to speak with uh the person who works for

096Grao Tech uh to see if we can get him to stay longer to run that light a little bit longer. >> The chief was going to do a little surveying himself and put some people out there for us. So, I have to get back to him to see how that project works. >> Yeah, some days are worse than others. Needless to say, rain days, for instance, are worse than others because nobody wants to stand out at the bus stop in the rain. Um, so some of those days have been worse than others, but it hasn't that hasn't improved greatly yet. >> Okay. >> And and when do we think that we're going to get some resolution to whether that can be fixed or not fixed? We'll probably talk to Chief Daro this week and probably

097come up with a solution by the end of this week or have an idea how we handle it. >> That'd be great. I think all of us hear a lot from people about that. >> What do you like? >> I'll take >> as long as I can wear that. Yeah, I gotta >> um Sam, we say this a lot and often, but um your guidance around but um not only trying to get all the facilities, >> all facilities up and running to do the transportation so that our kids can be safe is pretty amazing. >> Food services and food services. >> Thank you. Any other questions about transportation? Do you have a question? Okay. Thank you. >> I was going to say before before I got into this, I I did wanted to uh say

098to Liz that I'm in agreement with her to a certain extent, but even if we have whether we're having another meeting before this or not, it's never easy to have a [Music] All right. Um so the next um item on our agenda is um the class sizes. The reason why this comes to us is that we also have to vote on this um this coming meeting. Um and this actually um drives our budget in many ways because if we say we want more or less um classes or higher, it depends on what we have for staff. And so Susan, I don't know if you could talk to us or talk us through what is like um what is the preferred practice and also do we have it and what's happening currently? I know that some

099of our new schools um our kindergarten classes um I've heard um have more more a little bit more folk. Um I don't know if you want to speak to some of that. So, I would say in our preschools, our kindergartens, and our first grades, we like those numbers really to be between 18 and 20. Although, I would say that especially in our two new schools, they're up to 22. And in the two new schools, you have both an academy program and an ABA program, which adds two or three other little children in the mix for part of the day. So that's something we have to be really cautious with that we know the total enrollment going into this so that we're adding up all the children as they you know present and in the past

100I know that if our numbers really go past this you know by a certain amount by the contract we have to add in more sets of hands adults but that still overcrowds the classroom so it's much better to keep those class numbers at least the start we know we're a military community We know that we have transient folks, people coming and going, so those numbers do shift probably more than other districts. Um, so we just have to be really careful going into this now that we're down to five schools. Um, you know, we have to be careful with our numbers. So, and we have a lottery process, too, on top of it. So, it makes it a little even more complicated. I would say in our middle schools, our numbers are about 24. um that

101was kind of set and on our high schools they've gone up quite a bit this year. They've really paid attention to those numbers. You don't you don't see as many of the smaller price pots but you do see maybe not 24 but you might see 20 you know anywhere. And then some of the remedial groups are larger. You see in the special areas, especially with music and performing arts, music and physical education, you see bigger groups of kids. You don't have it. I had to try to find it in my email. But there's another set class size is set by I've never been able to figure out why it's what is the difference between the one to >> I would say they're pretty much in sync. the union talks about if they should go over

102by a certain amount, right? >> What we need to do about it. So, it gives us more specificity about in case it does go over. But I would say the board has always recognized that to keep the class size within a good number, you know, the fewer that we have, especially for the younger children, the more their needs are going to be met. So we have to vote on this because our new suggesting tweaks or we do it every two years >> should be done every this is where I'm going to need your historical >> yeah I I believe it's it's it's just something that as a guideline and we always voted on it um and we we've raised some sometimes we lowered it we added grade to 20 a couple of years ago to

103have um no you know try to be preferably 20 students in a class so I mean this has been altered at different times but I think it's a really wonderful guide and I think it's very important then for us to guide the superintendent and the assistant superintendent on what the board feels is the best for the students in graten to keep the class size as low as possible. Um, I do when you get to it, I do have two two quick questions um down below. >> Yeah, counselors. >> So, >> yeah, >> I I would like um Pardon. >> Go ahead. >> Oh, okay. Um I have no problems with what it says 200 to one and 500 to1 but I remember last year we had um more guidance counselors and I think we were

104like about maybe 150 160 students to one guidance counselor. So I just wanted to know how many guidance counselors we have at Fitch and that could be done in board notes and um how many students what their case load is. and what their case load is. And my second is our library media specialist. It's 500 to one. I know we've had one library media specialist and we finally have a library aid in there, but I'm still concerned that it says 500 to one and we haven't done that. I know there are at least a thousand kids at Fitch. I hope so. Um, that's my other question. how what's going on in the library the and for media specialists >> I think we have um a media specialist assistant is a person who helps check in

105well sometimes does much more than that so at both the high school and the middle school we have a full-time library media specialist and we have this assistant but remember we had um because of the closing of the two schools we had an additional library media specialist who's able to actually take care for both schools and she does, you know, all kinds of book clubs and all kinds of very interesting things to pull kids into the library and want to read. So, >> so there's basically two a floating media specialists, one and a half real um full, you know, their degree is in in media >> and then we have an assistant in both schools, >> right? They're more like a a par or tutor. they're not like a certified staff member and right I

106would say that our number is kind of a thousand sometimes it's 1100 in both of those schools >> right >> um and we have like six counselors at each of the schools >> six I thought there was more at Fitch >> no oh there might be there might be one more as a career counselor >> and then what about the head of the who is the head of the guidance counselors is at one time it was a vice principal, but I think that's changed, right? >> No, Erin still really pulls them together for professional learning and for their department meetings. So, she still oversees them in both middle school and high school. >> Aaron does not have a case. No, >> no, she doesn't. But, but you think there are seven. So, we still need

107to know that and know whether or not we're meeting that 200 to one or if it's a lot less. And do we need to have so many guidance counselors? So that's just it's a budget question actually. >> It is. >> And u and so you're suggesting VA I just want to make sure that I understand that it's okay if we if she puts if um Susan puts it in the board notes. >> Yes. Oh, it's fine. And then that way we'll have the information for when we have when we go through our budget. >> Okay. Okay. I can do that. And then the number >> and then eventually we should be getting class sizes for all the schools too, >> you know, to see how many are in each, you know, classroom. >> So that

108happens with our budget book. Is that correct? >> Yeah. Or before. It could happen before so we have an idea. >> So we usually base it on October one numbers. So taken but they have to be validated. So they go through this pro process of validation. So as soon as I get those valid numbers I >> Yeah, it's usually December by no like definitely by December and the and the art being 20 I I I can't quite remember why it's only 20. Is it because of stations? I know the co the culinary arts is 16 because we only have the four stations, but I wasn't sure about art >> physical space. It's the size of the rooms. >> The size of the room >> and the stations. Yeah. It's like to hold the stations to

109hold the different the equipment. You've only got a physical space that that accommodates 20 kids. >> Okay. >> I'm thinking specifically of like the pottery than where in one of the classrooms where they have the pottery wheels. You can't it's it's it's crowded as it is. I'm surprised didn't bring that up, you know. But, you know, those are those places are very 20 kids is really almost uh stretching the seams. Seriously. >> But they don't have to put 20 in there if they don't want to. That's just preferred. >> But that's the preferred. That's the preferred. So it's not, you know, preferred maximum, right? It doesn't mean that we sometimes don't go over it a couple or go under it a couple, but we should kind of be looking at the goal as the goal

110target number. >> Yeah. >> Any um any question? Sure. Is our enrollment are is it trending down or is it trending up? >> It depends on the grade level. We're busting at the seams with preK, preschool, and kindergarten and TK. Thank goodness we have TK this year. >> Yeah. >> So, um, and I think our our middle school and high school numbers are trending right where they should be and what we had expected. Like that thousand number is kind of where we're at plus or minus a few. >> Okay. >> Um, we don't know. >> We certainly had more magnet students come back last year. >> I was just kind of wondering, >> I'm sorry. Do we know about the whole check? >> We know that there's a Colombia class being built and they're going

111to be stationed here. So, I was told in military superintendent Leon meeting to be prepared 2025, 2030 that we could see increased numbers and they did a a survey in town that reflected that housing was really going to be more affordable at Bourb. So it might be that military will get preference and they will be put in of course can choose other areas but this will be really a very ideal area for those. >> Yeah. But we just have to be prepared. I think we have to be thinking about that now. actually um that is a question that Susan and Phil and I talked about this morning when we're doing the agendas is is at what point do we need to make sure that we have a um a committee with I think town staff

112or and town council and us to kind of take a look at if if we do have this sub come in or we are having all this housing being built what are we going to do and also how do we think about Mary Morrison and quite frankly How do we think about the robotics club? Because um robotics club to Mary Morrison, but are we going to need it? Because um you know, my understanding Oh my goodness, Bill, you're twice. [Laughter] >> Aren't you lucky? >> I I keep getting tossed out for some reason. So, um I keep re-entering. So, I think it's down to one again. Sorry about that. Um, so I I think that that's going to be that we're looking at that for next year to kind of take a look at developing

113that um committee so that we can have we can be prepared and we can do what we need to do to make sure that Mary Morrison is available for space etc. because you know Sam really doesn't have much to do and >> we need to make sure that he is >> not bored. Well, we just saw that report from economic development about what 5,000 units, but they didn't say where. So, we very know where those 5,000 units are projected to be, >> right? And and I know that we have been pretty active in asking them. >> Oh, you brought it up to liaison many times, >> right? >> But now, economic development has actually come up with a number. I'd love to know where they >> maybe they should present to the board something. Yeah,

114putting that down as a future topic. >> Um, hey Kim, when when are we um turning over the schools to the town? Is that going to be on a future meeting sometime? >> Oh, Rita, thank you for helping me have a brain. Um, you're right. That needs to be on the future topic because we do have a there is a there's a process that we have to go through and it starts with us. Um, and so, um, I'm going to write that down for a future topic. Thank you for keeping me on my toes. >> So, have we finished discussion on >> No, we haven't. I I'm a little bit fluid tonight. Do you want Do you have more questions about the process? No, I just um I just want to comment that I I

115think that with the addition of the different programs at the high school, especially in the middle school, that we do need to keep consistent or even lower add more guidance counselors. I I do believe I understand that they're expensive and it's it's a a project, but with if we are increasing the career pathways program, the IB program, and all of our other things, and especially in for our kids that have that definitely go to these people for counseling situations, we definitely we need to I would be I I'm going to put it right out there right now. I would be adamantly opposed to cutting that stuff, >> but I I just want we need to be I think 200's too much. And I think that um >> let me get in my board notes what

116we actually have. >> Yeah. >> And of course, Congressman Courtney gave us that other grant um that was involved of career counseling that the board doesn't have to pay for, but that's just for a year. So, we're going to have to see how that works. >> And that's the other part is that this whole thing about with all these grants, you know, that the supporting the teaching and learning adding staff, that's very much a concern that how we think about that all >> I know we do. We I know I just I have to say it. So, um I'm thinking that we need to have that information. Yeah. Um in board notes, but I think um this was and Rita, I think you and I were the only two that were on the board at

117that time, but they were talking about the portfolios. Um our board's going to go off um our portfolio um from middle school to high school with a guidance counselor. Like, have you guys ever heard about that? So maybe maybe it's time that we bring them in um to to talk about um the guidance program um so that so that so that's a that's a another >> good idea. >> Too many good ideas tonight. Is that also does that be something that curriculum needs to have referrals from the board to look at the um guidance um curriculum that is being used? Have we done that? I don't understand. >> Is there a is there a curriculum that the guidance >> I think we had? [Music] >> No, this is when I was here. I was >>

118Well, I think currently Um I don't mean to interrupt anybody but currently the this social emotional learning curriculum is being instituted by the teachers at the high school with the support of the counselors. Now I don't the level of that support um I'm going to be meeting with the counselors. I think it's either at the end of this week or beginning of next week. Um we'll be looking at you know what what input they're having and what support they're offering to the teachers. But I think I believe that started last year uh Susan uh with the social emotional learning. But the I I would imagine as in most districts, the counselors used to go into the classrooms and teach that. Um but I think the demands of their job um and the the movement of

119including social emotional learning in the classroom lessons sort of moved it over to um the the classroom teachers whether it's once a week during or during home room or something like that with the support of the counselors. So, but I'm going to be looking into that and having those discussions with the counselors to see what level of support they're offering and and how that's working. >> Yeah. I don't ever believe that council >> went into classrooms and taught that >> the guidance. >> I don't know how it worked here. In other in the former districts I've been, that's how it used to work and then it transitioned to uh to teachers. >> But it's definitely something that we can find out and then brief the board. Okay. >> And it does if it's a curricula

120topic, maybe it does need to go through curriculum if they're using, you know, specific. >> So when I think of a guidance counselor, I think of I think of two functions. One is someone student say coming from middle school or while they're in high school will seek guidance as to what course they should be following what elective they should be taking what track they should be on and also they're finishing up high school and do you have any words of advice about where I should be going in life what college should I be looking at etc and strategies and whatnot so that's how I think of a guidance counselor that's how we used to use them when I was in school I I think that's how my kids have used them or tried to use

121them here. So, um that's how they're supposed to function. Are they in fact I'm not knocking anybody. Are they in fact functioning? So, if we're saying we've got a guidance staff, we want to increase it, etc. Uh what are they doing? Just like with anything else that we do in the district, anything else that that that our staff is performing, is it working? Do kids should we ask kids and kids feel like they're getting advice? Are parents satisfied? And how do we know how do we gauge the effectiveness of that staff? So I think um the first step dean would be to have have the board have some understanding about what is a guidance counselor and what they do what they don't do right >> um and then um from there we take it about

122how it's you know what are what are some of the highlights what are some of the roses what are some of the thorns um around um the guidance um department both at the middle school and the high school but I think the first step is um we've got some concrete information that we need which is what Rita has required requested the numbers. Um but then to have them come in to kind of kind of talk to us about that because that's I think once again the more the more knowledge that we have about what happens in our district the better we are making policy and curriculum decisions. >> We've had for example climate survey. >> Yep. Right. >> Average average kid what do you think of and we ask them a bunch of questions. Have

123we ever asked him? And again, you take this step with a great salt, but you're talking about children who by definition have somewhat less judgment than adults, we presume. >> Uh they actually give us the truth all the time. >> Yeah. Some sometimes out of out of the mounds of bait, right? >> Uh so, you know, have we ever asked the kids customer satisfaction, if you will, what do you have you ever got to the guidance counselor? Will you are you satisfied? Again, just take that for what it is. We took a real deep dive with that cultured climate survey from parents' perspective, teachers perspective and children's. We had serious conversation with the principles and I think that should be part of um even the the data team will take a look at some of

124the things that have come out. But they do tell us sometimes even just in the um not only the questions we ask but also in the open-ended comments that they give us. So, we were able to see some areas that needed improvement and some areas that worked out well. And remember, we had some later COVID on top of everything last year as well. So, things weren't ordinary the way we're used to. But we still got a lot of very good information, wouldn't you say, Phil, because you were the one who really did the deep dive with that. >> Yep. And I think it wasn't asked specifically, uh, Dean, and that's something we can look at for next year. Um there were questions like does your um son or daughter or do you as a student

125here have a connection to an adult that you feel comfortable going to? Um now I think maybe we can tweak those questions and make it more direct as to um do they reach out to their counselor. Um but yes and then the open-ended part of those questions did um you know uh offer them an opportunity and some you know showered their counselor with praise and others said you know maybe you know they they didn't go to see them and again every kid has different reasons why they would or would not you know go see their counselor. Back to your point as to you know if they didn't need any mental health services or anything like that then they they sort of uh you know made it through on their own. But I I think we

126could definitely make those questions a little more pointed to get more accurate um uh assessment of the guidance program. >> Yeah, we we pay a lot for it. I just want to make sure we and we assume we have a school guidance council. So how what's the metric? How do we know that they're that they're useful? >> Something's got to be hard about it. So but it's not something to >> Yeah. So, let's get let's get information about what they do, what they're supposed to do, >> and then um let's then let's take a look at how we want what what information we would want to have back from our families and our students. Kim, >> I have um >> when I know when my um children were students at Fitch, guiding counselors played a

127very large role because they stayed with them from freshman year through senior year and they would know like if you know they would meet with them every January, I believe it was and in the spring to make sure their courses were right for the following year, what they were doing. um if they had an IEP, you know, they would make sure that the teachers were notified in be when school started that these are, you know, modifications that would need to be. So, I mean, and and you all knew I mean, all parents knew, most parents knew which guidance counselors were really on top of things. I mean, there there there's a difference. And I and I think Dean you put bring up a really good point that you know we we really need to make

128sure that all our guidance counselors are servicing the needs of the students to to the best of their ability. So I think I think it's going to be great if we bring them in and really find out what's going on. So that's that's it. >> So if we're done with that, we're going to move on to review of the referral list. Um I'm jumping down to the committee of the whole um the last two which is um the nine and 10. Um so the nine did we have the discussion of the rising club? >> We started um it was referred to come back with information and it's the >> yeah we have not passed that. >> Okay. So that's still going right. And then um the the timeline for returning schools Rita I'll make sure

129that that gets on on our agenda. Um they may be um they need to >> No, we we I mean they're they're in school. That was before that was for the pandemic. The timeline for returning to schools when it was April when they started to come back. >> So if you look at the last if you look look at the last one on the list number 10 timeline for returning schools to the town. >> Oh, that one. Oh, I thought you meant timeline. Oh, there there was another one. I guess it's off now. But about timeline about when the kids were going to go back full-time. That's not there anymore. Oh yeah, that's great. So I already asked that question. >> And then um where are we the implementation of one card, one community? >>

130We talked about that. >> I think there were like two parents who didn't think it was a good idea. And I'm I know Amy McKenna has really been on it and so has the library specialist right now. >> So there is a data sharing part that goes through that needs parent approval. >> So I don't know if there was a stumbling block in getting those approvals but I will follow up with that >> and then we'll add deans about the evaluation of maggot school themes. >> Yes. which I I think I just thought >> um >> I think that just be ongoing um and that um Susan and I will take a look at where we put that on the calendar where it makes the most sense in terms of the year to you know

131the times of the year to explore it. >> Right. >> De. >> Yeah. I I was uh discussing this with Liz earlier um and this has to do every organization every assembly of people have a public assembly of people um has its own culture and its own modes of working and I I haven't been an organization yet and it's not said you know we hereby adopt Robert's rules of order newly revised etc etc except as in so far as the rules contradict specific rules we've adopted Okay, great. Our our our rules actually say that too in a couple of places. Um, when I imagine committees, whether it's a committee, the whole policy, finance, curriculum, or any ad hoc committees we may form, you know why they're called committees? Because the board of education has a

132body, the commit, which is a term you never see anywhere, commits what we call referral, commits a specific question or topic to one of the committees, including the committee of a whole for them to deliberate debate and then report back to the referring or the committing body. That's why they're called committees. They're receiving the commission, >> right? So again, we we don't have to do it, you know, necessarily by Roberts, but typically when you have a committee of the whole or the other committees, they take referrals from the board of education. We as a board would like the committee, whether it's all of us, part of us, take a deeper dive and come back. It could be a one-time thing. It could be an ongoing referral. And so the the the the the permit or

133the the the baywick of the committee whether it's cow or any of the others is supposed to be by the rules limited to the referrals. So you should not be able to again by the rules have one committee refer things to other committees. The committees cannot generate their own referrals. So if a board is interested and again sometimes this is formal a function because we're all the same people. We're all talking about the same stuff. We're trying to get the work out whether it's done on the board, the cow or any other committees. But um I bring this up not because it's just a touch of OCD that I have. I bring this up because should you have a something controversial or that's something that can become controversial, the last thing you want is to

134have your work undermined by somebody pointing out that you have not followed your own procedures as a public body uh in in introducing topics, considering topics, and voting on topics. So, I don't raise this to answer the question right now. It's more of a I'm learning because I've only been here about a year uh how how this body works. So uh if the if the cow the committee of the whole has a standing referral to consider referrals and to take referrals on and off the list or to suggest I think that's what it would look like that the board has charged the committee of the whole with reviewing the referral list and making a recommendation back to in other words we I don't think that under the rules we're allowed to vote or decide on

135what we're going to leave on the list or take off the list. I don't think I don't think that's our power as the cow. That's our power in the board, >> right? >> Because we're the board is the referring body. >> So, I think I would love to have a longer conversation with you about that because I've always struggled I think >> for a really long time about the referrals and the discussion and I'm looking at people to say, "Yeah, it can be tedious." So, I would love to have a longer conversation about how do we do this? And I don't know if that means that we need to have it as a referral topic like how do we how do we do >> we need to refer >> it can't talk it's a it's

136a question it's a question >> it's a it's a question how business is generated what goes on the agenda what we do right now >> we can't discuss on the agenda so we can't discuss >> isn't that referred already >> yep But it's already on there. >> It's right there. Right in the middle of policy. >> No, it's right there. >> Rules and procedure. Right. >> Right. So that's >> So that would be looked at. So we could address it through that. >> Look at that. seven years. I know but I actually but actually Liz and Andrea and I have um because that was a task that we had for a committee was to do the handbook and also to look at the the 9000s and so I'm going to take that comment and think

137about that and maybe even have you on speaker phone when we talk about that so you can kind of help us think about that so we can present it back to the board. That's also a topic that we've done at a retreat um is to kind of talk about how do we get to our business because we really >> um so future topics we got a lot um the guidance counselor you're going to be doing the numbers we have um go closing the school Um, did I catch those? >> Okay, >> Kim, >> um, policy um, 2018- um, 10, protection of undocumented students. Has that policy been written and revised? have one, >> right? >> So, um, >> we do have something in writing that talks about if the child um is asked to be

138questioned by like a police officer. >> We've done that one. And that that you have to call the parent and the principal has to be there and if it's something that is a warrant, >> but it is ongoing. I mean it's always ongoing we don't actually even have to wait for the state but during this week we were very about coming right to our our pool secretaries you know and it is something we discuss all the time it's so we do have a policy I just >> it's not referred to specifically I'm going is as ongoing as I can along with vaccinations. Thank you. >> Anything else? >> No, I just you know some of the older ones that are 2017 like you know electronic information security, electronic communication use and retention. Is there any

139way that we could >> That's I know that's ongoing, but it would be nice once in a while to have a report to understand it. >> Clint, we talked to Clint about that. That was something on Dennis's list of things to do. >> And now we have Clint, so he does have some good ideas around that to update those policies that are going to be important. >> So it I've already brought that to his attention. >> Thank you. We have policies that can change on a regular basis, >> right? >> And these things are absolutely always >> well they've changed so rapidly with technology, right? And security for technology. So we have to kind of keep looking at it. >> Yeah. Um, I don't quite understand what admission requirements for resident students mean. >> I

140think that's the enrollment process. What are the requirements that we need to ask families when they're enrolling into our schools? >> So, do we need to keep that on our referral list? >> Well, that one is important because we have a new registration process and we've been tweaking some of the ways we've done that. So I do think that's a good one to bring to the board very soon. >> Great. Thank you. >> It also has something to do with the fact when when Norwich actually decided >> to have somebody find out whether these kids have the right to be in our >> attention. Any other or future topic? We blended the two. I will >> motion for >> before you adjourn board just a reminder that if you're attending the hall of fame and

141same for Susan and Peter or not Peter still sorry wrong person on my brain we need your checks and your reservations um it's October 24th so if you if you're coming please get us that information as soon as possible appreciate it >> I find out all about Can I call you? I meant to do it. >> Um, it's Al Alicia Alicia Luther is the person in charge. >> I know. >> And she's at Northeast, right? >> Yes. >> Okay. >> Send her an email. >> Alicia Luther. >> Okay. I have that was a discussion. So, all those in favor of please say I. >> I abain. We're done. >> All right. Everyone.