3-28-22 Groton Board of Education Meeting

001So, it is my honor and privilege to open up the board of education regular meeting of March 28th, 2022 at 6 PM. Um, and so the first call to order is a pledge of allegiance. And I see that um our senator Heather Summers is here. I was wondering if you would lead us in the pledge of allegiance. Thank you. >> Flag is up here. I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> Thank you. So, I am just so very thankful that we're getting through this part of the pandemic where we can actually have live bodies here. Um, and so it's so nice to be able to have our friends still on hybrid

002but also to have them in person. So, welcome and hello. I am actually going to um put we are now at the part of our agenda to recognition of in participation of visitors and delegations and I would like um to start off with a history day and I'm wondering um if you would be willing to >> of course not I don't want to >> Good evening everybody. I'm Liz Porter and as a member of the Drottton Board of Education, one of the other hats I wear is the Norwich Regional Coordinator for Connecticut History Day and it is my honor and privilege to introduce to you two winners from the Norwich region this year. Um, and I'd like the girls to stand up when I call your name, please. So, Gracie Nolan and Samantha Morren. So,

003embarrass you just a little bit longer. Okay, Gracie and Samantha did not listen to me. I'm so happy you didn't because I said, "Don't do a paper. Do anything but a paper." And they did papers and they placed. So, I'm like, "Yes, I'm so glad you didn't listen to me." Um, but Gracie took second place. Um, and her paper was entitled the Lenley program debate and Samantha's paper was entitled the debate. She came in third place, excuse me, the debate is space exploration necessary. So, these two young ladies are now eligible to go on to the state competition, which they have to upload their their revised um papers by, I think it's the 14th of April. And then they go in competition with all the top three winners from the other six five districts. So

004there's six districts. There's 18 in each group. So you've got a little bit of competition, but I I know you're up to the task. And I just want to congratulate you because Connecticut History Day is a portion of National History Day. And if these young ladies place in the top two, they go on of their category and division, they go on to national competition. And that is held in June. And if we were live, it would be four days in Washington DC. Unfortunately, it's still virtual. So, you know, we're we'll have they'll have all kinds of wonderful things. But I'm I'm I'm help I will be around to help you if you need to. You talk to Mr. Bass. He and I are going to be chatting tomorrow. Um, but we just wanted to recognize

005your accomplishments. I wanted to tell say personally, yes, Graten Middle has made history because this is the first time, of course, Graten Middle has existed to be able to do this competition and you are in the record book. So, congratulations girls. Well done. I think their papers are awesome. >> Awesome. You don't have to stand any longer. >> Um, you are more than welcome to stay um or to leave. But once again, thank you so much. And we are so very graten. Thank you. Thank you. [Applause] Um, one of the things that's really kind of exciting I think about the town of Gten is that we have um representatives um on both sides of the legislative body that work really hard for um for us and for Graten and I think that we have a

006great relationship with um and that is um I know that we've got Chris Connley that is on Zoom but we have a live in person we have Heather Summers. So, Heather, please come join us at the table. >> Come to the table. >> Come to the big table. Um, and the reason why um Susan and I actually thought it was a good idea um to um to have the both of them come is like you're just starting to really rev up while you've actually been revving up. >> I've been calling you weekly. >> I like those phone calls. Um and um and so and and as we know um Susan has been trying to keep us in the loop um about the Alliance School District and um the changes in what that means for us

007and um Susan hasn't had she's done a lot of hard work in trying to get the information. Um but we just thought it would be really cool for um both he Heather and Chris to kind of talk about what are their efforts, what do they know and what that possibly could or could not mean um for Groten. Did I >> We absolutely we so appreciate your support um in Hartford and I was able to um send my testimony up there and testify um on behalf of Graten and really trying to get clearer understanding of what it means to be an alliance graduate. So I think you probably have even more updated information. >> Um well the you know there is a proposal that um the alliance district there's actually some new schools being added to

008the Hi Christine I hope you're feeling better. >> Thank you. >> And um those schools are not getting any additional funding like you all had when you were an alliance district. So we're working on that too. But um Alliance district graduates are going to be held harmless. It appears this way in in the budget. Um there is a proposal and I want to stress that these are all proposals. This doesn't mean this is passed. This is doesn't mean that um the legislature is going to vote on it. Um that will slowly phase out funding for alliance districts I think till 2028. There's some uh language in the bill. um so that you would not you but alliance districts would be back to um what they were originally um getting for ECS funding based on the

009population of your schools. I want to caution you that even if this bill pass and Christine um can attest to this is that every year it's a different story. So, even I can't tell you how many times we put something is going to be funded until 2024 and then another legislature comes in and they change it. So, don't freak out because everything is always fluid. I wish we had something that would say this is going to be permanent for x amount of years, but nothing is permanent. Everything is always changing in the legislature. And each year a new set of legislators come in. You know, maybe there's a new leader. We don't know. Maybe we'll have a new governor. Who knows what will happen? Um so even if something passes, that doesn't mean that it

010is um necessarily going to stick. There are all these different ways to get funding to your school district um if it doesn't pass in the appropriations budget. I sit on appropriations, I sit on education, sit on health and other subcommittees. Um so we are always fighting for you and Christine and I I don't think there's one person in the legislature that doesn't understand that. Um, Grten is a complete outlier for any other state, I'm sorry, town because we have the military base and no one else has that. So, you have um two seasoned legislators that are, you know, working both of our sides to make sure that Graten will be funded. And I, you know, Graten is our priority. It's the largest town in the in the actually second largest town in the in the

011second district, but has the large one of the largest school systems here. And um that's what I can tell you. I don't know if you want to add anything, Christine, but there's, you know, it's it's a constant negotiation. Um it is not um there's no absolutely zero guarantees on anything, but that also means that you're not guaranteed to to lose funding as you move forward. Um there's a very strong argument to be made um about Grten and its military uh system and the children moving in and out and the extra needs that that you have. It took us coming up with hey how about getting an online alliance district to be able to maintain your funding before. That was one of the ways that we were able to make sure that you actually I think

012we got you an extra million dollars that year. Um but um you know there's different things that we're looking at. One of our I one of the ideas that I have is to not consider you moving forward as you graduate. I think there should be a special um fund for uh military schools. That's something that doesn't exist now. So that may be a different avenue for a different formula um to be able to fund Graten in a different way. I'm sure I'm not answering any of your questions, but um I wish I had a crystal ball. It's it's constantly moving. There's a lot of m money floating into the state now. Um but it will be spent on special projects and different things that are happening. Um only certain money can be spent in certain

013areas coming in from the federal government. Um and um I'm not sure if you have anything specific, but that's it's this long laborious process and we will not know until a budget is actually formulated and passed as to where actually everything stands. if that makes any sense at all. We are in the throws of appropriations. We are reporting out to the larger committee on our subcommittees as what the funding is for education. Um I don't know if you remember a few years ago there was proposals to change all the ECS formulas based on um you know different methods. We we had our own um formula that was really beneficial to to Grten and some other towns that I represent, but in the end it all kind of shook out and we had a different formula.

014So, it's this constantly moving ball. But I don't want you to think that if something passes that it says this is what we're going to do on alliance districts till 2028. That does not mean it's going to stick at all because every year new legislature, new bills, new things come in. So, unfortunately, you're probably going to have to testify a lot. Um, but that's just how it works. >> Yeah, I'll I'll add a couple um updates. I certainly agree with what Senator Summers just said. Um, I am and I've told the superintendent, I'm not sure if we will graduate or not graduate this year. Now, this has been a five-year look back, and as we know, the last two years have been unprecedented. Um, some of the schools that are may be added to the

015alliance district are saying, "Hang on, hold back." um you know these last two years we shouldn't be looked at up by our numbers because of COVID and the pandemic and things just haven't been you know this hasn't been a a five years hasn't been really good data because a lot of schools have struggled in different ways so the first thing might be that we don't graduate from the alliance district that the general assembly holds those numbers until we get postcoid data um that's a real possibility right now the other possibility is that we do graduate which again for this budget year is a hold harmless less. So, there's no immediate concern, no immediate worry. Um, next year there will be a new two-year budget. Uh, folks are still working on a variety of ECS funding

016plans. Um, and one of them may pass, one of them may not pass um in the next year or the long session. It's very unlikely that there would be any changes to the ECS funding in the short session as that's a bigger bill for bigger discussion. So, I would anticipate for your budget um exactly what you expect with hold harmless and a possibility of graduating from the alliance. But again, don't don't say that it will happen because the last two years of numbers have just been different for everyone with COVID. Um student attendance has been dismal for some districts. um student achievement. People have been doing the best they can in the co in COVID, but again, it hasn't been your traditional um last two years as we all know. As far as um things

017we can do now to maybe help, I know I talked to um the superintendent and we all got the same information from SDE as to our free and reduced school lunches. Now, as we know, children who are on Husky are automatically put in free and reduced school lunches, but that does all of our military students not are not on Husky. Um they so they are not automatically enrolled, but their parents can do the enrollment forms. Um and the superintendent did get information which was something uh new to me that but not new to others um that when a parent is deployed that they are enrolled differently in reduced school lunch. So to get that information out to parents, I was talking to my husband who back in his middle school years, which is a couple

018decades ago, worked at the um the desk when you used to collect actual money and cards for free and reduced school lunch. And he said, "Yeah, when kids were when parents were deployed, they had a special deployment card." Um, so back in the 90s, they certainly were doing the deployment updates to free and reduced school lunch, but that might be something that in the last two years of since we haven't had to do enrollments because all the students have gotten free and reduced school lunch for COVID, it might be something that the school board um really does push to get the make sure all the kids are enrolled in free and reduced school lunch because that is a factor that helps us um to make sure we're getting appropriate funding on when they're looking at

019poverty levels. And again, all our Husky kids are automatically enrolled, but for our military families, that does need to be separate parent enrollments if they're not getting any other services. Again, some military families may be getting um SNAP services or other services and may be enrolled, but not everyone may be enrolled. So, the school may need to send those forms out um to the to the parents to get them completed. And we will fight each budget year, each ECS formula. Um and we'll we appreciate you guys being our partners. Uh we know the superintendent will have to get us more data as we get the numbers for um enrollment and free and reduced school lunch and we'll be working to make sure that we're kept as whole as possible in the budget. But again, just

020because that there is a projection with a reduction in a few years doesn't mean that's going to happen. So let's all just work hard together uh fight for the kids and get them get them the appropriate funded. I do think that there is um the USDA has changed I heard from Ernie too they've changed their formula on how they're going to um help with free and reduced lunch. Um so it's a significant impact across and I think it's about $106,000 um and we are looking about making that difference up in appropriations through the state department of education in the education budget. So we'll keep you a breast as far as that goes. I think the um free and reduced lunch also extends to people that are working in the defense contractor. So like electric boat

021um etc to to fill that form out. Um you know that that can help with your um looking at alliance. I I do think you probably will graduate. I could be wrong but um there are three new schools that are going to be added to um the alliance district and I know they want to keep it at a certain um limit. But again, you're held harmless this year for funding and next year, um, regardless of what passes, um, it will be a new look and a new budget and a new probably ECS formula. There's so much time spent on the ECS formula because it's such a huge part of the budget. Um, >> and we heard from Kathy Dempsey at the State Department that we were even held harmless on ECS >> for till 28

02228. >> Five years. >> It should be five years. Yeah. No. Yeah, hopefully longer. >> Thank you. Any other questions for either Chris or Heather? >> Dean, welcome. >> Thank you. It's great to be here. >> You walked in at the Alliance graduate. What does that mean? >> What does that mean? >> We're talking about the Alliance district and how we're graduating. That's where we're at. There are uh quite a few bills that will be affecting school districts and I will try to and Christine can also try to keep you informed on what those numbers are. Some of the new requirements um uh primarily focused on uh children's mental health and behavioral health um that we're seeing um issues in on the rise significant issues. Um but so far everything that has been put in

023as a requirement or a mandate has been able to be funded through the funding streams that we have. So um we're very conscientious of going through and making sure that we're not putting um something on you that is not covered by the state because we don't think that's fair um for the districts to come up with. But we'll we can send you a list of those so you can keep track of what's happening. And if you have comments, I know that I've spoken to Kim on a couple of them. Um, feel free to reach out and get back to us. Think this is a good idea, it doesn't work, etc. We'll be happy to um make sure your input is is heard. It's hard to keep track of all the bills and how they all

024intersect and affect you. People love to tell school of districts what to do. I've I've learned that. Well, we do. We're part of CABE and CAB doing a webinar on some of the new bills and how that's going to impact >> on that because those bills I'll forward it to you and to the board. I just saw it today workshop on that. >> Great. >> Any other questions from the board? >> Heather, Chris, thank you so much. Thank you so much. >> Okay. You're welcome. Sure. >> Thanks for wearing colors. >> Yeah, I did this on purpose. >> I know you did. Well, we're pitch graduates. That's right. >> All right. So, our next on the recognition of and particip participation of visitors and delegations is board member appreciation month. So, this is the month

025of March that we are um taking extra special time and attention to appreciate our board members. and you'll each each receive a certificate that says um your name and thank you for your dedication commitment to Graten Board of Ed and your tireless advocation on behalf of the children. So that certainly is um a commendation that we applaud you. We appreciate you. We know this is a volunteer position, although it probably feels like more than that most days um because it's can be around the clock kind of um volunteering. Um I asked I put a call out to my art teachers who really designed this um beautiful gallery for us and I said, "Do you have something special that the children wouldn't mind contributing to the board members on behalf of their dedication and hard work?"

026And so I heard from Beth Coheri and her fifth fifth graders at Thames River Magnet. Her artist learned about how tints, tones, and shades can be used in art to create value area of light and dark. They used tempera paint and created monochromatic paintings using their own mixture of tints, tones, and shades. Birch trees were made and added to complete the lesson. your watercolor birch tree paintings um was an extensive activity around the aims of this lesson and the task was intended to provide more forms of practice with previous learning. The students in the class created the masterpieces to thank you very much and Erica Krider did the framing. So you can it goes this way. >> And this is actually this is in honor in honor of the ant. >> So you can hand

027it to Dean. >> Isn't that great? >> And then who else do we have? >> Kim. [Music] >> Yours is your color. >> That's so cool. Dr. Acriman, we have yours. You'll be receiving yours. Stop by. >> I can bring >> Do you want me to keep your >> No, >> they are so beautiful. >> Those are my colors. I know. >> Oh, they're gorgeous. Thank you. Nothing like children's artwork. >> Absolutely. >> Matthew. >> Oh my goodness. [Applause] >> If some kids are listening, thank you so much. It'll be a treasured place on our wall. Thank you. >> That's beautiful. [Applause] >> What a beautiful idea. >> They all are. So Jay, Bev, and Andrea, yours are um here >> and so is Rita. We've got here, too. Yep. >> Okay, great. >> So,

028thank you board members. We so appreciate you and so do our children. >> You're welcome. >> Thank you. >> Labors of love. >> Yes. >> All right. So, we are going to move on um to uh the comments from citizens. Um, and this is the portion of the agenda where the board welcomes comments from citizens. Each presentation should be limited to 5 minutes or less, and citizens should, if possible, submit written comments. Presentations should be related to matters pertinent to Groten. Board members will only ask questions in order to clarify the speaker's presentation and cannot respond during the comments of citizen portion of the board meeting. Citizens should make their presentations from the podium. Well, not true. Um, and state their names and addresses for the record. Hopefully, that will change as well. If there

029is someone who is on hybrid version, if you um I >> Oh, Mike. Hi, Mike. How are you? >> Um, good. you're either being very friendly and waving or that you would like to speak. >> Yeah, I'd like to speak. It's a quick one hopefully. >> Okay, great. I think you can go. >> Okay, thank you. Uh, and I sent this by email just like an hour or two ago. Uh, so at the end of last week, I received word from a guidance counselor that Fitch is not offering honor string orchestra next year. It's offered this year concurrently with string orchestra. It was an option in the class registration system up to about a week ago, but now students can't register for it. So, can you please find out the reason and communicate it publicly?

030I also will follow up with the school, but I wanted to register this as a public comment for tonight's meeting. Uh, there are two honors options for choir students and one honors option for band students. I don't understand why orchestra students won't have that option. It'll put orchestra students at a competitive disadvantage relative to course and band students in terms of course offerings and in class rankings because honors classes receive additional waiting. More importantly, having an honors string orchestra is key to fully supporting musical talent. The class is also a key part of the career cluster classes at Fitch and it's still listed on that part of the website. So, please restore the honor string orchestra class as an offering for next year and for future years. Thank you. >> Thank you, Mike. No, we're

031going to make sure that we're still the citizens portion. Is there anyone else here? >> Yeah, >> I'm actually here as a parent tonight. I'm very excited to do that. I'm reading a note actually from the band director. She is at our winter percussion uh rehearsal, so she's unable to be here. >> Can you just do me a favor? I know who you are, but can you please say your name? Christina Post and I live at Daniel Bond Drive in Mississippi. >> Thank you. >> Excuse me. >> Are they able to hear her because she's away from the mic? >> I was trying to stay off camera. >> No, you're okay. >> Um so this is um on Andrea's behalf. It says, "I want to thank all of you for considering our request to attend

032the music festival in Honolulu, Hawaii. One of my goals for the FHS music department is to provide memorable and educational experiences for the students that will stay with them for a lifetime. The trip to Honolulu, Hawaii would provide an opportunity for the students in the music department they would never forget. Through their participation in the music festival, our students would receive feedback and critique from professional local musicians, be exposed to local music, and have the opportunity to hear bands from around the world who will also be participating. As a military community ourselves, the most exciting aspect is the opportunity to not only visit Pearl Harbor, but also perform a concert at Pearl Harbor Memorial in front of the USS Arizona. This is a once in a-lifetime opportunity I would hate for our students to miss.

033This trip was chosen because it would be an all-inclusive for the entire music department, not just a few ensembles. Our students are hardworking and dedicated to their craft and would greatly benefit from this experience. We have the backing and support from our entire group of parents and boosters who are committed to assisting in fundraising throughout the entire year to ensure any student who wishes to go has that opportunity. Thank you for your dedication to our students and for considering this request. Sincerely, Andrea Shabbazian, FHS band director. And I gave a copy to Mr. Brent. >> Thank you. >> Wow. >> Thank you. >> We haven't had a field trip like this in a long time. No, >> not to anyone. >> Are there any other um comments? Is there anyone else online? All right, hearing

034none, I will um I'm going to end the citizen portion um part of our agenda. Um, and it seems that maybe Susan or excuse me, Superintendent Austin um might have an answer to Mike Whitney's question. >> Thank you for sharing your concern ahead of time, Mr. Whitney. I called over to the high school and Aaron um Maguire, who is really overseeing counseling, had said that there will be an honors um you know, portion for that particular group of kids who are doing the orchestra. I think they're being told to sign up for the orchestra and that they'll be working with the teacher to decide. I guess there's extra workload with the honors is what I'm told. So that they want the kids to understand what is involved in the course so that then they'll be

035able to figure out who wants to go for the honors portion and who wants to stay in the regular. So that will be happening. I'm not so sure when. I don't know. I see principal Keller here, but we can get that information out. >> I don't sure when. I'm not sure when either to be honest with you. I don't know what the timeline is for that. My understanding though is that we will be running the honor string or >> right so there will be an honor string orchestra. So we'll make sure that the counselors get that information accurately to the students so they don't worry about it and get the um the delineation of what's the difference between the two. >> Mike, thank you for um your partnership with us around that. >> Yeah. And

036and thank you for the quick answer. Now I'm excited about Honolulu. >> Yeah. Don't you want to go? >> Oh, they don't know yet. >> Oh, so the kids don't know yet. >> Till we vote. >> Thank you. >> All right. >> Um our next portion >> I have a question. >> Oh, yes. >> Um when I did I miss the when they were going to go. What's the proposed date for them to go to? >> It's part of the board agenda item. So you can save that for them. All right, I'm going to move us um to Do we have any student representatives? I don't see them here. Do we have them online, Miss Jones? >> I don't believe we do. >> No, >> I didn't. >> We did remind them, but I know

037they're getting busy. >> You did speak to both of them. personal. >> Okay. Once again, that is another thing that I am looking forward to being able to do is see them in person because I think it's such a different experience for all of us. All right. So, since they are not here to give us a report, I am going to be moving us along um to the superintendent and administration reports. And I'm going to first um pass this over to Superintendent Austin. Well, I'd like to inform our community that we have been partnering with our friends next door, Graaso um Tech High School. So, Fitch High School and Grao Tech have been really partnering in so many ways. The other about two weeks ago, I saw the percussion um perform and it was our

038band director with their band director and the kids from Graasso and Fitch High School and also Marine Science. Marine Science also is a in partnership in so many things that we do. So we really we like being able to kind of cast our netwide and invite other students that are from Groten to participate. They also participate and work with us in the robotics team and the thing that I think and fields we're looking at fields together. So we're sharing some of our fields. they plan on sharing some of theirs and for our community um fields are just something that we're always looking for. So if we can share our fields I think that's a really good thing. One of the things that I was made aware of last year when we took a tour to

039Graaso and it's quite an amazing school um was all the different manufacturing um career pipelines the pipelines for um marine science for um culinary um automotive. They have so many opportunities for kids who go there. And one of the things that um the the tech schools are doing are they're partnering with the schools, the neighboring high schools, public high schools, and they're going to be offering next year a course on digital media and broadcasting. And for our students who've come from Grant Middle School with a green screen and had those kind of opportunities in their career pathways, it's awesome for them to have this opportunity as well. It would be after school so they would get additional credits that they can work into their program of studies and um we'll be getting more information out

040there to the students. I see principal Keller shaking your head. Is there anything else that you can think of that I've missed as far as um partnership, but the two principles have come together? No, I think it's I mean obviously our close proximity uh as part of our campus, you know, to be able to bring them in as well and and to look at ways that we can partner and uh you know, I think they're interested in some of the things that we can offer as well. So, I think it's it's something that uh you know is only going to make us a stronger community and and I fully support. Um you know, this is something that currently we don't offer. And so, if we can give our students the opportunity to go up there

041and and use their facilities and gain another experience, I think it it'd be great for some of our 11th graders to be able to do that. >> So, so that's our partnership, a growing partnership and also with learns marine science as well. Do we have any comments or questions from the board? >> I have a question please. Um there's the of course the graote is a state school and of course we're br we're public school for local. Is there any comp uh you know is there any issue about connecting with us with the two different schools? I mean between across the state versus the local area. I mean, is there any um push back? Is there anything that we can't meld? Is there what I'm trying to get? >> I think I think these are

042new beginnings. I heard um when sec when um Secretary Cardona was in town and visiting Thames River and then Grao, he really spoke to wanting to open the gates a little bit and not to have so many silos. And um fortunately when our children go to Graasso that's not an extra cost to the district, right? >> And it's an extra opportunity for our students. So that's how I see it and all of the other interd district magnets or other opportunities that our stu students have. We're really rich in opportunities in southeastern Connecticut. And I think that if it's good for students, it's good for me. And even though we pay for interd district, we now have intra districts in our district. So I think long story short, I think we're opening our arms a little

043bit to be able to benefit our students instead of saying this is only for Fitch and this is only for Graasa. >> This has been piloted and with other tech schools as well. I'm not exactly sure which one but as we talking said that you know other tech schools have opened their doors and yeah about five years ago this is something I never would have imagined. you know, tech schools were kind of the state, you know, but now they're really trying to open up and say, you know, these are some opportunities that that could be offered for some of your students, >> you know, marine science students wanted to come over and try the broadcasting, pitch students want to come and try the broadcasting. It's something where they, you know, we kind of dip our

044toes in it and slowly open it up and also with, you know, some of their their students coming to us, that's a possibility as well. So I think it's something that uh you know we start out with something that we don't have at the high school can offer it to our students and maybe we get a few students that are interested 510 whatever it might be uh certainly very easy commute u there so I think that uh you know whatever we could do to kind of start it out uh and and see how it works and then and then hopefully expand it for >> great thank you >> that's kind of like what the percussion team right the grao and the the fitch Right. >> And some of the Brasa students actually marched in the

045parade with us yesterday. >> Yay. >> They were they were in their they were in pitch colors >> and they were they were part of the drum line walking down Main Street. Mystic. >> That's great. >> Yeah. Collaboration can work. We can play in each other's sandbox. >> We can play together. >> That's right. All right. Um I don't see any other questions or comments, so I'm going to be moving us on. Um and um I am going to turn it over to assistant superintendent Piaza. >> Thank you. Uh yep. I'm Phil Piaza the assistant superintendent. I along with Tom Lonzale our student manager um will walk you through um two two very important areas that we've been looking at. We've been discussing uh as a board and we uh just uh dove in a

046little bit deeper. Um the first part of our presentation will be um a summary of the world language survey that recently went out to our town parents um and our students. Uh the second part is a deeper dive answering some of the questions that the board brought up after we looked at our discipline data uh from earlier uh this school year. Um so in the efforts of um time um I'd like to kind of go through all the slides on the world language. um go right through them and then have sort of a question and answer session at at the end of that um and then move on to the discipline just so we don't get stuck on any one uh particular slide. Um so to start things off the the slides you're seeing on

047the screen. One of the first questions we asked was um if not English uh which languages are being spoken um in the homes of our of our students. Um and the results uh that we showed or that we found um were a variety of different languages. You can see their rankings on this slide um in particular um from the top language uh being Spanish all the way um and you can see the variety of languages spoken in the homes of our graten students um and Greek uh being uh the 32nd out of all of them. So um really this you know I think this this highlights something that we did know about our district and how diverse our district was. Uh but it was still eye openening as well to see um uh such such

048diversity uh throughout the community. Um so that does give us some information not only on what we want to do in our schools but also how we want to improve communication uh with our families in Grten. Uh we asked our question of our um parents. Uh we asked our parents of our prek um through four um as well as our grades five through 11 as to what uh would they like to have their students learn a new language. And as you can see here um you know tremendous percentage in the positive that they would 94% prek4 and um just under 93% uh in 5 through 11. So obviously there's a need there there's a desire for our students to continue to learn uh new languages. Then of course the next logical question would be what

049languages would your student be interested in learning. Um so again we had our our parents answer for our prek through four students. Um and um we asked our parents and you'll see students on the next slide of our grades 5 through 11 as to what they desired you know to be taught in our schools. We continue to have these conversations with our building principles and our world language department teachers as to what we could offer, what we want to offer our students. And of course, a valuable part of um a valuable factor in determining that is um what do our students want? What does our community want? >> Can you explain how they were able to choose all the choices that they wanted? So that made it even more interesting. >> As you can see,

050these percentages did not add up to 100. Um so that we did let people choose as many as they wanted. um to choose as many as they were interested. So, this does represent the percentages of of languages that were chosen um um across uh the district. Um you can see uh Spanish being uh number one on both levels. Um as well um you know, you could really see some continuity actually across as you look through it. um, American Sign Language. Um, and and and I I can at least note we had a comment section in that people were seemed most excited about the possibility of that being um, an offering. As we move forward um, to the next slide, um, it shows our students um, grades 5 through 11. Um, which language are they currently

051um, learning in school? Again, they can choose all that apply if they're learning more than one. And then which languages you would you be interested in studying in the future? And again they were told that they can choose um as many as they they would like. Um so again we we see uh the popularity of the Spanish language as well as American Sign Language um among the students. So um so these are all again this is just another way to gather information see what we want to continue offering. Um that goes uh that helps us continue our conversation about staffing about scheduling um and about um you know looking at AC how we can have a continuum of language services from um hopefully someday um our elementary schools all the way up through our high

052schools. And I think that was the last slide for for language. So I think we um if it's okay with you uh Watson if anybody had any questions based on this we could open that up now. >> Yeah. I'm just trying to >> see the people again. >> Yeah. Can you stop sharing it and then >> there you go. >> Thank you for making it much more easier for me. Thank you Susan. >> Is there any questions from the board about this? Dean. >> Oh, it's Dean. >> Hi. Sorry. >> If you're right in front of me and I didn't see >> sometimes it's what's right in front of you, you don't see. >> Oh, that sounds really good. >> Have a great chy. Uh, so you the question says languages spoken at home. I

053want to make sure I understood. Is there the question was what language is spoken instead of English or in addition? >> Yeah. >> So, so the way it was there >> primary so English could also be spoken but the respondents considered these other languages to be the primary. >> Okay. Um, the reason why I asked that is because I grew up in a home that was not counting the Yiddish spoken next door. Uh, it was a situation where my mother spoke Greek to us. We responded in English probably and my father spoke English to us. He was angry and spoke Greek the other. A lot of the other adults spoke one or the other. A lot of times it was half one, half the other. We did not distinguish really between the two. Especially when

054we were very young. was sort of a continuum because you're communicating and being communicated with. So that was sort of the goal and more focused on the language aspect. Naturally, as we got older, we recognize the two separate languages and you can do a full combo in one or the other sort of a thing. And I imagine I'm projecting I imagine that's the experience of a lot of people who are reporting these languages that there may be some homes where only these languages are spoken or they're primarily spoken or is it mix? I don't know how that would inform any decisions we make as to how to communicate with people. So, you know, Arabic is number three. Can you assume that you're dealing with purely Arabic speaking homes as opposed to homes where grandma speaks

055in Arabic? But pretty much everything is done in English. Otherwise, the kids may report these kids or or adults reporting. >> This is >> adults are reporting that something is the primary. >> Correct. >> Okay. Because the kids view all the respect to kids. We all kids the kids view can sometimes be skewed. Uh >> indeed the question was phrased as what languages do you speak at home >> at home? >> What language you know parenthesis s languages >> okay >> do you speak at home >> and that was understood to me other than English because English obviously is not on the list. Do you have any idea of what the count is? >> So >> we do and I did I did follow that up because that was sent to me um personally an

056email from one of the board members as to get getting the counts. I didn't have time to put it in the presentation. So we'll get those out to everyone. Uh the PA the number of parents who responded to the survey was uh 464. >> Okay. >> I'm sorry that was the 5'11 parents. So totally combined prek through 11 it was um 94. That's good. >> Okay. >> But on that list simply sorry that lists out the list. Now, do we plan to do something like what you see with Medicare summaries? You get this long sheet that has everything and every conceivable language kind of what flags flying from the UN kind of a thing or you know what other than because it's very common obviously these days has been common for some decades press one

057for English and two Spanish kind of thing. You know, I get to see German for good reason because we don't have that many German immigrants uh anymore. uh but you know so are we looking at gathering this data and then using it to try to put messages out in uh Tagalog or or Udu or or what what's the purpose of getting all these numbers other than it looks fun. So I know Phil has the exact break down. The vast majority of our kind of families who speak a second language as a primary language Spanish 290 something >> 240 >> and we've been designated as a bilingual school district because of the numbers. >> Absolutely. But after that it does drop exponentially. So I think our our third is Mandarin and it's what is the man?

058>> It's just the third >> 20. So so it's a it's a really drastic drop. We did at one point think about building out for example our registration portal in Mandarin um but there just weren't enough room to support the additional cost. That being said we have built the website now currently some of the ways that we're building documents and they can be translated translate. So we are >> with all languages. >> Yeah. Yeah. They can be translated for consciously trying to make our forms. We also have a translation um program that we work with so that translators can attend PPTs even if it's over the phone and translate into different languages that our parents might have. Uh there's another phenomenon that I'll let I'll let go another phenomenon where you have for example parents

059who are from another country do have a primary language they speak but for various reasons insist on using English however bad their English might be the household insist on using English with their kids as a as a conscious process of culturation. I have seen I have seen that. >> That's true. So >> thank you. >> No thank you Dean. I did have one other question to ask Bill that I hadn't asked in the email. Uh we talk about the number of f languages spoken but if I'll pick a language that isn't there I use German because I don't want to pick another language. If we say there are 11 people speaking German how many households does that represent and is that a useful differentiation to make? And I don't need an answer now. It's just

060a question for your consideration. >> Okay. >> But there there is definitely overlap in terms of um so for example that count of if there's multiple children registered to that same family they would have got twice per >> I'm not sure how that helps us in planning our teaching whether it's uh tutoring or however it's done. I mean, if we're doing tutoring and we can coalesce five kids from the same family, that might be helpful. But, you know, give some thought on that, share that later. >> Sure. >> Any other questions? >> I have one quick. >> I'm going to do Liz first and then Dean, I'll go to you. >> Um, I know we're looking at these numbers or these this we've done this survey because one of the things we want to see

061is are our language offerings. um you know consistent with the needs of the community. But have we asked also have we looked at what the universities and colleges have said you know these are the languages for example if you're going into medicine Latin is extremely important so have we looked at that is that been something that we've just also and I I know this is just the beginning >> but I I you know for different career clusters what language would be the most you know beneficial for your child to take if they're in a specific speific career path. Like my daughter went through into nursing and uh took Spanish all the way through. The Spanish has been good for her when she's communicating with with you know patients that don't have much English, but the

062um the reality is she had to learn a lot of on her own. And um so I'm just wondering if we're encouraging we're looking at that aspect of career clusters. I also think that the reason why we're doing this language survey is to because we are looking at applying for a grant a world language, right? And so we're also looking for that as well too. Um but I think your question about >> is there is there work around if if we're going to be offering some ideas around engineering, is there going to be is there a language that would make the most sense for them to to be part of? that could definitely be something that we take some more steps in into looking at. Speaking personally as someone who just went through the college

063process. Um I could speak to the fact that they do care about languages. They do not they didn't seem to care. And I think um again this is all personal with myself. We looked at a variety of different schools, variety of different levels and in a variety of different states and they all seem to want to know how much of a language they took, whether it was three years, whether it was four years. not necessarily the the language that was that was taken a to >> um but again I think that's definitely something worth looking into >> and I think you had mentioned this Phil used to be that with SATs um Latin was very helpful the way that the SAT test was designed but not so much anymore >> well I mean it's it's

064a common you know you learn word roots and again that could be done in any language um not just Latin u but that was commonly I think a lot of kids took that language uh in high school in order to prep for the SATs, which which we know which we've seen um whether it was COVID driven or not, more schools moved away from in terms of um uh admittance uh requirements. Now, whether or not schools are going to go back to that, we're going to see, but um that that seemed over the last couple years that seemed to be less of a priority, the the SATs, but we'll have to keep an eye on that to see where it goes. I had a comment, but now I'm gonna scotch that. Go. Well, maybe another comment

065that is this feeding off of what Liz said. One one step is to ask people what's going on, what are you interested in? But there's another step that I think very often schools and frankly organizations are afraid to take and that is to think on their own. Well, what would we say? It sounds very curious to say this. What would we say would be a good language program? Thank you for your input the public and kids and parents and all that. And we're going to keep that in mind as we design what we think of as a useful language curriculum that I'm ignoring the reality that you can't just find whatever teachers you need anywhere you want. Spanish teachers are somewhat more plentiful uh simply because of the hemisphere that we're in historically, etc. But

066if you say well you know we got to have a greater uh you know more more offerings of German to train people for work working with the EU for example with German it's a big language other than French and English I'd say good luck finding a German teacher these days it was sort of waning when I took German so but we leaving that aside we probably shouldn't be afraid to look into what would we say having consulted done our education and research what would we say would be a a good competent useful language program that may or may not coincide with what people say that they want. So maybe maybe Arabic is number seven. Maybe we decide that you know what given the world's realities Arabic ought to be number three. Should we put a

067big effort into finding more Arabic? And then the question becomes which Arabic >> right? So I I think that that's going to be even more driven if we get the grant that does world languages um that gets embedded in our in our school system. So, I think that >> don't be afraid to come up with our own ideas. >> Can I add one other thing, Dean? Um we've talked about it in my um networking group with superintendents through the learn southeastern Connecticut region and we're always looking for learn to host some of these things that would be beneficial for all districts and world languages are are some of those things that there could be kids a group of kids in southeastern Connecticut that absolutely want to continue taking Latin or Arabic or Mandarin Chinese and

068then through a rest you could provide that teaching opportunities. So, we're still working on what would that look like, how would that be, how would we host it, you know, and they might have to do a more deliberate, very um I guess detailed survey for our students to really figure out what are those languages that um and maybe work with the universities to say what are some of those languages that really would help students in different career pathways. So, you guys have brought up a couple good points that I'll take back to my colleagues to talk about. >> One more comment. I'm sorry. Okay. >> Has I've never seen this at the certainly at the primary not the secondary level. You see this at college that is a survey course. So a student is offered

069the opportunity not necessarily to learn a language but learn about languages because people either have taken or they haven't taken and there's no twilight zones no in between where people say well you know I never took Russian and I don't want to take Russian but I wouldn't mind learning something about Slavic languages what are they about or what is Arabic or what is whatever you know so that people have a >> well they're a little more cultured I think and they realize just where Farsy fits into the picture. That's spoken in Iran, by the way, and so on. So, they don't have to learn Farsy, but they know something about Farsy and where it fits into things. Uh I that's a tall order. I think you have to find a teacher at a space in

070the schedule to offer that. But I personally would love that. >> So, we've talked about the carousel model that typically starts in sixth grade and having that start in elementary should get this grant. um and you know and and maybe you carousel the Spanish and French and sign language in some fashion or maybe you carousel other ideas, but then it would really ready our students when they become middle schoolers to take our level tiered instruction and and we really have a goal of wanting to have more students have the opportunity for the seal of biiteracy and to be able to say I have two at least two languages that I'm leaving High School and I'm confident in and then get a plane and travel. >> But that but it also just feels like what Dean

071was having to say and Matthew, I'm sorry I interrupted you. >> Um is is the whole concept of like you know learning, right? And and just the I the whole concept of how do you embed IB learning into the curriculum and that feels like that fits right into that. that does >> hearing Kim say that part of the reason for doing this is that we're interested in applying for a grant opens up a whole bunch of other questions that I think would might be useful if we do another iteration of the survey first of all I love the carousel idea that's terrific idea I think also history of the English language I mean just just a three or four classes on where does English derive from and what is its written it richness that could

072incite somebody to be interested in one or another of the languages. And finally on this question, I would not have asked this question if it were not for a grant. But I'd like to know why. Why did they choose this? What do we learn from that simple question? Why? Because when I've done instruments, I've had people choose a one and a seven on a Lykart scale and they get the same answer. Until you ask why, we don't know. And I think that'd be a really good question. Any other questions? If not, well, let's move on. >> The uh the next part is um our discipline data which we had asked we had been asked to uh disagregate a little bit further. Um so I'll let uh Tom Londale sort of take us through this. Um

073>> go ahead Jason looks like stair steps. Jay, I hope you can hear me now. >> Sorry. >> No, this is I think this is close enough. We're fine. Uh, so one of the specific questions that asked last time was what was the average length of um our suspensions ISS and OSS. So each of the lines here, I know there's a lot of them, they represent individual suspensions, both ISS and OSS. And you can see the vast majority of our suspensions are two days or less, right? So the actual average for an ISS was 1.3 days. The average for an OSS was 2.8 days. So, I know one of the questions is asked, you know, are there suspensions 10 days that are 10 days long or even longer? We do have a few. Um, and

074the vast majority of those are kind of for physical altercations or fights. Um, but as >> towards expulsion >> or or towards expulsion, yeah, pending expulsion. Um, but you can see the vast majority of these are for lesser amounts. I think just like Bill said before, we're going to try to go through all these slides and then come back for questions about uh sorry. Um another question that was asked and we' shared this with Kim beforehand. We've looked at a bunch of different ways to kind of disagregate some of the suspension data. Um this is looking at the number of incidents for special education status. So as you can see on the left, those are incidents involving non-special education students and on the right incidents involving special education students. Um, for reference, the special education

075population of our secondary enrollment, so both GMS and Fitch is 17.3%. Um, and also to be clear, these incidents, this is aggregated for GMS and Fitch together. So, we did not split those this time. >> So, only 17% of the population. However, you see that bar graph nearly matches or is like 200 out of 275 or something like that. So, excuse me. 475 >> 200 plus 275 >> 447 >> 437 >> um very similar setup, but instead of looking at special education status, it's the factor we're sagging by this by lunch status. So on the left you have students who are either free receive either free or reduced lunch. On the right students who are full pay, so not eligible. Um for reference our current so as of when did we pull this? Friday I

076believe. So as of Friday the free and reduced lunch population of GMS and pitch combined was 42.8%. >> Um >> we have been as high as 50%. I think >> that's correct. >> But our numbers have shifted a little bit. So if it were a 50% you kind of expect to see about the same amount of instance and we're really off. Yep. >> So it's something to take a closer look at. Absolutely. Uh so there's actually two different things being shown uh in this graph. So on the one hand we've disagregated by race and ethnicity. Um it also um disagregates by gender. So kind of two different ways to look at this depending on which axis you're looking at. So across the bottom here you'll see it's disagregated. Each column is a race or ethnic

077group. And then within the columns themselves, the blue represents male students, pink represents female students, and the yellow you'll see up here at the top are students who um recognize themselves as non-binary. >> Can you go over each of those just so everybody can hear and see it clearly? It's a little hard for me to read. >> Yep, absolutely. So, you'll see here you Asian population, uh they represent approximately 6% of our student enrollment at the secondary level. Um they have roughly 10 incidents. uh you have black or African-American population that represents 7.7 to almost 8% of our population. Uh about 100 in so a little under a quarter about 20% of our total incidents up until uh that would have been up until February 28th. Um Hispanic casino population about a quarter of our

078student enrollment at the second grade level represent about 150 out of 440 of our incidents. um our American Indian and Alaskan Native population. It's only 1% of our student enrollment. Um I believe they have about six uh was the total incidents reported for students who identify with two or more races. So that's the two or more races that they're it's not kind of one ranked over the other. It's just if you identify with two or more races simultaneously. Um that represents about 12% of our student body at the secondary level. Um and as you can see they have about 75 incidents. our Native Hawaiian and other Pacific Islander population uh less than 10 uh total incidents and that represents about half a percent of our population. And then our our white our population who identifies

079as white that's about half of our student body um and they had oh I would say about 35% of our um in total incidents reported during that time period. >> And you can see the blue for boys and the pink for girls. you know, the boys are, you know, receiving more of the discipline and, you know, than the girls are. >> Uh, so one of the questions Katrina asked uh the last time we looked at this, I believe it was you, Katrina, was asking um kind of the frequency at which um these incidents are happening on an individual student level basis. So in this graph each bar represents individual students. Um so an individual student in this case would have only received one uh incident or infraction during that time period. Whereas you move across

080uh this student for example would have received two all the way up to the max which was 10 separate incidents coded as state reporting system. Um so you can see it's an exponential curve. So you have very few students who are receiving 10 infractions. The vast majority are receiving one or two infractions. We also wanted to start looking at trends in terms of how often were incidents happening and how they were kind of progressing throughout the year. Um, so I did track kind of over every single day how many incidents were occurring and you could see really large variation throughout that. It's a little difficult to read. So we did try to disagregate a little differently, but we wanted to look and see if we could glean any trends from here. You know, Susan and

081I were joking. We were thinking maybe it was full moons or Fridays or something like that that would glean some information here. But I can tell you the lunar calendar does not connect to this whatsoever. >> I said days, those are full moons. And then I said those high days are the Mondays and Fridays. But no, I I was not good at my predicting. >> Nothing to do with the moons, unfortunately. Um, we al I did disagre also by days of the week. Uh, I think we all Well, my assumption going in would have been that Fridays would have been a tough day or maybe Mondays. It turns out so far this year, Wednesdays have been the day with the most interactions. >> Yeah. >> Uh, and then lastly, we wanted to look at a

082month by month trend. Obviously, we haven't got March in the books yet, so we didn't include March on this yet. Um we had kind of a noticeable uptick September, October, November and then we are seeing slight declines across the district for the last couple months. January and February actually being exactly equal even though their days are different. The exact number of infractions were that month. So we are hopefully seeing a bit of a plateau maybe a decline heading into March. Any questions? I know we went through a lot of different slides. I'm happy to go back through them. I will stop sharing so that Kim can see the >> Oh, I I I fixed it. You fixed it. >> I'm so excited. >> All right, questions. Matthew, >> somebody else wants to go first. >>

083No, Matthew, it's fine. >> Okay. I was particularly concerned with the special education slide. >> And the question in my mind is what can we glean from this that could be useful to us to reduce the incident? And when I looked at the statistics, it it did not indicate your reference was uh special education is 17.3% of secondary. What I don't know if was whether the 477 was all secondary or was all secondary. Okay. So we have uh 42% of the incidents uh are with uh special special education students >> which is only 17% of the population >> which is only 17. So >> right uh concern >> I I looked at at I turned this prism a little bit differently and it says that a special ed education student is 250% more likely to

084end up having an incident. And the question from a you know you could ask why but I'm sure there are a lot of different reasons but I have no answer. What can we glean from this from this ratio of occurrence that can help us decide how we want to mitigate we're not going to eliminate it but mitigate this this late rate of incidents and if you have an answer that's great if not it's just something to >> well I mean I think it starts with conversations at the building level you know with the building leadership team um the special ed department the the counselors that are working with these students the the pair of professionals who are working with these students and the special ed teachers um and really building the capacity not only in

085the student but in the in the staff as well to talk about how we can meet their needs better, how we can prevent these things from happening. >> I think you have a great idea and look forward to hearing some feedback in a couple of months. >> Great. >> Matthew, I'll also say none of the trends displayed here are unique to GR. All all of these trends mirror exactly what the state of Connecticut is seeing at >> I have no doubt but I can't control what happens in Boise. We can only try to help here. And I would also say that we have >> we have programs, Matthew, in our school districts that probably were not in school districts even 10, 20 years ago. So that we really try to keep all of our kids

086in district. So we have specialized programs um that help children who have behavioral and IEPs around emotional disabilities. So um those students are all serviced in our schools, too. I applaud what our district has done and the former board members before I came on. They've done a great job. My only goal is to pursue perfection even as I know we'll never achieve it. Just to pursue it. >> Right. Right. >> I'm going to recognize Andrea and then Katrina and then Dean. Andrea, you're muted. >> I know. I'm assuming that these are not um suspensions. So, can you define exactly what an infraction might be? >> Yes. Oh, there she is. Andrea, sorry, you disappeared from our screen for a second. These are suspensions. So, these are um in school and out of school suspensions. >>

087Thank you, >> Katrina. Um my first question is the chart you have up there. >> Are some of these are these behaviors above and beyond what are addressed in the IEPs? >> Sorry, can you say that again? >> Are these behaviors that are being sus getting students are getting suspended for are they above and beyond the IEP behaviors or that are identified in those in the IEP? I I would assume they have to be because if they were not they if if the behaviors were something that was outlining the IP, it would have been a manifestation of the IEP, right? And then they wouldn't have been suspended in this case. >> Okay. >> So, yeah. >> And then I thought we had um all our students were free lunch. >> So, yes, let me clarify

088that. So, in this case, so this year due to changes in federal guidelines, all of our students do receive free reduced lunch. That being said, it does not mean that every student is eligible per kind of the typical guidelines that we would see. So, for example, I might not qualify based on income, right, for normally for receiving free and reduced lunch, but this year due to the special waiver from federal government, every student is getting free lunch >> if they would like. So, how did you these numbers? >> Because the state of Connecticut does still track um pre-introduced lunch status eligibility. So, we are still able to see that over time for the same reason why if the federal government decided to roll that back tomorrow, right, >> we would still be able to give

089students free once you were eligible. >> Um, I kind of looked at this. I was curious about how many days a month do you have without an incident? And it's real low. I mean, it goes from one to four, one, four, two, two. So, Now, these are both our schools with a thousand students each and um so there's usually something that happens, you know, in a classroom and it could be something that a a student was rude to a teacher or something there was a conflict. So, you know, as and I guess Ted, you could tell us some of those things for the one day ISS's that would occur since one and two were the most that would happen. Yeah. I mean, sometimes it's a repeated offense. >> Yeah. >> Um, sometimes it's something where

090uh, you know, it's it's uh, you know, students just violating the school policy in some way. We have a chart that we go we go by that, you know, kind of leads us to, you know, what type of uh, discipline a student should be receiving. Um, I think that I can speak for the entire administrative team. The goal is for the student to get a consequence for their actions, but there's also the goal to make sure that we are repairing whatever damage because of behavior. So, because the suspension doesn't solve anything. >> Yeah. >> Does not and how can we also get the student back into the educational environment as quickly as possible. Uh we try to limit the number of days of suspension as much as possible. You know, we don't try to make

091sure that it's fair, but at the same time, you know, the kids be back in the classroom at some point. Now, if there is a conflict, when I spoke about the the repairing the damage, if there's a conflict that a student has in the classroom, often times we're going to make sure that that student is meeting with the teacher before they reenter the classroom because we don't want to have the suspension and the next day they go right back in the classroom. We just have a conflict all over again. Um, so that's part of the restorative practice piece. So, um, there's a lot that goes into it and we don't take it lightly at all. uh any suspension um even in school is a one day in school serious matter um but we want to

092make sure that we're always following those processes and procedures as possible >> I think if it's possible could you send that chart to us >> yeah it's part of the the student handbook um and uh I can see a copy for you >> you had also said the last time or whoever the last time we had a discipline presentation you there was I think five of the top disciplines could we have the list >> yes sorry we did not >> because just with those five I mean that's pretty scary these numbers if it was just those five I'm curious what else there is yeah there's 200 per the state 200 >> it's 21 pages I will send that I will also say I yeah I will also say on here too there are days with

093zero incidents on within this I just kind of filtered all of them out because the width of this thing got so large nobody would able to see the columns. So this there are days in here with zeros. I just wanted to be clear. >> So so September not necessarily has only four discipline free days. There's more than >> there could be. And for example, I filtered out weekends because I didn't want there to be two blanks every seven days. Do you know what I mean? So I just taken all the zeros out and kind of condensed it so you everybody could see kind of the variation. Yep. >> Okay. So it is actually four. Okay. >> Y >> anything else? Yep. I think that's it. Okay. Thanks. Um, so I'm going to recognize Dean and

094then >> Okay, we've divided up in the pink chart, uh, special ed versus nonsp special ed. And special ed is a huge mosaic of different categories. And so you have that in this block. And then we also have incidents. So the incidents could be just plain old disrespect to to a serious physical altercation. So what's going on in here when we're when we break this out and we say well we have 17% of our population comprised of as I said this mosaic of identified conditions. uh and they're involved in just over 200 of the you know almost half say or not quite half of the incidents. Well, what are they? So, we mean to address the issue but who are we address who are we going to and what are we going after? Is it

095are we talking about serious incidents where people just losing control or people just not being very mindful of their classroom uh their classmates and teachers or you know what is it that would be more useful for me that would also be a a denser picture I know but I'd be curious to know just exactly what we're talking about here by incident and what's meant by special education. Be you took your hand down. >> Am I next? >> Yes. >> Okay. Um, this question is for Susan. Susan, what does this information show you or tell you and where do we go from here? >> Beverly, it shows me that we have a problem. It shows me that we need to meet with our um schools to really examine what the problem is and the significance um

096and how are we going to make sure that we do a better job proactively with our kids. So, um, we know that this year is kind of been a turbulent year and that students I've heard over and over again that students have gone from like a zero to 10 in a in a split second that they, you know, they're having they're really relearning how to cope with a larger population around them. You know, they've been at home, they haven't had as many things to have to deal with at the same time. And um so we have a lot of social emotional learning programs that we put in place with our counselors, our social workers, even our classroom teachers. Um a lot of stories that go a long way. You know, a story is a powerful

097thing and you know and writing is a powerful tool for students to express themselves and just even circling around and talking. So, we've been going to some of our groups of students. Um, I go to more than words with the kids. Um, I've gone a few times now to just listen to what the students are saying because that's also probably the most powerful tool is to hear from our students how things are going and what we need to do to do it better. So, um, so that we're not so reactionary. So, this shows that there is a problem. Um, we also talked about going back to data prior to COVID to see um, and surprising we saw some of the same similar expulsion data. I thought we were further ahead because I just have felt

098that I've met, you know, too many kids for this year even though there were eight. Um, and I'm trying to get them back in school as fast as we can and do the restorative justice piece when when they come back. So, um, so there's more work to be done, Beverly, for sure, and we'll definitely come back to you and and share some of the work of the district. Um, you don't see elementary in here. Um, elementary um, tends not to fill it in power school and they tend to be working on it on a daily basis. They don't have as many in school and out of school suspensions. They work on it more um, you know, in a counseling way with the kids. And um so you know I think as a whole admin council

099it's a great topic to to share with administration across the district to get everybody's insight. Well, I'm glad to hear, Susan, that you did look at data prior to um the pandemic. And I hear you saying that you see some of the same similar incidents, >> some but I think more of them in many cases. Maybe not in expulsion, but we definitely see more out of school and in school suspensions than we did in 2019. >> Okay. Is bullying part of the incidents that is reported in this uh presentation? It can absolutely be part of it. >> Okay. >> Um, you know, and is, you know, whether it's bullying on the bus, bullying on social media. We just had a Scott Driscoll from the FBI come and talk to all of our kids, middle school

100and high school about that kind of thing and parents. So, um, it it definitely would be represented in these charts. >> Okay. Well, thank you, Susan. >> All right. If there's no more questions about this data, I'm going to move us along. Phil and team, thank you that you did a nice job at um coming back and giving us the stuff that we wanted. Thank you so much. Um and so I moving it over to the business manager, Ken, it's so good to see you. >> Good to see you as well. >> I am going over attachment number two. I'm not gonna I'm not going to project it unless you unless you wanted me to, but everyone should have a copy of it. >> Yeah. >> No, I think you can. I think we do

101have a copy. >> Okay. Uh so per attachment number two we are projecting uh an unextended year-end balance of 131,546. Uh this is uh as in previous uh reports this is primarily driven by some savings in salaries out of district special education costs being less than budget but it's offset by some increased costs uh specifically uh severance benefits and purchase services fees that are driving it the other way. Is this typical of what we have at this time of year? >> Yeah. Yeah. Yeah. This this is the follow uh >> uh Yeah. I think last year we were we we were in a better position. There was there was more unexpended uh projected, but uh we still think we're going to end up the year uh under budget at this point. >> That's where we

102want it. >> We're just there with a little wiggle room. Any questions about the object code? Katrina, >> can you just um elaborate on purchase services? Why it's >> Yeah. So purchase services. Uh so these are services that we uh that we go to the outside to get. It's not not by employees. Uh in particular uh we have um in this uh we we uh purchased uh services for uh a study of the fieldhouse uh that was un that was unbudgeted as well as we are uh using some additional consulting uh services in our IT department uh to help with our network um network administration. >> Thank you. All right, >> Kim. >> Yeah. Yes. >> May I just ask May I just ask a quick question? >> Who I I'm not Jay. Yes. Sorry,

103Jay. >> Yep. Um I just wonder if Ken would be able to share the the following documents. I'm just concerned that those who watch this later on YouTube have access to the information even though we have it in front of us. Uh just so there's a record for them when they watch later. >> Okay. >> Thank you, Jay. It's also in our agenda. So that's put up on the website for the board of ed. So people can always look there as well. And there'll be minutes of this meeting with them attached to here is the object code summary. Scroll down to the bottom. Right here is >> 131 546. >> Thank you. I I think just asking the public to watch the video, go to a website, download an agenda, download minutes, and try to

104and try to uh fumble through all that at the same time. Um just be a little easier for them to be able to see it simultaneously with the uh the verbal. So, thank you. >> All right. So, I'm I'm going to take that one down. I'm going to share the um [Applause] claims report health insurance claims report here. Okay. Uh so, is this this here? So this is through uh January of 2022. Uh you'll notice for the month of January 2022, we are at 79.7% of of projected uh claims. Uh and on a year-to-ate basis at 92.7% of projected claims. Uh this is somewhat comparable to the prior year where January a minute was 73.7% of uh of projected claims. >> Any other questions about the health? I'm sorry Katrina and I are laughing because

105I have taken off the multiple layers of clothing that I have on and she's just thrown on her jacket. So, so I'm sorry for the distraction. >> Um, is there anyone who has a comment about the health insurance? I am trying to put everyone on. >> I do. >> Okay. I'm sorry, Beverly. I'm having a hard time managing finding you. There you are. >> Okay. Um, Ken, is this good for us or bad? >> It's good. Uh, when we're when we're p when we're less than 100% of claims, that's good. >> So, that blue bar shows what we budgeted and the red bar shows what we're actually spending. And the only month that the red bar was taller than the blue bar was December. >> Yeah. Last month. Yeah. And these things do work cycllically.

106So, uh, as I mentioned, last year in January, there was a dip. So, so the claims tend to tend to follow a pattern. Uh, they take a couple of months to to get processed. So, these would January claims would probably be put in the fall. So, um, you can see that uh, it makes sense that um, there'd be a little lull at this point. >> Can you pull that up so they can see the bars? >> Oh, yeah. Right. There we go. >> There it is. >> I'm talking about something that's not >> Yeah, it's hard to manage everything. >> I know. Any other questions? All right, hearing none, we're going to be moving on to the treehouse one. >> Treehouse one. Uh so for for treehouse um so the treehouse fund is currently sitting

107at uh it currently sitting at $62,000 as of January 2022. Uh monthly operating expenses for uh o over the last over the past six months average about $50,000. Uh so this balance is within our recommended one to threemonth uh uh reserve range. uh in January 2022 in conjunction with the district initiative to address hourly wages due to the labor shortage and the uh the impending minimum wage increase uh the wages for treehouse personnel nondirector uh treehouse personnel were increased by around 7 to 15%. Uh so with this increase the the treehouse uh program is now operating uh at a loss. Um without any uh uh change to their uh to the tuition rates uh I suspect we will exhaust its funding uh uh either uh at the beginning or maybe towards the end of the

108end of the summer. Uh Dr. Piaza, myself and the treehouse director uh worked to determine uh an appropriate um uh tuition level uh to ensure the same quality level of care uh make the program self- sustaining but still be a lowerc cost alternative and then uh similar product uh similar programs uh in the area and that's what this uh chart here uh is showing. Um let's see the the top part is uh is >> is the current rates. So what would what would happen uh over an annual basis uh if we left the rates as they are uh you'll see that uh uh both for the school year and for the summer camp uh we would be losing approximately 82,620 annually. Uh with an increase of $10 per week. That's this bottom section. um it

109would uh it would become um marginally profitable uh enough so that they could build up their reserves uh more to the three months uh uh that that we'd like to see. Uh the second page is this is uh two I'm going to skip to the third page if you don't mind. Uh the third page is um regional afterchool programs. Uh we have Grten, Ledger, Stonington and Waterford. Uh the one problem with looking at it this way is that they all bill on a different uh basis. We bill weekly, ledger bi-weekly, Stony monthly. And so that's why we came up with this uh this page two which kind of breaks it down so that's more um comparable. Uh the top section is the current rates both weekly and hourly and the bottom section is uh is

110the proposed uh rate that we're proposing uh both again weekly and hourly. Any questions? And this was just to clarify this was um we wanted Ken to kind of bring these back to us so we could look at them. I said I would say additionally that the directors will make a real concerted effort to help support families to fill out the care for um you know paperwork so that that funding will come from the government to Treehouse to afford their you know their membership. So that um so while it's an increase they won't hope hopefully they won't feel that that we'll just really um at this point I've heard from the director say that not as many families are taking advantage of this that could so they really know that they're going to have a

111added responsibility to get the information to the families help and assist and really encourage them for reaching out for this funding. Katrina >> Susan, how long is the camp? >> The summer camp? >> I think they go one or two weeks at a time, but there are some students that are there all summer. >> Okay, go ahead. >> Eight weeks. I think all >> Yeah, all together. Eight weeks. >> I don't see any other questions. >> I saw Beverly. Beverly. >> Oh, there you go. >> Uh, thanks, Kim. Um, can you explain again to me what the processing less processing is? And can you also tell me for the uncollectibles, what what do you do to collect the money that's owed to you? Is there any like is there a process that you go to

112to try to get the money that people owe? Uh so uh processing and uncollectible there is there is an element of credit card processing in there. The treehouse does uh uh the program that they use the credit card fees uh flow through to the uh to the treehouse and uh they pick up those costs. Uh for the uncollectible there there is a process uh that the treehouse personnel go through to attempt to collect all the outstanding debts. Uh but there is a certain amount that they that they that they are unable to collect. Uh once again, if if we were able to get more uh families on the care for kids program, um you we would see that go down. Um but at this point, there is there is an amount that that does that

113goes uncollected that the treehouse personnel um at some point are just unable to to collect. We had the same issue with our um you know food services when we had um some students who were paying and some who were getting free and reduced lunch. This past couple years when we've been able to feed everyone we the district has not incurred those expenses. >> Do you know the exact amount for the uncollectibles? >> The what amount? I'm sorry. >> Do you know the exact amount that you haven't been able to collect? I I don't I don't uh the treehouse uh group gave me a percentage to to work into this into this budget, but I don't have the exact amounts that they haven't been able to collect. No, >> we can find out. >> Yeah, we

114Yeah, we certainly can find out. >> Is there any way that the OP money can pay for any of the uh students to attend um the after school or before school or camp programs? I think that's the care for kids um program that comes with I think federal money that goes directly to the treehouse to to help families afford the program. >> Right. >> So, we just need to work a little harder getting that information out and helping support our families. >> Yeah, it's an application process. So, they have to fill in the application has to go in and um and go through that process. >> Okay. Thank you. I'm gonna um recognize Andrea and Jay. Did you take your hand down? >> No, it's back up. So, I'm going to do Andrea, Jay, and

115then Matthew. >> Thank you. So, this this is a $100 per child. Is that correct? >> Umund $100 per child for both the AM per week. Uh for both the AM and PM sessions. Yep. >> So, if you have three children, that's $300 a week. Yes. If if they all attend all all both sessions. Yes. >> Right. So, I'm wondering about the the assistance that Susan just mentioned. How does one attain that? Because I would think that um $300 a week is untenable and maybe $100 a week is untenable. How do you get families help? Susan, >> you really advertise the program. I know that they actually sit onetoone with families to help them fill out the paperwork. Um so there's a you know a lot of um marketing that goes involved in it and

116um and families who really want their children in it and can't afford it really do like to sit down and fill out the form because it does give them a service that they need and um you know at no cost to them or at a partial cost. >> Thank you. Jay, >> and I I know we thoroughly discussed this at the last meeting, so I don't want to beat a dead horse, but I mean, none of us want to raise these rates, but but at the same token, you know, the the program um you know, has to at least pay for itself. We're not looking to make a profit here. We're just um trying to break even. And um but if it if it does fail, then we have to take it out of our

117operating budget. And uh I'm just very glad to hear that the uh the staff is pushing the the the state care for kids option uh for those, you know, that do need it. And I'll just repeat what I said before. If if we determine that people are falling between the cracks, you know, I'd like a report from the care uh or from the uh the treehouse program, you know, that they're that people have had to drop out because of this tuition increase, but that we're not eligible for care for kids so that we can study this going forward. >> Thank you, Jay Matthew. >> Two things. The first for people who are listening, I'd like to just point out again what's on the sheet that may be difficult to read if you're watching online is

118that the hourly cost if you have uh is $4 an hour through the treehouse. That's after the raise. Now it's $4.44 compared to Ledger at 524, Stonington at 8.84, and uh Waterford at $10.50 per hour. So we are clearly non-exploitative. >> That's right. >> The second thing I would like to say and I drew from what I listened to that the admin the treehouse directors are going to have to do more outreach and more effort. But I'm wondering if this can't be rolled into the registration process where at the time of registration, we have to have come to Jesus meeting with everybody and if somebody is eligible, sign them up right then and there so they don't have to spend tons of time later on and just get it done at registration. >> Yeah, I

119think every effort's going to be made to to let all the parents who register know about it whether they qualify or not um whether we think they're going to and then hopefully take advantage of it. There'll definitely be some follow-up steps. >> I think if they if they know using the example of $300 a week that they're going to be $1,200 a month and over eight months it's going to be $10,000. I think that kind of communication will uh take root. >> Yeah, I agree. >> Any other questions about the treehouse? If not, I'm going to move us along. I I just have one statement, Kim. >> Yes, >> if you don't mind. Um Absolutely. >> Um I as I appreciate what people are saying about the cost not being that much, but when I

120went online and I looked at median incomes for like Ledger, the median income at Ledger is $93,000. The median income at Stonington is $82,000 and Waterford is 56,000. and um Groton is 52,000. So an increase might not mean a lot to us, but it does mean a lot to certain people. So I do hope that the staff really reaches out to the families to get them to fill that care a lot form so they can get financial help with this program. Do you do the form way before they apply, Susan, or do they apply and get accepted and then you do the form? How does that work? >> They're given it um when they uh enroll, similar to what we do with our free and reduced lunch forms, we try to do it right at

121the enrollment time. Um but then if they needed additional help or support in filling it out, our directors would be available to help them. Do they have to pay first and then get reimbured after they submit the form? How does that work? >> Well, typically they're enrolling for the next year. So, they enroll possibly in the summertime um or at the end of the year. That's something I'd have to find out from the directors how that usually operates. They've changed how they do payment because they weren't getting they've changed how they did care for kids payment um a while ago because people were just weren't getting monies um the daycare centers actually were not getting monies and so they've had to streamline it but I don't know what that is. So maybe maybe um if

122they maybe if the staff find that out we can get that in our board notes so that we can have that circle closed. Any other question? All right, I'm going to move us on to um our director of buildings and grounds. I just also want to before Sam starts while he's getting the microphone set up for him. Um is that when we are done with some of our stuff and we're going to be moving into the action items, I'm going to have us kind of go right to the field trips. um if if everyone agrees to that so that the people who are who have been waiting a really long time can um can can leave. So I'm hoping that I have consensus with that. Um Bev or Jay or Andrea, do you have an

123issue us doing that? >> No, I don't have a problem with that. >> Absolutely not. Yep. >> Thank you. And that is true for here. All right. So thanks. So Sam, >> yeah. Uh good evening. So, um, uh, my facilities report, uh, I started out with a, uh, a walkabout through SB Butler and Claude Chester schools with the director of public works, uh, Greg Hanover, and, uh, the supervisor uh, for that department, Bob Sheret, on Friday. Uh, we w went through both both buildings through boiler rooms everywhere throughout the buildings. uh they were very pleased with the progress that we've made and we are ready as you will see later in the meeting uh to turn those over to the town. Um so >> April 1st is no joke, >> right? Not anymore. >> Not

124anymore. Right. >> Um we are uh also in uh making efforts to prepare um Mary Morrison for robotics. We are pretty much ready for that to happen over at Mary Morrison and there may be uh another group going over there. I think uh Treehouse is actually going to use the office space over there for their meetings and stuff and and storage. So we have those two groups going into Mary Morrison and we've taken care of those things as well. Uh, regarding transportation, uh, the, as I reported previously, the cameras have the new cameras have been installed on the buses. Uh, large buses have three cameras, smaller buses have two cameras, and I can assure you that these cameras are uh, much uh, more focused uh, than the old cameras. Uh, you can see um, freckles

125on a face from one end of the bus to the other. So, um, and we've, uh, seen quite a bit, uh, since those have been installed. So, uh, we're, uh, thankful to SDA for getting those and getting those installed as quickly as they have. I did, uh, check in with STA, uh, this afternoon and they do have another bus driver taking a test tomorrow, so we should have another bus driver here very shortly, uh, in the Graten area. We do still have some drivers that were borrowing from the other end of the state still, but uh we with them being here full-time, we're actually going to have extra drivers here in the next couple of days. Uh that's moving along pretty good. Uh and then um I guess the third item, are there any questions

126on those two items first before I move on to the CIP stuff? I don't hear any. Um, and I just a shout out to um, Bev for um, making sure that we put this on our agenda item so that when we go into tomorrow's meeting, which is another plug for us to kind of show up um, so that we can defend our our board of ed budget um to the town council um, but for us to review the um, CIP. So, Bev, um, my hat is off to you for making sure we did that. Do >> we want to put the attachment up? Attachment. >> Do we have that to put up? >> Number five. >> Oh, >> all right. There you go, Sam. >> Okay. So, I can't see that far, but I can

127see the paper in front of me. So, I'll go by this one. So, uh, the first item is Pitch High School athletic facilities, and we have asked the town, uh, to include $244,000, uh, for recrowning of a football field. uh and uh when that happens uh sorting that uh we would also do irrigation in the field which would be beneficial to uh water usage uh and also uh reduce some of the time that a maintenance person is out there actually uh moving the equipment up and down the field for irrigation. So that would be helpful. So that's the first item is >> and we have put that up for a number of years, haven't we? That one's been up there um probably probably three or four years, I think. >> The second item uh is

128Charles Barnum Elementary School. The roof replacement uh that roof is beyond its 20-year life expectancy. Uh we have been uh making repairs on a regular basis over there. Um kept things in in pretty good shape. Uh it it it uh it is about a million dollars uh in that. And uh it it isn't just replacing the rubber roof, but when they do that, they also have to uh lay in uh styrofoam to get a pitch on the roof. So they're no longer flat roofs as as we know them today. So they actually get better drainage on there to uh give it a a a longer lasting roof and uh to get drainage better on the roof as well. And again, that's a project that's been ongoing for about three, four years. >> This one's been

129on Yeah. at least two years for sure. >> Uh and the third item that we have uh submitted to the town is the Fitch High School and Barnum School Hback upgrades. Uh and this applies to of course back in 2008 when uh the upgrades were made at Fitch High School, the addition to Fitch High School and of course some of the existing areas were also upgraded, the office space, some of those um the uh vintage part of the building uh down uh just past where Christiey's husband works in the business area uh and over toward the gym. uh did not get upgrades in uh HVAC systems. So, this is part of the study that we're asking for uh is to take a look at that area at the high school and of course again at

130Charles Barnum School. So, that that was the study for HVAC at uh uh Fitch High School and the Barnum School. Uh Charles Barnum School presently has a little bit of a um humidity problem in the lower level. You know, if you've been to that building, you know that in the lower level on the back side of the building, it's dug into the uh into the ground. So, it's uh below grade and is uh like a damp basement essentially. So, we've uh been running equipment there to take care of the humidity problem. Uh but uh taking a look at the HVAC system there. Should uh we should be able to make some improvements there with that stud after that study is done. And the last item on the list is the Fitch High School culinary arts

131area. um with the career uh pathway program. Um the culinary uh program is looking to um create um or at least to reorganize the space so that we can get more students involved because there uh Principal Keller here is here probably at least a hundred kids a semester maybe that don't get into into the program. There are a lot of kids that don't get into the program. Uh but the equipment in the uh in that area is really uh again I guess we should use the term vintage again because it's um I think there's avocado and what's the other um 60s color um harvest gold I think avocado ovens. Well, they're not really that color. They are of that vintage. thing. They're from uh there there's still leftover from uh the homemaking uh uh classrooms

132that were down in that area. So, uh there is no question that we need to do something to upgrade uh the equipment down there because the programs they uh a vi are are really uh important program and uh very popular with the kids. Um and uh so this is the $70,000 uh this year for the plans. Uh that plan has already started. They've already talked to the architect who happens to be the same architect who did the uh middle school uh slam. Um I'll remember her name in a minute. >> Yeah, her I'll I'll I'll give you a call on my way home when I remember the name. Uh but at any rate, the architect who designed the high uh the middle school is working on that project with the culinary people presently. Uh and

133then there is uh an additional $600,000 uh the following year uh for construction and for equipment. Roughly 200,000 for equipment and 400,000 for the construction as estimated by the architect at this point. Of course, once she uh gets her uh plans done uh and the study done uh then I guess we'll have a better idea of what that number will actually be. And that would be it. >> Thank you, Sam. Questions? Beverly. Thank you, Sam. Um, I was just curious to know if it's um reasonable to put $244,000 into the high school football field when I I thought the athletic task force was talking about uh artificial turf. >> I I believe that's going to be a discussion that comes up as this thing moves forward uh to the town council. Um the planning commission

134when I met with them that was exactly the question uh one of the questions that they asked uh and uh the town but the uh town manager uh decided to go ahead and move it forward to the town council but that'll be a question for them and I think that the field committee uh will probably have another report to the town council before that reaches there uh the town council itself. I think originally, Bev, that this um committee was focused on Fitch and some of the outer buildings at Fitch, but then they redirected to look at the Claude Chester property for fields. So, I don't know where they really sit today. Um, >> okay. Okay. So, until we until we know what they're what direction they're going in as far as artificial turf, we may

135not need to spend this 244,000. >> That's >> or do we need to spend it anyway in in the meantime? >> Well, I think um we're hanging on by threads of grass. So, um and then there's also the Graasso field that's up on the hill and we're starting to share fields. So if we, you know, if we're able to do that, then to have a grass field would be a good way to go. So I don't know what the answers are going to be. >> We've had some uh just some uh rudimentary uh discussions regarding uh sharing of the Graasso Tech brand new artificial football field with Fitch's uh football team and Graasso's uh team. Uh and and if that were the case, if we're able to do that like the Giants and the Jets

136do down there in New Jersey, um not our favorite teams, but they they seem to get along and be able to do that. Um then, uh maybe maybe we could do this project at the high school and get that field in good condition for practices and and whatever team wasn't using the artificial field on that night could actually go up to uh door field and use the grass field. So, um, >> and in that case, we won't need to spend the 244,000. Is that what you're thinking? >> Uh, if we're going to share the other field, I think it would probably be in everybody's best interest to do the $244,000. So, that field would also be in in uh top shape >> for the next few years. >> Um, can I ask a question? It

137really is. It's not on this CIP list, but it just came to my mind about the um the bathrooms down at the field. Did you do anything with the bathrooms down there? Especially the ladies bathroom. >> So, you remember >> I haven't been to the men's. >> Well, that's good to know, Beverly. Um um um as as he was as Ken was reporting out um about professional services um when Katrina asked about why there was an increase um there was monies to have a study done to take a look at the AR to take a look at what to do about the field not only the the bathrooms but the fieldhouse as well. It was a combined look at that and that was done in the fall. I mean, we we we assigned to have

138that happen. I don't know where we are in the process of of the study being done. >> It's in the architect hands presently. And that's Amy Samuelson was >> That's right. We knew if we kept him around long enough, he would remember the person's name. All All is right with the world. So, Beverly, that's that's where we are with that. >> Okay. Well, maybe one day we can have an update on the fieldhouse and the bathrooms because uh football season is approaching and something needs to be done like I said with the women's bathroom, but I don't know about the men's. >> So, thank you. Thank you very much. And Andrea did >> I thought that my question was answered, but I just wanted to emphasize that my question was about the fieldhouse and I

139just want to emphasize my support of pursuing that vigorously. >> Thank you. Any other questions about the CIPs? All right. If not, I'm gonna try us to get us quick pretty quickly through the committee reports so that we could go to the field um trip uh approval process. So, um policy Andrea, yes. Uh we met and tonight you're going to be getting those uh students with special dietary needs uh for first reading and we're recommending that we go with that and we have a new date and time for our meetings. It will they will be on the second Tuesday at 6 PM and they will be by Zoom and next week Susan and I are going to meet to confirm the agenda. >> Super. Thank you. Um curriculum I know that Liz had to leave

140but I think um Katrina is going to pinch it. um in curriculum the um Latin was discussed and the students that are taking Latin now arrangements have been made for them to take Latin next year. Um the curriculum timeline timeline was reviewed and there will be some firm date setting for curriculum proposals and there have been some high school teachers who have applied to write curriculum for the summer. That's it. Um finance and facilities. >> Yes, we met on March 8th. Uh we reviewed the two uh the treehouse tuition rates that we reviewed again last week and again tonight. Um we also reviewed the solar panel power purchase agreement. Um however, I understand that there's now some uncertainty as to whether the town will proceed with that or we will. And that's about it. >>

141Beverly, did you have a question? I I had a curriculum question for um I think Katrina. Um, does that mean Latin will not be offered next year for new students coming into the high school? >> Maybe Mrs. Arman could answer that. >> There there were I believe there were seven uh students who were interested and when we Mr. or Dr. Piaza went through all of them and not one of them was really committed to to taking Latin and Phil maybe you can um elaborate on that but as I recall there was really no need expressed by the students. >> Right. We reviewed each of the each of the uh it was eight students who currently were slated to return who are currently taking Latin. Um, so they're offering a section of IB next year to

142finish upper level students. Only one of the eight students is actually planning on continuing uh to to the next stage in Latin. The other students are taking other other courses of action or different languages or dropping languages altogether if they're seniors and they don't want it in their schedule. So it will not be offered to new students coming in to answer Beth's question. Um, communications. >> Communications. We had our first meeting finally. Um, communications. We had our first meeting March 17th. Um, everyone, I asked that everyone get the minutes for that. Hopefully, everyone did. Um, we reviewed what's been done previously. As far as communications is concerned, we looked at minutes from the um ad hoc communications committee. It was in 2016 or 17 >> 16 um we de we reviewed the communications plan from

1432016. Um and we came up with a draft statement of purpose. The communications committee is designed to build and strengthen positive interactive relationships with our entire community about Brton Public Schools goals and opportunities. We met this evening before this meeting and refined the draft state or the statement of purpose to read the communications committee is designed to build and strengthen positive interactive relationships with our entire community about Gruntton public schools. that will need to be referred to the policy committee because it needs to be included in policy 9,000 what whichever one that is I I can get you the name and then it will need to be um voted in May because policy does not meet in April. >> Okay. Um the next work we're going to do is talk about a quarter some kind

144of quarterly newspaper or um online thing. Um I remember what else Matthew do you remember? >> Yeah. We uh ident identified went over uh Miss Bayas's list of target populations for external communications. Uh I think Phil will confirm that we determined that internal communications would remain the baywick of the administration. We did suggest make a couple of suggestions about um looking at certain age students u to solicit their opinions about selected topics as the administration felt such input would be useful. >> That's pretty much it. >> I think that cover >> and we set a regular meeting date and time which will be five o'clock before our regular meeting dates. All right. >> So, the last Monday of the month, we have five. >> Okay. >> All right. And so, I'm going to move us

145on to our others. Um, negotiations. We still have not set up an appointment, an appointment. I think it's a meeting time. Um, same thing about uh the um siphons. We're looking at the end of April because we have April vacation and Lori, I think, is out on a vacation. So, it looks like that's going to be the first. I think we look at the April 27th. Joyce is going to call around to see if we can't get everybody there. >> All right. Um and so Rita um Vulman is not here um to report out for learn um the town council RTM and board of ed leaison um we have not met. We have not gotten the membership um names from the other boards. Um oh Katrina has. So um that just needs to be scheduled.

146Um the AGSA GA board of ed leaison meeting um I believe is scheduled very soon. Um, graten scholarships. Who is doing graten scholarships? >> Liz. Liz does that. >> Oh, and Liz is not here. She had to leave. Um, athletic fields. Jay, is there something new? >> Uh, athletic fields actually went before the town council last week, asked them for quick action on the disposition of the Club Chester property so they can determine um how that will fit into their master plan for the whole town. Okay, thank you. Um, and then the state council of education opportunities for military children, have you met? Yes, we met on the 24th and um the the uh I I guess the most significant thing was the letter from Secretary of Education Cardona and he recognized the the power

147and the importance of the the military compact throughout the states. um particularly in removing barriers for students and something that I was always uh on top of when I was at Fitch Middle and that is to recognize that the students status as they come in in in terms of extracurriculars. So if they're they're in a particular club, they could continue in that and also being able to try out for sports teams and if they're on the team that they should stay on the team that that they're participating in and to make sure that their all career uh programs were pathways were open to military students incoming. uh and also he talked about training for staff to recognize the needs of of how to how when you see um needs emerging in military children, how to

148recognize those and how then to respond to them. Um they're still talking about the um the other important thing was that me magnet schools for example if your your child was in a magnet school in in Norfolk and we had such a magnet school here that child should go to that school. And then in terms of whether the the reserves and the national guards have status within the compact is still under under discussion and there are training um videos on the the the um state council website and the big I think the biggest thing that and Susan would probably agree is a purple update that that's upcoming the official perp up day which is um celebrating um military children is scheduled for April 8 or April 15th. I just looked it up on on the

149web but I think there's some flexibility Susan in in in Groten and actually all over the important thing to do is to celebrate military children on a purple day whatever that specific day may be. Would you agree? >> Yes. And I'm collecting information from all the schools. I hope to be able to put some purple up information to board members soon. >> Thank you, >> Beverly. Um, Susan, what happens now if a military child comes into our school district and wants to in the middle of the school district, say in September, and they want to play football, what's the process now? Do they automatically go on to the football team? because that's something we talked about when I was on the board of education years ago. >> Well, we have done training and repeated training

150for our counselors to understand what this compact says and we talk about doing a refresher almost every year. So whether it's course courses or after school activities, they really have to have what we call kind of highly mobile seat. So they we have to have a place for them um to participate. We do that for all of our magnet schools as well, Beverly, like the other districts around us. So and highly mobile maybe military or just children moving from place to place so that they have an equal opportunity for entering in a lottery. >> So they don't automatically get onto the team. You're saying they they have to have a place for them. >> No, I'm talking about the talking specifically about football. >> Specifically, >> she's talking specifically about football. >> So, I I

151will investigate that and find out unless you have an answer. >> Well, any student that enters the Garden uh school district in regard to athletic eligibility, as long as they're eligible, uh, you know, using our regular eligibility rule, which would be that they have the correct grades and that they have eligibility left in their high school, so they haven't played four seasons already. uh as long as they're eligible through CIA, there's no reason why they wouldn't be able to participate that way. >> Yeah, that's right. Even if they came a week after football had started, that wouldn't matter. >> Wouldn't matter. So, confirmed by principal Keller, they're in to play as long as they're eligible. >> All right. Thank you. >> All right. As I promised, we are going to be moving um into the

152action items and I'm going to ask the board to pay attention to underneath neath um new business and we're going to do one, two, and three um which will address the field trip thing. So, thank you guys. Um I am wondering Matthew, would you be willing to read the motion for number one C or C1? The motion, please. >> Thank you. I move that we approve a field trip request to Spain and Portugal for June 30th, 2022 through July 11th, 2022. So moved. >> Can I have a second for that, please? >> Second. >> That's Dean. Um so one part of the discussion is that this was once approved um in for 2020. Um and they are just moving this to um June 30th um uh June June 30th, 2022 through July 11th, 2022. Obviously

153um the first time around it was um closed down, but I don't know um if people are here that they would want to speak. I bet if you would like to speak to this, why don't you come on? Won't you come down? Come on down. >> Yeah. it almost two years ago, I would say. Um, uh, it was approved and and we were talking about, uh, the trip going to Spain in Portugal, but, you know, with COVID, we had to, uh, suspend it and they were really, really nice enough to, you know, the company to just roll it over to this year, you know, to this summer >> without any penalties penalties or anything. and you know and then I got more people you know on board to be able to go and um so

154it's it's been really positive and this company I've I've gone with them already to Peru very responsible they're you know they're on board with like any COVID testing you know they they already had talked to us about all those steps that they're taking so they're um they're ready for us and and they're already traveling that company is traveling kids already have traveled Actually, last summer when I went to Puerto Rico, I saw a bunch of kids from EF tours Puerto Rico. They were Puerto Rico, they're pretty safe. They have so many things, you know, for people to be safe. So, you know, they were already doing it last year, but we weren't ready last year, but this year we are. The kids are really ready. So, >> so on here it says that you um

155have six students and four adults. >> Six and four adults. Yes. Well, including myself, four adults and six. Yes. >> Okay. Do I have any questions for this trip? Once again, it was approved. Beverly. >> Um, thank you, Miss Morales. Are you planning to do any fundraising because the the price of the trip seems quite expensive. >> Um, no. The since we postponed it for another year, the kids the pretty much the kids are paid off. They they've been paying, you know, all along. So pretty much they're paid off already. So they didn't have to do any Yeah. any uh um >> extra. >> Yeah. >> Extra. >> Oh, that's great. That's great. And this company has been around for years. So you picked a good company to go with. >> Yes. Over 50 years.

156So yeah. >> Is there any criteria for the students that go? like had do they just sign up or are they special students? >> No, I took I would I would take anybody that would wanted to go, but I recommended it for my students first and then you know and then some parents were on board of going and cousins and you know family members. Um, but I I just I want my Spanish speakers to be able to have that opportunity to travel and, you know, and meet people from other and and talk in Spanish, you know, that's the whole point. And um, but I do, you know, I give it to anybody that would want to go. I offer it to anybody. So, yes. >> I was a chef on this trip years ago when

157my daughter was in middle school. We went to Spain and it was a great trip. >> Yeah. Thank you. I'm going to recognize Katrina. >> Um, this has always puzzled me when these trips come up about earning credit for new experiences. >> They can do that. There is um I believe they have like an essay to write. You know, there's a few steps they have to take, but they can do that also and get college credit. I mean this trip if they if they did not want to go and they wanted to use the money from the trip to study abroad also they can do that. This company has a lot of different opportunities for students. >> Okay. I'm talking specifically about students in grade 9 to 12 can earn 3.0 undergraduate credits. Do we

158recognize those credits? But have you had any students that >> I haven't had any students that have done that but yeah >> those are those are primarily college credits. They're not high school credits. >> Yeah. It says undergrad. >> It says undergraduate. >> Yeah. Undergraduate, college, undergrad. >> Yeah, that's undergrad. That's college. >> Okay. Well, no, it says six. It also says 6 to 12 can earn.5 elective high school credits. >> So, that would be something they'd have to apply for a uh a credit from for the high school. >> Yeah. >> Um that's possible. Uh not a lot of students actually take that opportunity. A lot of times they want to go and enjoy the trip. uh it just it doesn't really come up a whole lot but but it certainly is something that

159they would just have to talk to the counselor and say is this something I can apply for >> that's what I figured um okay >> I mean they could use their their experience as a college essay that I mean a lot of them do that so it's it helps >> I guess I was more interested in the electives for the high school >> one thing I do want to mention is that while this is a very small trip we're going to have a lot of chaprons going uh that it's going to be our our school personnel going on the trip, but three other shaper runs that are all going to be approved by the district. Uh so that we'll have, you know, almost a one to one ratio. Uh but uh but you know, obviously

160with any kind of international trip, we want to make sure we have plenty of sh available for us and male and female. >> Yeah, they already did their um >> background check. >> Background. Yeah. >> Any other questions? Hearing and seeing none, all those in favor to approve a field trip request to Spain and Portugal scheduled for June 30th, 2022 through July 11th, 2022, please say I. >> I oppose. Abstain. That motion has carried. >> Matt, could you read number the motion for uh number two as well? >> We have to get overtime for this. >> Yes. I make a motion to approve a field trip to London, Paris, and Rome scheduled for July 10th, 2023 through July 21st, 2023. So move. >> Can I have a second to that, please? >> Second. >> I've

161got Dean for a second. Um, discussion, please. >> I'd like to introduce Laura Hol. She's going to be uh kind of leading the charge on this. It's obviously not for another year and a half, but I do want to commend her uh in that um both both teachers that have come today as well uh for for doing this, but we're really trying to get a club activity up and running again uh which was a travel club which was actually existed before my time uh at Pitch High School. And I think as we are kind of moving away from the pandemic a little bit, I'm not going to say we're done with it, but we're moving away. Uh you know, we're trying to get these opportunities for our students going again. she actually approached me about

162getting this club activity up and running and I think this would be a a great start for them. So, uh I totally support this this uh endeavor as I did with the state of Portugal one as well. And uh I really just want to commend both of these teachers for for trying to give an opportunity to our students to to really get outside of their comfort zone, outside of the country. Um and uh this is just I mean I don't think anyone looks at this trip and says, "Wow, I wouldn't really want to go on that one." Um, so, uh, >> I think I would want to go to each of these. >> Yes, I know. >> There's a special superintendent, right? I'll let I'll let talk a little bit about some of the details,

163but uh, you know, just a terrific opportunity here as well as opportunities made. >> Yeah. So, I'm really happy that this opportunity fell into my lap. Um, I didn't know much about uh EF Tours until I talked to Avette um and talked to some other colleagues from Fitch High School that have gone on successful trips in the past. Um, the club was former formerly ran by Liz Porter. Um, and she passed it down to Allison Harvey whom, uh, does not have the time right now to to, you know, give the club the time it needs. So, I was like, I'll do it. Um, so I am starting this club back up again. um at Fitch I have a lot of like eager students that would like to travel especially um postcoid here. Um and something

164I really want to get started with the club is I want to really focus on fundraising as well so I can open up more opportunities to students that might not be able to afford to go otherwise. Um so I'd like to have like some sort of um maybe like account for the club or something like that so I could could help um students that can't afford to go. So, I have a lot of um fundraisers that I'm going to be starting to do with the kids if this is approved. I want to get started very soon with them so that um because the trip is costly so that they can um they can go um something else I have to say. Um >> so, the reason why you're coming so soon is really just to

165make sure that that we've got monies for students who may not >> cost. Yeah. because they can they can they have an option to enroll in a payment plan and the further the trip is the further out the trip is the you know the less costly it is per month at least it gives them that opportunity so I figured I would come a lot earlier than just you know six months out or something like that. So, >> this company, I'm sorry to interrupt her, but this company does give the opportunity to give a discount for of $200. Oh, that's right. If they sign up uh, you know, after the meeting, like within a week or so. So, that's another opportunity for them to get a little discount there, too. >> Yeah, they're getting I think

166it's about um $200 off if they sign up by the end of April. It's just a little incentive, but um of course it's open for students beyond that as well. >> Anybody have any questions for me? >> Are there any questions? Dean? >> Yeah, we waited to get tickets fly out graduation and air. How what do we think is going to happen these prices for this trip? and have you think he's stable or locked in if you sign up for? >> So, actually um the quote that the trip the consultant I've been working with is good until the end of April. So, um if students I plan on getting started with this on Wednesday after the SATs. Um but if students do sign up by the end of April, they get that discount incentive and

167they also are locked in at this price. >> Plan to fly. Sure. >> In this order, fly to London, then to Paris, then Rome. Are they all flights or are they internal? >> Oh, you fly to London and then drive all the way to Paris. >> Um, some of them are flights. So, it we fly to London, but then they take a train, Euroar, I think it is, um, to Paris and it I think that's usually like an overnight train situation. Um, and then from there it looks like they fly to we fly to Rome. >> You can drive. Yes. I think they what they try to do is they try to pick the cheapest options >> um for the >> also the quickest because >> Yes. cheapest quickest going out of the bus. >>

168Yes. >> And just to say the prices that they had originally two years ago, they kept it. >> They didn't raise anything. Yeah. For >> Yeah. >> Well, that's wonderful. >> Yes. So, yeah, >> Beverly, >> thank you. Is um the purpose of the travel club just to travel or is there another purpose to the club? Um, well, I um I guess it's just to spark an interest in students or students that do have an interest in traveling, but I wanted to do something where the club like did more than that. So, we could just like learn about different countries and like students could I don't know, I really wanted to make it more like student led as well, so I could bring student interests to the table. Um, we could discuss different countries that

169they're interested in traveling to someday or things they want to learn about. Um, so I'm still thinking about like in the works of what the travel club could be from what it has been. Um, so I'm open to different opportunities for students and I don't want it just to be like, oh, we're going to travel to Europe and then all these other kids want to join and they can't go. So I want to try to welcome as many students as possible. >> How many students are in the club now? Well, so um current it hasn't been um in session for a few years now. So a lot of those students have already graduated. Um so I just I didn't want to go forth and do anything too crazy before I presented this trip um to

170you guys, but I have a lot of students in my classes and other that are interested in in joining. Um, so obviously this this trip will be uh kind of not like necessarily an incentive, but like oh hey, join the travel club. Like we're planning these trips, but also to bring kids just together in a common interest. Um, so I'm anticipating a good amount of students from what they have told me in class, but we'll see. >> That'll be interesting for you to get kind of when it gets obviously closer to get a headcount. Beverly, do you have any other questions about the trip? >> No, I was just interested in her activities because she said she's going to be doing activities leading up to the trip and projects after the trip. So, I'm interested

171in knowing what that is. >> Oh, yeah. We're I I plan on doing a study um a little like thing about each place that we're going to go to. Um so that way when students get there, they know a little bit about it beforehand. So, I'm excited to plan those things today. >> Dean, >> yeah, I wouldn't I wouldn't undervalue the the motive of just wanting to roam the planet. >> My daughter, I've wanted her for the last couple years. She's drawing up a list of everywhere she would like to go. >> Good. >> Now, >> she might like this trip. >> Does she want to go because she's interested in Eastern religions or another language? It's purely to roam the planet. That's all she wants to do is to go and see and hear

172and smell. That's it. >> Great. >> Now, if anything else comes along, terrific. >> That's her that's her motive is to travel. Period. >> Yeah. Super. Thank you. Any other questions about the trip? >> Hearing none. All those in favor to approve a field trip request to London, Paris, and Rome scheduled for July 10th, 2023 through July 21st, 2023, please say I. >> I. >> Oppose. Abstain. This has carried. Yay. >> Good luck. >> Thank you. All right, Matthew, I'm going to keep on a roll and I'm going to have you do the field trip and the ne last one. I get to go on the next one, right? >> To approve appeal trip request to Honolulu, the former Kingdom of Hawaii scheduled for March 22nd, 2023 through March 27th, 2023. So move. >> Can

173I have a second, please? Second, Cheryl. All right. So Katrina has seconded Dict. Um discussion, please. So, I mean, you've already heard a little bit about this trip uh from from the statement during the public discussion. Uh but uh this is something where u you know, I think that the the music program would like to uh be part of this education uh at Honolulu. Um I think that it is a awesome opportunity for our students. Um there's uh March 22nd is a Saturday uh the beginning of the trip. So there would be uh uh Saturday, Sunday and they turn Thursday or Friday. >> Um so um does minimize a little bit the the amount of time out of school. Um but there's certainly a lot of educational opportunities here as well. Um so the uh

174um you know and and some fun. Let's be honest. You know, this is going to be a real fun trip. I think you're all a little bit jealous looking at this one, but uh great opportunity for our kids. uh the the music program which we know our kids work so hard at uh and this is just an opportunity to to really exhibit the great work that students part of >> and and how are we going about the fundraising for this? >> Uh so basically uh well first of all uh students are not required to go on the trip. This is not something that you know if they're part of the program they have to go on a particular trip. Um and uh they certainly uh one of the reasons why they want to get this

175approved as quickly as they can club we have a representative here uh will be uh working very hard to make sure that we minimize costs for our students um and it really is interested want to make sure that we we do whatever we can to minimize that cost for them for them >> we're looking for different revenue opportunities for the group um all of the students have ISA accounts so anytime they do any fundraising percentage of what we fundra goes directly to their personal accounts So even if they don't go on the trip, they can use them for lessons or they can use them for other things like that. Um and if we get an approval, we will start tomorrow morning with a multitude list, a large list of all of the different um things

176that we want to do for fundraising. >> Andrea, doesn't it take a day or more to get there and to come back? So how actually how long will they be in Honolulu? >> So we'll be there for five days. um two full days of festivals and then there are some other activities that the students will be doing that'll be um really touring some of the historical sites. Um so yes, there depends on what they give us for flights. Um there may be a possibility of of you know an extra day on either end. I think Andrea is looking at um Miss Shabbaz and the the director is looking at different flight options and everything. They give us the option of like a a stayover like in California if we had to or we can get

177flights to go straight through. So we would just have to look at what would work best for the students and what would work best to make sure that they they miss as um minimal amount of school days as possible but obviously you know aren't jetlagged for half of the trip and then get jet legged for the other half back. >> Yeah. My my that's my my concern is how much of the field trip will be spent in travel? That's that's my real question. >> There will be five full days on the island. >> I is that reflected in this? >> It actually isn't. I mean, her point is it is March 22nd to the 20 22nd to the 27th. There's your five full days. >> So, she probably didn't add in the travel days. So

178yeah, shouldn't shouldn't we be considering that? >> We'll need to. >> So the first day we arrive, they'll arrive the day the second day they explore. The third and fourth day are festivals. And then the fifth day, even though it's the fifth day, we actually leave. So depending on what time we leave on that day. >> So you think the dates the 22nd to the 27th are accurate? >> Yeah. So, it sounds like they're getting like three full days full days to >> um I mean it's been a long time since I've been to Hawaii, unfortunately. Uh but the uh >> u it is a lot it's a it's a it's a long travel day, but I don't think it's like eight like 24 hours to get there kind of thing. >> But it's it

179certainly is a long travel day. >> So, it's basically you're looking at two days of travel, three days of adjudication, >> right? >> A direct flight could be 10 hours, 10 and a half hours. to long term. >> So, Andrea, it looks like three full days with the two having travel attached to whatever activity they are doing. >> Okay, thank you. >> Certainly a full schedule about that. >> Yeah. >> Any other question? >> Oh, Matt, I'm gonna recognize Matt and then Dean. >> Having traveled a lot, maybe Dean will echo this. Um, is there any way we could extend this to be give them the flexibility to have an extra day because 12 hours? Yeah, they're young and well balanced, but what about the who's going to take care of the chaperons? >> No,

180seriously. Uh, three days on site is very little for all that. If we could give them an extra day, it'll make all the difference. >> Well, I think there's two things. Uh first of all, we could certainly ask Miss to look into that and you know, pending the approval of the board of education, we can always update you and just say, "Hey, look, we're adding another day to it or whatever it might be." But the one thing I do also want to caution is that adding time also adds cost and so we want to make sure that we are, you know, keeping this reasonable for our students. I get it though. I I believe you jet like hard. I I exactly 30. >> Yeah, there you go. So uh but it's something where uh you

181know we don't we don't also want to make this unmanageable for the students but if we could add where they you know would just miss the week or whatever we want to make sure that >> and obviously not speaking for the board but this particular pilgrim would like to give you that flexibility. >> Thank you Dean and then Beverly. Yeah, unlike the other two trips where it's uh as many people as can come, you know, come on in. It doesn't matter if it's six or 12 or something like that. >> Here we've got musical ensembles. >> So participation does matter. And I can remember from my London trip, I went because the marching band was going. I really had no awareness that the other musical ensembles were going as well. and to go to a

182string concert and find that some of our string kids were there to have his name apologize to the audience that not all of our kids could make it some musical group have supplemented by other musicians. That's when I thought oh we should have we should have done fundraising for this all over there. >> So this is this is this is a case where yeah you want as many people as possible as many people as possible. So >> thank you Dean Ev. >> Um my question is how many students are you expecting to go on the trip and is there extra cost for the um for the instruments? >> Uh the extra cost the instruments I have absolutely no idea. That's a great question. I I I didn't even think of that. We'll have to ask

183Mr. Azian be able to get some information for you on that. Um they are traveling through the kind of program that they're doing. So >> Oh, world strikes. >> Yeah, world strikes. So I'm assuming that world strikes if they're they know they're bringing these ensembles that there'd be some way that the instruments get shipped over there. Uh the uh and then in terms of the number, I don't have the actual enrollment data for this year's ensembles. Um, but if we've gone to any of our concerts, and I was greatly able to go to our our orchestra choir concert the other night, um, you know, you're talking about 30 kids in the choir, about 45 to 50 kids in the band. >> Well, you know, in a big area, so you know, you know, maybe about

18440. >> Yes. >> Um, and then, uh, for the orchestra, I'm thinking about 25 right now. Right now, it's about 25. >> So, >> yeah. with chaperones and everything. You might be talking about a lot of people. >> I didn't hear the number. Can you give me that again, please? >> I say again, just a a blind estate here with shaper and all the kids, you should be looking at about 100 people total. >> 100. >> Yeah. >> Okay. >> So, Andrea, if you looked if you looked in your um packet for that, it did say extra cost for instrumental, but we just don't know what the number is. Thank you. Can I I saw that. Uh can you give me the when you find out the extra cost, can you let us know? >>

185Yeah, I think what we can do is that again pending the approval by the board once once we get all the information we could simply uh make sure the board is informed of hey you know we're going to be taking this many kids. It's going to be this cost in terms of the instruments and just give you the kind of fine details. Um, I think the packet kind of gives you the overall uh thoughts and and estimate. Uh, but obviously things change once you get a uh, you know, a little bit more detail as you get closer. >> Okay. I know. I got I got any Andrea, any other questions after that? >> Yeah. Who's uh who's paying for the instruments? >> We don't We're going to have to give you that information. We do

186not have that information as as as the moment. We don't have that information. >> I think it's just rolled into the >> I think I think it's rolled into the >> It will probably be rolled into the cost, but we will be brought back into that. >> All right. Thank you. >> Any other questions? I I just want to say sometimes I know the answers, but the public doesn't know the answers. So, some of my questions I'm just asking so the public can find out what the answers are. So, um, thank you. I just want to make that statement that you don't think my questions are frivolous because I just want the public to know. Okay. >> Thank you, Beverly. And I'm sorry if I came off a little bit short. I apologize for that.

187>> Any other questions? All those in favor to approve a field trip request to Honolulu, Hawaii scheduled for March 22nd, 2023 through March 27th, 2023, please say I. >> I. >> Oppose. Abstain. The motion has >> I'm abstaining. >> All right. But the motion has carried. All right. So we are going to move on to number four. So that um Ernie, thank you for your patience and waiting. Um and Dean, can I have you read the motion for number four, please? >> Certainly. uh move to certify pursuing Connecticut General Statute section 10-215F that all food items offered for sale students the schools of broad board of education jurisdiction not exempted from the Connecticut nutritional standards published by the Connecticut State Department of Education will comply with the Connecticut nutrition standards during the period of July

1881, 2022 through June 30th, 2023. The certification shall include all food offer for sale to students separately from receipts for meals at all times and from all sources including but not limited to school stores vending machines, school cafeterias, culinary programs and any fundraising activities on school premises sponsored by the school or by non-school organizations and groups. >> Could I have a second to that please? I have Matthew. So Ernie, would you like to kind of talk to us a little bit about this? >> Absolutely. Good evening everybody and um for the new members this healthy food certification that we're talking about right now we are going into our ninth year with that um it what it basically means in a nutshell is uh we've we follow Connecticut's uh strictest of nutritional standards u for our

189students and this renewal that we do every year allows um us to allow the um the sports teams bands etc to do their fundraising um selling um products such as soda, Gatorade, stuff like that at football games and stuff. And it's always after the normal school day. Um so that's why we're asking uh that these exemptions um that you folks would approve to to stay in place. Um, but it also keeps us um, you know, doing what we do uh, following the strictest of health uh, standards in Connecticut for our students. >> Do we have questions? >> I think you might have to speak. >> Would you like to speak to number four or was that for both of them? Ernie, >> that was for both of them actually. I'm sorry. I kind of So

190the strict guidelines were number four and the exemptions were number five. >> Correct. >> Thank you, Susan. >> Any questions about the motion that's on the floor? All right. All those in favor to certify pursuant to CGS section 10-215F that all food items offered for sale to students in the schools under the Groten Board of Education's jur jurisdiction and not exempted from the Connecticut Nutritional Standards published by the Connecticut State Department of Education will comply with the Connecticut Nutritional Standards during the period of July 1st, 2022 through June 30th, 2023. This certification shall include all food offered for sale to students separately from reimburseable meals at all times and from all sources, including but not limited to school stores, vending machines, school cafeterias, culinary programs, and any fundraising activities on school premises sponsored by the

191school or by non-school organizations and groups. All those in favor, please say I. >> I oppose. >> Abstain. That motion has carried. Thank you very much. >> You got it. We're going to do motion. Um Katrina, would you like to do motion number five? >> Okay. I make a motion to allow the sale to students of food items that do not meet the Connecticut nutrition standards and beverages not listed in section 10-221Q of the Connecticut General Statutes, provided that the following conditions are met. Number one, the sale is in connection with an event occurring after the end of the regular school day or on the weekend. Number two, the sale is at the location of the event. And number three, the food and beverage items are not sold from a vending machine or school store.

192An event, quote, is an occurrence that involves more than just a regularly scheduled practice, meeting, or extracurricular activity. For example, soccer games, school plays, and intercolastic debates are events, but soccer practices, play rehearsals, and debate team meetings are not. The quote regular school day is the period from midnight before to 30 minutes after the end of the official school day. The quote location means where the event is being held and must be the same place as the food sales ISO move. Although Can I have a second please? I got Dean for a second. All right. So Ernie does you have I am assuming you gave us the description in the first time. >> Yes, absolutely. >> Okay. Any questions about this motion? Matthew, >> I'd like to make an amendment to the motion. I'd like

193to add a fourth category, a number four. That at least one food item and one beverage item at any event be a healthy choice as approved by Ernie. The reason I'm making that motion before I ask for a second is that at many events the choice is between cheese on chips or chips on cheese, carbonated water with sugar or carbonated water without sugar. I'd like to be sure that people who attend these events have at least one choice of a healthy food and a healthy beverage. >> I second that. Bernie, do we typically have like water for sale along with any of the sodas or other things, too? I feel like I've always seen water. >> Did you write up? >> Um, there's always water for sale and and keep in mind a lot of

194these activities have nothing whatsoever to do with our food services. They're the out organizations and stuff. They're they're not us, >> right? >> I I did understand that, Ernie. Uh, and that's why I wanted them to be able to go to you to get it approved. Just I trust your judgment. >> I certainly can, >> D. I can appreciate wanting to offer a healthy alternative, but I'm also looking at it from the point of view of couple of moms who call on a bunch of people to either bake or buy items to sell uh for whatever group they're they're selling, you know, fake sale items for. This is what this is proposal the exception, correct? and to say, well, we, you know, we want cookies and chips and whatever prem stuff is so we can

195sell it. By the way, somebody has to also bring in something healthy. It's certainly doable, but it's already a chore to to get the stuff together to begin with. So, I'm mindful of of that. >> Perhaps I wasn't. May I respond? >> Yes. >> Perhaps I wasn't clear enough. It does not have to be a gourmet food. It could be a bag of tangerines or clementine. Yeah, I just I'm just I want to be careful that we don't condition a a bake sale on needing to have at least the one item that Bernie while we trust judgment has to pass on because that's it's already like I said it's already a lot of work. >> I trust I trust the group the collective decision of the group. >> It's a good point, but I'm just

196looking at from the bottom point so to speak. >> I'm going to recognize Andrea and then Beverly. I I see the the u purpose of this whole motion is to allow um I'm sorry is to allow um beverages to or I'm sorry food and beverages to be sold that don't make make the the criteria of the standards. I mean that's the whole point of this is to allow that. Nobody is saying you got listen kid, you got to drink this this soda or you can't come into the activity. It's just to allow this to happen in light of the legislation that exists. >> So what is your point? >> I I I don't know why we would even be discussing offering. Nobody is saying you can't offer it, but the point of of this mot

197this motion is to to allow foods that aren't sanctioned to be sold. I mean, that I don't I don't get why we would even be discussing this because that's not the reason this motion is on the floor. >> Okay, Beverly. >> No, I took my hand down. Andrea gave me some food for thought, so Oh, bad, bad, bad, >> Jake. >> Yeah, I'm just concerned about adding another layer of bureaucracy that every group now is going to have to get in touch with Ernie and Ernie's going to have to respond. um you know, he can put out a general memo to everybody that does this, but to to to to legislate every event that's going forward, um I I just think it's it's undue uh bureaucracy that we're uh imposing on them and Ernie. >>

198Thank you, Jay. Any further discussion? I know Dean, I was about ready. Okay. I know. I I need I need your assistance. So stay with me. Um okay. So the first is the amendment that's on the floor. And can you read the motion one more time, please? >> That at least one food number four. That at least one food item and one beverage item. Water would be fine. At any event be a healthy choice as approved by Ernie. I won't modify. >> Actually, it can't be Ernie. It should be the food service director. food fruit service director. Thank you. >> Okay, so that's the motion that's on the floor. All those in favor >> of this amendment >> to make an amendment of the >> Okay. >> Can we have the same amendment but put

199the board of education recommends or suggests at least one food item be a healthy item? So, we now have another amendment on the floor. Do we still >> You can amend it. Make amend without having >> I would accept I would accept that amendment if uh Beverly accepted it. >> So, there's going to be a second for this to amend. >> Okay. So, so what do I do with that? >> Second for that to be obtained. >> Okay. So, I need a second. I need a second for this amendment. But would that negate the need to get it approved by Ernie if it's merely a suggestion? >> That's correct. >> Yes. >> Can you remove that one? Can you remove that part that it needs to be approved by Ernie? >> I I would withdraw

200my original motion if everyone. >> Okay. The board of education recommends that at least one food item and one beverage item at any event be a healthy choice or be a healthy alternative is what I would say. Healthy alternative. >> So we did not second the second amendment. So that has just gone away. Well, are you No. Right. So, we don't have a second for the second amendment. So, what you're proposing, but you're essentially proposing an amendment >> to the amendment. So, so the amendment has been moved, seconded, discussed, was at the point of being voted on. >> So, you're backtracking. You want to change the original amendment. That's an amendment. >> Okay. So, I need >> technical. That's >> No, no, no. I I I Okay. So the second So can I have a

201second to the second amendment >> and we can discuss it? >> And then we can discuss it. >> I second it. >> Thank you, Bev. >> Thank you. So discussion. This is um if we This is just a recommendation. It's not anything binding. It doesn't need to be reviewed by um food services, but it does recognize that there are that the board would like healthy options because we want our kids to eat healthy and we try to do that through our food service. But there's no requirement that anyone needs to sell. It's up to them, whoever the seller is. So, I'm going to recognize Jay and then I'm going to recognize Dean. Jay, >> I can support that compromise. Thank you, Katrina. >> Yes. >> You're welcome, Jay. >> So, let me understand the amendment.

202Is the amendment the amendment to the amendment? Are you are you proposing to add language to Matt's amendment? I am. >> So you're proposing to replace language in that. >> I am proposing to add the board of education remove approved by food services. Add recommended. >> So how would the new motion read the main motion if this were to go through? The board of education recommends that at least one food item and one beverage item at any event be a healthy alternative. That's what the request. >> Andrea, I think that this just confuses things and I don't think that's the intent of of this motion, the original one. And I think that that's something that uh the board can make clear. I no I I think it's just something it needs it should go unsaid.

203I don't think that's the purpose of this motion the original motion. Again I'm I'm saying the same thing but there that's >> Thank you. Any further conversation about the second amendment because that's the discussion that we're having. >> I'll add one more thing if I'm allowed. >> Yep. >> Thank you. we when we discuss things whether it's solar panels or this thing it's not always about the money. It's not always about the choice. It's not it's not always the money that we're going to save with the solar panels or the choice. It's the behavior that we want to model for our youngsters. And we want to model healthy living. We want to model uh environmentally sound practices. And we do this even where there is limited financial benefit on the solar panels and limited impact

204in fact because the kids are going to make the choices they're going to make. But we have modeled the behavior that we would like to see our kids engage in to be reflected and make good choices. Though I I clearly respect uh Miss Acriman's comments. I truly do. >> Okay. Any other discussion? >> Second amendment. All right. Can you please read that? >> Okay. I make a motion that the board um that number four of number Wait a minute. Okay. that the motion to allow the sale of students of food items that do not meet the Connecticut nutrition standards and beverage is not listed in section 10-221Q. >> They're not there yet. >> You just we're we are voting on your amended your amendment to the amend amendment. >> But that way >> No. No,

205we got to do this one first. >> Okay. I'd like to make a motion that we accept the board of education recommends that at least one food item and one beverage item at any event be a healthy alternative. >> All right. So moved. >> No. No. It's been voting. >> Yeah. So all those in all those I just I I don't have the I have the writing. So yeah. Um, all those in favor of this mo the amended motion that was just read, please say I. >> I. >> All those opposed? >> So that I think we have I think it passed. Correct. >> Four to three. So it passed. >> Okay. So now the motion has been now the amendment has been amended. What does the amendment I guess? This is the amendment is

206the number four. The board of education recommends that at least one food item and one beverage item at any event be a healthy alternative. >> We'll just have to make sure we have that all. >> I'm writing that down now. >> Okay. >> So now, >> yes, Beth, >> this is Joan. >> Oh, Joan. >> Yes. You said there were three nos. >> Yes. >> Andrea. Andrea, Dean, and myself. >> No, but I've written it down for her. >> Uh, okay. So, we are now I'm so tired. I don't understand where it >> now we have original the main motion has been >> amended and now we have to vote on that. >> Well, >> yes vote on the motion as amended. >> We've had the one vote, >> right? >> Okay. One vote and

207that was on >> the amendment to the amendment >> to Matt's Matt's proposed amendment. So now we're back to voting on >> Matt's proposed amendment which would be the addition of this number four line. >> Right. >> As amended. No. >> Well, as amended exactly as as it's just been amended. >> And if that passes, then we have to consider the whole motion, >> right, >> that was origin as amended by >> Okay. So, do we need to hear the >> do we need to hear the amendment read again? >> I'm I'm happy. Does is there anyone that needs to have the number four read again? >> Jay has his hand up. >> Jay, >> no. I I I would like to wave the reading of the of the motion again. I think we only

208have to read the motion once at a meeting. I don't think it has to be repeated. So, yeah, I'm for just going for the vote. Move the question. >> Okay. Thank you. >> I was going to say something. So, I'm vote we're voting on the amendment right now. >> Yeah. Okay. All those in favor all those in favor of the the amendment, please say I. >> I. >> All those opposed. >> Opposed. >> So, it's the same. >> Okay. >> Now, we're on the main motion. >> Okay. So, all those in favor of the main motion that is >> I think I I think I'm allowed to say one thing. >> Okay. >> I won't change anything with this one. Some of the behavior we want to model is we don't want to show ourselves

209being too nannyish. I think this is being a bit of a nanny, frankly. So that's why I'm voting against it. I've got no problems recommending things. I just don't want to be a board of education recommending, you know, that people should eat apples and not cookies. I think people should be allowed to figure that for themselves. I'm not the parent. I'll do my kids. So, >> thank you. All those in favor of the mo of the main motion as amended, please say I. >> I. >> Oppose. >> I >> opposed. >> Oppose. But the motion has carried. All right. I am going to read um we are going to continue on with six and seven and then u move our way backwards so that Sam you are here. Um, so the motion is to transfer

210Clchester Elementary School located at one Harry Day Drive, Graten, Connecticut to the town of Grten, effective April 1st, 2022. Can I have a second to that? >> Second, this Charles discussion. >> Thank you, Sam. >> Yeah, thank you. Uh as I said earlier, I did walk uh the public works director through along with the supervisor uh and they were uh pleased with the progress that and that it is ready for transfer. Uh the one thing at Claude Chester School that I don't think we're going to be able to move the one memorial item is the Harry Day Rock, which is pretty sizable. So unless the town decides it needs to go somewhere else, as long as that's still Harry Day Drive, I don't see why the rock can't stay there. >> It's probably a five

211ton. >> Minor any um any other uh questions or discussion? >> I'm really impressed that we've gotten this done so quickly. the the actual moving of the school building back to the town. Not not tonight's meeting. Trust me at >> the meeting. No, >> I don't know why. >> I was a little confused. All right. Sorry about that. Okay. The all those in favor of the motion that's on the floor, please say I. I >> oppose. Opposed. Abstain. Motion has carried. The motion to transfer SP Butler Elementary School located at 155 Ocean View Avenue, Mystic, Connecticut to the town of Grten. effective April 1st, 2022. Can I have a second to that, please? I have Matt Schulman. Any discussion? >> Uh, again, having walked them through, uh, there there uh was actually a project we

212were finishing up while they were there. We had a uh heat pipe in the tunnels uh uh spring leak uh about two days before we were ready to walk them through. So, uh, my plumber and his assistant were down in the tunnel repairing that while they were there because we don't want to turn buildings over to the town. That's going to cause them our heartache either. So, uh, we did those repairs before returning it to the town. >> Yep. Who um, we transfer these to the town, so did they become responsible for the um, utilities to keep the building in good condition? >> Yeah. Um the one thing is that um we we we may have bought uh heating oil based upon a certain assumption of use. So we have to ventures have to view

213understand whether or not we have excess heating oil to heat that. If we do then I believe we should heat it through the heating area. it it's almost over now anyways, but as long as we have the supply, we don't want to have to >> Yeah. >> pay to have it sit somewhere for next year. So, we would probably just continue heating the building as long as we have the supply. >> So, we would not charge the town for that? >> No. >> Okay. Nice question. Any other questions? >> One other item we wouldn't abandon the town if if there were we would continue to cooperate with them whether they needed something with a boiler, any way that we could help them. Um, we we would continue to do that as well uh at least

214until the end of the school year. >> Great. I would expect that. Thank you. Thank you. >> Any other comments? All those in favor of the motion that is on the floor, please say I. I >> oppose. Abstain. Motion has carried. Folks, I'm going to ask that we go back to page two of our agenda. I think we can handle the action item, but I'm going to ask Andrea if we can table the policy. >> You are asking my question. >> Okay. All right. Yes. So, um number A is the consent agenda which all matters listed under the consent agenda are considered to be routine and will be enacted by one motion. Points of clarification will be allowed. All those in um can I have a uh can Wow. >> I move agenda. >> Thank

215you, Dean. Can I have a second? >> Second. >> A point of clarification. Uh it says on item number four, the third bullet, Miss Austin noted that the district has applied for the ROC program and has not heard back yet. She stated it takes a full year for approval. That's not what I heard. >> Where are you reading? I'm reading on page three of the regular meeting minutes on February 28th. Page two, February 28th, regular meeting minutes. >> Read it again for me. Thank you. >> Page two, item Roman numeral 4, third bullet. Miss Austin noted that the district has applied for the ROC program and has not heard back yet. She stated it takes a full year for approval. >> That's correct. >> That is correct. You have applied for that, for >> Oh,

216yeah. We applied for it last year. >> Okay. Thank you for the clarification. >> And we're expecting two here soon. >> Thank you. Thank you for the clarification. >> But was it ROC or was it NDCC? >> N DDC. But you have to do that one first before you get to the same application. >> And I think we checked off both. So I don't know what we'll hear back. >> Okay. Thank you very much. >> Yeah. >> Any other points of clarification on the consent agenda? >> Hearing none. All those in favor of the consent uh of the motion on the floor, please say I. >> I. >> Oppose. Abstain. The motion has carried. All right, folks. We are going to turn the page. Um and um Jay, would you please read uh number the

217motion for number eight? >> Yes. I move to recognize April 6th, 2022 as paraprofessional appreciation day and to direct the superintendent of schools to send a letter of appreciation to the pair of professionals. >> Can I have a second, please? >> Okay, I got Andrea. I got Andrew for a second. Do we have any discussion? Hearing none. All those in favor to recognize April 6, 2022 is pair professional appreciation day. Um, please say I >> I >> oppose. Abstain. Motion has carried. Beverly, would you be willing to read number nine, please? Motion. Thank you. Um number nine to recognize April 27th, 2022 as administrative professional day and to direct the superintendent of schools to send a letter of appreciation to the administrative professionals. >> Second. Okay, I've got a second. Any discussion hearing? None. All

218those in favor um of the motion on the floor, please say I. >> I. >> Opposed? Abstain. That motion has carried. Um we're now at the communications part. Andrea, >> nothing. >> Jay, >> uh just the emails that everyone else received. >> Beverly. Um um like Jay just the emails everybody else received and uh I had um some people ask me two questions. The first question is are the board of ed meetings archived? Can people go back say somebody wants to see this meeting tonight can they go back and look at this meeting tonight like uh two months from now? >> Yes. >> Okay. and >> under the board of ed section you can see all of the taped recordings. >> Okay. And are these meetings on YouTube? >> Yes, we also put them on

219YouTube at least for the big regular board of ed meetings. >> Okay. And the second question is um uh a parent asked me her grandson's coming to Granton from New London in the fall. Um, what's the process for him to see the new middle school? >> Well, we're having an open house on Thursday night. if she wanted to bring them over and you could just walk around, they could see it or they can um come to registration and there's an online registration or they can come to the central office building and you know once we get them processed then um the middle school will be having orientations this summer with the families. >> Okay. What time is the open house for the um middle school Susan? to >> um is it 5 to 7 to

2207 >> and um >> at the middle school and it's Thursday evening 5 to 7. >> Does she have to sign up for that? >> Um there is an RSVP but she could just come. >> Okay. Thank you, Susan. >> You're welcome. Anything else, Bev? >> Nope. I'm done. Thank you. All right to Matthew. >> Uh nothing to report on any meetings, but I was wondering if uh Susan had any assignments of where she'd like the board members to go for the elementary school for the magnet schools or we just go. >> No, I think just um you know if you just even RSVP to tell me where you're going on that little sheet. >> I just want to be sure that no school was not attended because too many people went to one school.

221>> Well, d the directors have all spread out. So, we each have a school and if you wanted to go to one or two schools, um, you know, your choice. There might be schools you haven't gone to yet or, you know, >> you want to see the new schools. >> Katrina, >> um, I got the same emails as everyone else. Um, I tell you about some committee meeting. I think that's about it. I'm not going to go through every single thing because there are lot. Um so I just want to remind people that tomorrow we will be um working with the town council um um about the board of ed budget and so it' be important for us to attend um and is that going to be at the senior uh at 555 >> for

222tomorrow? >> Tomorrow's at 555. >> Okay. Um and that um a couple weeks ago Susan um and I uh were met together um uh with uh people from learn um to talk about uh looking at the possibility of having schools um for kids in the middle school and high school that have mental health issues, not necessarily behavioral health issues. and how do we service um them in the fact that maybe not every town has enough kids to provide a program and could learn take lead on that. So we are just starting the the dialogue with that. Um just to pay attention to um oh Dean did I I didn't get you. I'm so sorry Dean. >> Okay. All right. I apologize. Um so we have a meeting and dates for um April. Just to remember,

223we are only going to have one committee of the whole meeting because it's going to be um a uh during school break. Um so just don't plan to show up and have no one here. Um and then we have once again the meeting with the town bodies. Uh we have um um and I'm not quite sure if this is canceled um or is that just we haven't rescheduled that. So I'm not quite sure why that's there. um in terms of the town council and city council leaison. Um and then I'm down to suggested agenda items. >> I just want to make sure we get the um permanent or the communications committee. That's a new permanent committee. >> Okay. Oh. Oh, the communication committee back into policy. So that >> Okay, got it. >> All right.

224>> I can send you the exact language. >> That would be great if you could do that. Okay, super. All right, I'm getting on the agenda for May. Um, Andrea, >> motion to adjourn. >> Oh, wait. I'm very sorry. >> I thought what you meant, >> right? No, I just let Jay >> I'm sorry, >> Jay. Can I not get you? >> Yeah, I just I'll keep this brief. I just would like to have a discussion about uh constructing agendas that when we um invite people such as faculty and administration that we address them early in the agenda and not two or three hours in because they all have to be back on, you know, at their jobs first thing in the morning. Not to mention Susan and and u everyone else is there. So,

225>> yep. Um Jay, um I will take ownership of the fact that I didn't catch that until a little bit later. Um and um we just people were having some thoughtful conversation. So I get it. >> And I think just even in planning the menu to make sure that we're we condense as much as possible. Sometimes I think we're a little too >> Yeah. I don't I have that as an agenda item for breakfast tomorrow morning is that I'm just I'm going to pair down our agendas so that we can have thoughtful conversations but not have it for four hours. >> Yeah. >> Andrea. >> Oh, now. >> Yes. Please. >> Motion to adjurnn. >> Second. >> All those in favor? All right. If you want to take