4-11-22 Groton Board of Education Meeting

001I am going to call our um committee of the whole meeting on April 11th at 6 o'clock um in uh what however the word is I need to say I'm going too fast I need to slow down. I'd like to call to order um the April 11th 20 um 2022 uh meeting um and it is 6:15. There's a couple of things I just kind of want to put people into. We've lost everyone. I hope you guys can hear me. Do I have a one, two, three? >> Yeah, you have >> four, five, six. Okay. Well, I've got a lot of empty squares, so I just wanted to make sure. Oh, there's Rita. Sorry, Rita. I thought you left me. >> Um, there's a couple >> needed some water. >> All right. Super. Thank you. >>

002No, I'm gonna I I just would like to u mention a couple of things. Um, Ma Matthew is not feeling well today and he felt like um he would like to have um some more thought process and some more stanma and so he has asked to take number five which is the tutoring off our agenda. He is the one that added that agenda item. So on his request I am removing that. Um, and the other thing is is that we do have a very special guest and oh my goodness, it is so good to see her is that we do have um Sharon Shik here to talk about our mentoring program. I don't know if they can see you. >> um, and so you >> so um, I would like to once I get the

003approval of the CO u minutes, I would like to move up the mentoring program. um so that she doesn't have to sit through all of our discussion. Um do I have approval from most people on that? >> Yes. >> If you could just throw your hands up, Beverly and Jay, that would be great. >> And Cat. Okay. >> All right. >> Yes. >> Okay. It looks like I have most people's approval on that. That's great. So, um I am going I will um make a motion to approve the CO meeting minutes of March 21st, 2022. Can I have a second on that, please? >> I'll second it. >> All right. Is there any discussion on those minutes? Um yes, Katrina. Um, I've brought this up before and I'm not sure if it just applies to

004the regular meeting minutes, but the um the state I don't think it was a law, but directive um with hybrid meetings um states that members present should be listed by how they attended. So, in present in person and present >> Oh, >> hybrid. >> Oh, cat. Thank you. Okay. I didn't know that. >> You know, I I've never heard of that. I mean, >> a few it's it's in our policy. >> No, it's the state of Connecticut's policy when the mandate came down that we were able to have hybrid meetings. I can look up the specific section if you'd like me to. Yeah, that would be great because I know at learn we don't do that either. >> Thank you, Cat, for your diligence on the that the detail stuff. >> You're welcome. >> Any

005other discussion? All right. Hearing none on all those in favor of um and subject to the um change of for cat too, right? Um so um all those in favor of the approval of the CO meeting minutes of March 21st, 2022 with the possible ad, um addition of inerson video. Um all those in favor, please say I. >> I. >> Oppose. Abstain. That motion has carried. All right. So welcome. I don't know how I can get you. >> Oh no. because it's up there. >> Um >> you can wave at the screen and see if we see you waving. >> Okay, there she is. >> Hi. >> So, Sharon Shik is here and um under a referral request from Matthew. Um we have um just a discussion about the mentoring program. We have not heard

006about it in a really long time. So, it's kind of good to kind of get it back into our forethought. Um, and also my sense is that CO has probably changed that quite a bit. >> Co has changed that quite a bit. >> Okay. >> Can I It says don't move it, but >> then don't. >> You can move it. We can tape it back up again. >> Well, can I take this off? >> You are more than welcome to take it off. >> There we go. There you go. >> Now you might be able to hear me a little better, too. Um Kim Kim, is it possible that Sharon moves next to um the superintendent or is she social distancing? >> I'm I'm I've been vaccinated, double vaccinated, all of that. >> We can

007actually put her closer here. See if you can see her better now. >> Beverly purple. >> Yep. Thank you. >> Can you see me now? >> Yes, I can. >> Okay. Um, yes, the the mentoring program did take a bit of a hiatus due to COVID because GR public schools as a whole didn't have first we were closed >> and no school so no mentoring. Um, we I did get permission for us to try to do mentoring via Zoom, but logistically speaking, that was a nightmare to be able to get the mentee to be able to be somewhere because that really couldn't take place at home. It needed to take place per the guidelines at school. So we still had to to wait for that and then we couldn't get the mentors and the minties

008and the permission and so that didn't work very well to do that. Um so I met with Susan and I met with Lori Leine >> and it was decided that yes the mentors could be back in the school. So then it was trying to get all the permissions Because in order for any mentor and mentee to meet the mentors have to be trained, fingerprinted now with the backup caveat to make sure they've been vaccinated against COVID and also to make sure that central office and human resources has that information. And then it's again making certain that the um permissions have been gotten from the mentee as the minty's parents has to agree. And right now it's only at the middle school and the high school. We want to go inclusive because the people that are

009contacting me are the schools for the elementary level and the parents of the elementary level. And then also the mentors of the elementary level. Um, and as for next year, I've got five five mentors that would be ready to go for next next fall. Um, does everybody understand what our mentoring program is about? >> Maybe give everybody an overview a little bit. >> Okay. What it is is that the mentor is a caring adult that gives time from a not academic point of view but social point of view to bring the mentee self-esteem up. And the it could be a straight A student and the only reason why they're straight A is that they're tunnel vision thinking that the only reason why somebody's going to like me is my grades are good. So they still

010have a self-esteem issue. They have good grades. They might be involved in all kinds of sports but not all and and cheerleading or whatever but not with this right mental awareness about themsel and selfare stress. >> It still comes from stress. You can have stress of being in a single parent family or new brand new to the area, death of a parent, grandparent and or a sibling or something and all of that gets to you and you need an outlet. That's what that mentor is for. What we want is for student driven is for that mentee to ask the mentor for help on the academic level and we get that which is what we really really want. We do have a lot of mentors and it's happened all through the years where they wind up

011being the person that the teacher will talk with. Even though they're not supposed to discuss grades, the teacher will because the parent is busy at work, busy working three jobs, can't get back to the school. There in lies the problem that I found out that we're having right now is for permissions. I thought we had three active matches at the middle school. We don't have three active matches right now. And part of the reason is getting that parent permission to for the school counselors to get the parent permission. the school counselors that the lets the building coordinator know that we have the permission because I told Susan, "Yep, we've got three. They're going. The mentors are all ready. They've done everything they're supposed to do. The h the middle school has the information. The high

012school has the information. Just waiting for that piece so they can start meeting." Um, and maybe we need to re-examine our communications around the mentor program to get it out to more of our families so that they understand better. Um, you know, so that they'll it'll encourage them to want to sign up. >> That that is the they love it and they want to sign up. I've gotten phone calls, as I said, all along. I understand it's on hold. When are you going to go back? They they did it. they the parents understand it, but it's them getting that permission slip. >> And I've I've told the um school counselors, they said, "Don't just send it in the backpack with the student. Mail it to the parent so they actually get it and receive it

013and mail it back." Because if you trust that backpack, that's not always the way to go because they're not you know, unless that student says, "Oh, look. I got this." The parents don't always look at the bottom of that backpack to see if there's a notice from somebody that needs to be signed. Yes. Um, Sharon, is this um ex I I don't I don't remember. I I think I remember seeing it on the website, >> but is there an explanation up on our Grten Public Schools website about the mentoring program? >> Yes. >> Okay. I I thought that I remembered that, but maybe something we need to refresh it, enhance it, >> you know, make it pop. >> It It does need to be It does need to pop. I I check all the websites

014on a monthly basis to find out if people have it up. if if when I broadcast it, send an email out to see if it's up. Some schools are better than other schools about putting it there. Not all the schools are the same about it. Um >> we do have a representative though from each school. >> We have a representative >> who is a liaison and really tries to work with the mentor and work with the families and the students to make those connections. We have we have a building representative in each building that is the go between between the families and the program. We also have a um steering committee and an executive board on the steering committee because I couldn't just arbitrarily start making these plans without having some I've been involved in

015politics too much, you know, I just couldn't do it by myself. So, we have an executive board. Susan's part of it. um the assistant superintendent is part of it >> as well as uh Joyce Medling because she helps do some of those things that I need done. So she's part of it and we the by virtue of them being principles and assistant principles they are automatically on the steering committee. Every every one of them are on it. And the building representatives there should be two. One that is the coordinator in the building and one that can attend the meetings. Because I if you have a steering committee meeting, but then your rep is also the building coordinator and they can't leave, then you have no quorum for the meeting and it then it doesn't happen.

016That's also why we made the executive board. And this next school year is the 25th year of the mentoring program. So we need to do something big. Maybe we need to bring um some of the staff that works on communication or maybe even the communication committee from the board of ed with some folks to say how do we rebuild this and get the information out in a big way. Kim just mentioned Facebook, but maybe having a face on the website and getting the information out to folks and and really because we'll be able to do the elementary next year. >> Yes. And I've also spo spoken with um Miranda Chapman at the Navy base. So it's getting back around at the Navy base. I've spoken with the um Mayor Keith Hedrickk about getting a meeting

017with him so that I can get more city employees to be mentors. I had that before. And I'm going to be talking with um the Eastern Connecticut uh Chamber of Commerce so that I can do a little meeting with them again to say that the mentoring program is back and can you send some people our way? >> Beverly. >> Thank you, Kim. Um nice to see you again, Chairman. I'm glad to see that you're still involved. Oh, thank >> my question to you and I hope Joy's doing well. So, tell Joey I said hi. >> I will. >> My question is, what do you specifically need from the board of education? How can we help you? Um, how you can help is to make certain that the word gets out, that it's back and running,

018and that it gets out not just to the schools, but that we get it out, as Susan was saying, to the community more. Um, because I've spoken with some people and they go, "Oh, we haven't heard anything for a while." Yep. That's because of COVID. We're up and running now. Are you sure you're Yes, I'm sure we're up and running. Um, so that that's mostly it. I There is a manual. I'm in the process of redoing the manual to make certain each piece is up to date. We have Susan's letter now that says that the superintendent of schools backs this program and program is going to be 25 years, right? >> That's a long time for program. >> There might even be a way that we can have a some kind of electronical um you

019know input where families could sign on and we can make it a little more accessible for them. So I think if we brought the right team of people around, you know, have all these good ideas that I think we can really make it special for the 25th year. >> Yeah. I I've also had a thought of having former mentors possibly come and we have like some celebration or something and have former mentors be there. >> Um board of ed members can be mentors. We've had several uh do you remember Don Pan who was a board of ed person? >> That was before my time. >> That was a long time ago. >> Yeah. I remember the name Shannon. >> But Beverly Don went up I believe it was to Maine and he contacted me because

020he wanted to have a mentoring program start where he lived. So he had people there contact me and I helped them so they didn't have to like jump over hoops. So they started a mentoring program based upon our mentoring program. And in the state of Florida um one of our former school nurses moved down to Florida. They now have a mentoring program based upon our mentoring program here. I've had Navy personnel who have been here who have moved to places in Virginia and places in Washington DC and they've contacted me to start mentoring programs there. Um I believe it's Derby Connecticut came all sent five people >> I remember that >> came all the way here to get training from our mentoring program. They now have a mentoring program based upon hours. >> Um, >>

021some PR. >> Yep. >> Yeah. I think it's a communications issue and getting things reignited after co >> Yep. >> Absolutely. >> Yep. So, we >> Well, I'm all in favor of a mentoring program, Sharon. So, if I can do anything personally to help out, I'd be willing to do whatever I can. But I think a mentoring program >> that is back up and running. I do individual mentor trainings. >> Um and then I do larger trainings. um if if the need arises, like if I've got a lot of people that that want to do it, then I'll set up a a larger one at this moment because of how CO's been doing. Um but I do the other way like if the Navy base wants a mentor training, then I'll do a mentor training

022there. If after I meet with um Mayor Hedrickk and if he wants a mentor training, a new mentor training, then I'll do one for the city there and I can always set one up at the uh at one of our schools and I could set one up at the library. The library has had two or three of them now. >> Matthew, what's your questions? What are your thoughts? >> Well, I'm going to make the hopeful guess that everybody had a chance to read what was apologize. I apologize. uh what I was going to read and unless FOI requires that I read it aloud or we put it in the minutes, I'll just trust that you've read it. But I did. I'm I'm believe in the program. We've just been hit by the virus and it

023is so discouraging. not not the discouraging with the personnel, just discouraging with the situation that we've gone from a hundred or so mentors to five. And so I do have a couple of questions and I don't know if the person to answer them is Susan or Sharon. I'll let you guys sort that out. But what do we need to do so that we can have at least 25 mentors lined up to start this fall? I mean that may not be enough but at least it's a good start and if we only get 18 we at least we're going after a bunch. Uh I didn't hear Fizer mentioned um there are some other small industries in town. Um that's you know are we can we identify more groups that of course is sources uh would it

024be appropriate for Sharon or for Susan or for somebody from the communication committee to go with Sharon and meet with the Lions for lunch and meet with the Elks for whatever we make with the Elks for um and say you've always supported us. Here's where we It's not the system that needs help. It's really the kids. Could you help us find some mentors and and actually go and press the flesh? Um, what else? What other resources beyond what we've done in the past could be useful? The amount of work Sharon has to do now is so much more than she had to do before COVID because she's resurrecting a program that she had had in good shape for a long time. I'm not recommending. I'm just simply asking, do we need to look for a

025halfime or increase her hours um to get some more support for the mechanics of doing this that I don't have a solution. All I have is questions, but I'm so grateful to see the support from the the superintendent. I knew it was there. I just want to get it done. Just I'm an outcomes guy. just want to get it done. Would outreach help with the permissions? I understand. I don't know this to be true, but I was told that during COVID when we were closed, we had kids who weren't attending remotely and the people actually went out to try to, you know, get them back in to participate. Is there some way that some kind of outreach can be done? we identify that Tommy Jones or Tanisha White's family hasn't responded in three weeks to

026our our email, maybe somebody can call up and just chat with them. So, what kind of resources do we need? How do we do it? And most of all, how can the board help if you want it? >> Thank you. That's it. >> Thank you, ma'am. >> I can I can answer part of that. Um, when I go to the uh, Chamber of Commerce, there's a function that they have that I wind up meeting a whole bunch of different people and then I can get on their list. That's how I've done it in the past is I get on the Elks list and I get on this person's and that organization and then they contact me to let me know when is a good time to go there. I've I've been to um different breakfasts

027and state my case. I've gone to the Grten Utilities function that they hold like in the summertime and um with a a table they've got different organizations and I get a bunch of different people that way. Um, and then it's just a case of setting up the training and then like right now I've got, you know, several mentors that are just waiting for the the parents to get their permission and then then the matches will be active. Um, as and I've got five people already lined up for in the fall. So that that part I think as long as we can get to the different organizations and set up the meetings that part will kind of take care of itself once we get it back rolling again because that winds up being easy to do.

028>> We recognize Dean. >> Thanks. So I'm trying to get a picture. Can you all hear Dean? >> No, I can't I can't hear him. Susan. >> Okay. He's going towards the microphone. >> You want to hear me? >> So, are is it necessary to sort of recreate this because what the numbers that I'm hearing are we used to have this many. >> Yeah, we hadund and some odd. You figure 10 10 mentors per per school, >> right? So, and and we were fine up until a couple of years ago and then the whole thing went just >> we had gone all the way down to 12 and then we were working ourselves back up. We we had gotten to 18. >> Okay. >> And then CO hit. >> Okay. So, it was already it

029was already we got from a large number down to a very much smaller number and then CO was the the cudigraph basically, right? The program. Okay. Because what I was thinking was gosh if we had a hundred before relatively recently sounds like a naive question but where did they go can't you find them and bring them back kind of things is the problem finding the mentors or generating the interest for mentorship on the part of students or both. >> It's both. >> Okay. So, >> and then the other, as Susan said, it's making certain that the parents, you know, they know that this is here. And I know that one of the things Miranda Chapman does is because she is the school to to whatever liaison um to the military family. What she does is

030she lets them know that, hey, there's a mentoring program that's here in Grton public schools. if you're interested. And she gives the families one of my pamphlets right off the bat and then they'll call me and she does that for the active duty military person as well. >> So what what happened do you think to cause us to go from a golden days of a hundred or so mentors down to down to 12? Is there something that should be addressed there that happened or is it just cyclical that happens? It it just happens. It it it literally happens. Part of it is mentors move away and and mentees move away. So then the mentor we try to place them with another mentee in our school district and then every once in a while that mentor

031moves away. And it just so happened that everything was kind of hitting at the same time. Um but that is one of the reasons like I'm going back a few years ago. We had a student that had gone from Fitch Middle School to Westside Middle School to Cutler Middle School all in the space of the three years. This kid each grade come to find out living out of a car. >> Oh. and then finally got into a home, wound up in a different school. That's one of the things meant having a mentor, you find out the little things that are going on. >> Yeah. The muscle little, >> right? Yeah. But we were able to address things on a different level once we found certain things out. Um, but then that a different child, everything

032was going great. All of a sudden, Christmas break hit. The parents decide to move into a different district. We've got a mentor, no mentee, the mentee's out here. And I contacted that school district and I said, "Hey, can we do a one-time closure? They've been together for four years. Can we do a closure?" And they said yes. So they allowed our mentor to go out there do a one-time divide then but then it brought that district in to wanting to have a mentoring program. So now Norwich public schools has a mentoring program based upon our mentoring program after they saw what how good it can do. And um we also had a thing with uh Graaso Tech, which we need to get the thing with Graaso Tech back because if we've got our students that

033have had a mentor, say, say they get matched in first grade and then they've had the same mentor all the way up and then that student decides to go to Graaso Tech instead of going to Fitch High school then that mentor we used to have a relationship to where the mentor could go to Brusso Tech as well. I knew the dean of students there and we had contacted their attorney there and they said that that was something that they could do. So, we were then allowed to have the Bron Public Schools mentor meet with the student at Roso Tech. >> But the bottom line is you're kind of starting from scratch >> in in a in a way. Yeah. >> The wells we've gone to have to Okay. >> And I do know that um

034he he said Fizer, electric boat, Fizer, they're all still interested. I can talk with Grten or Chelsea Graten Bank and see if it was something that they'd be interested in doing. >> I think you're right. I think it's PR people are not aware that you made aware and then >> we used to have this great big huge sign. I don't know if everybody remembers it. I'm sure Beverly does. This had brought public schools mentoring that was um it used to belong to to the school district and we would put it up during January when national mentoring month happens and everybody would see the sign and it went across the street in front of where Bratton Utilities is on Ponic Road and we don't know where the sign went to. I think somewhere along the way,

035no stop. Somewhere along the way, we have to explain to people, provide an explanation of people who might be interested. You think mentor, it could mean >> any number of things to people who haven't been through the program before. >> Right. >> So, you're going to have to probably allay some fear. That's true. >> Or at least be open about the time commitment. What's involved one way or the other? >> One hour a week. >> Yeah. one hour a week each week during the school year on school property. >> If you were just say we need mentors, people think I'm not sure what that is and then they never come back that >> and sometimes they think the mentoring is tutoring and they're two different things. >> Thank you. >> So it sounds to me

036that um we have a we have a golden opportunity with the 25th anniversary coming up for the mentoring. Um, so, um, what are next steps? If I can be so bold to ask Sharon and and Susan, like what are the next what are what are the first steps? What are the next steps? >> Well, the the first step currently right now is I continue what I'm doing at the moment is contacting all of the mentors that we've had before. find out who can continue, who can't continue, what do they need to from us in order for them to continue. Okay? >> Because one gentleman, God bless his heart, he's having health issues right now, but he desperately wants to continue and he said he'll be ready to continue in the fall. And um somebody else

037said, "I didn't know we were going to be coming back this year. If id had known, I wouldn't have volunteered doing what I'm doing. Let me finish that up and I'll come back to mentoring." >> Okay. So to get people that we've already had, that's something that I can do. I can get new people once we hold a bigger more global new mentor training to where I can get several and then that's just the thing in making certain that they've done their stuff and they get their their background check done and I have a new person all lined up in human resources that I'm going to be working with. >> Oh, good. So there's some there seems to be some >> some in-house things that we we've got. Yeah. So I can even see bringing

038the communication team and bringing Sharon in with Lori and I, but I can also see it going to the communications committee from the board of ed. Yeah. To really talk about how do you make the 25th something that everybody understands, you know, and that um so parents fears may be a little alleviated that they really do go through this vetting process and they go through a training process. So, you know, >> they have a background check. Everybody's got to have the background check. Everybody's got to be >> they mentored typically in the schools in an open area where, you know, they're playing a game. So, it it really for some kids it's it's kind of a decompression. You know, they are able to chat with their mentor and play a game and kind of take

039a break. And speaking of games, we got donated I think like almost 20 different games of different ages. >> I heard that. Cool. >> And I thought that that was really really terrific that we got donated all of that. >> Wonderful. >> And there's a list and the um building coordinators know that they're there >> and all they have to do is is come and get it. They're right here at the central office. >> Right at the central office. And they can come check them out and keep them at their school and then when they're done with them, they can bring them back. >> Sure. Thank you so much. Is there any other questions from the board? Matthew? >> Yeah. Uh I guess this one is for Susan or I guess it's for all of

040us. I would like to comm if the board concurs I would like us to communicate informally to Susan that if there is some small cost involved that we can apply some artser funds so we don't have to postpone this till next year. I mean, we're not looking. >> Sorry. >> Please go ahead. You understand? >> Actually, there is there are funds for the mentoring program um a stipen for Sharon and then additional funds that are in one of the title grants. So, we do actually um you know have funds that we could use. >> Terrific. Thank you so much. >> All right. There's no other questions. Sharon, thank you so much for coming in. >> It was good to see you. Good to see you, too. >> Yeah. >> Good to see you, too. >>

041All right. >> Do you have to get Stevie to come pick you up or? >> Uh, he's here. He's just got in his car. >> Okay. >> I just He told me to text him to let him know when I was ready. >> All right. Well, thank you, Sharon. >> And we'll be in touch. We'll get the group together after the spring break. >> Yes. After Yep. >> All right. So, what is Do you have questions for Sharon? >> No, I just wanted to say Sharon, thank you and give Joey a hug. >> I I will give Joey a hug and I let him know that you guys were all thinking about him. >> Yeah. >> Um, >> please do. >> I know he misses all of you greatly. Um he just recently had a

042set of back shots recently again. >> Um but the good part is is that his prostate cancer that he had is gone and that's in remission. So >> that's that's a really good thing and that's all been taken care of. >> My goodness. Well, send us our best Katrina. um to you will add that to the referral list for the communications committee. >> Are you done? >> Yeah, I don't think we're on that um referral list chat unless it's been added since this last one came out. >> Nope, it hasn't because we were going to talk about it today, which is which is um we are going into that agenda item now. So this kind of came from a conversation in a in a committee at the whole. Um but it is about the referral

043list and about um uh the monthly the monthly list. Um we have not really kind of taken a look at it or spent much time. Um it has gone through different um uh different versions for ever. And so I just I just figured um we would spend a couple of minutes kind of taking a look at that, thinking about that, taking things off and or if people have an idea about how to do this better. Um I am all in for that conversation. >> Can I just ask what the initials FCM for action mean? I'm sorry I don't get the >> future committee me. the it's down below um on the second page on on below the table it says FCM equals future committee meeting. >> Thank you. Thank you. >> You got it, Cat.

044>> Oh, I I was going to ask if the camera could be tipped so I could see Dean. >> Well, the No. Um I >> You'll be better for that. Okay, that's fine. Um, would now be the time to request removed items to be removed from the referral list or are we talking in general? >> Rita, what what were you going to say? >> I was just saying we're not talking about the referral list, right? We're are we talking about the meetings templates? >> No. >> Or the referral list? that I put both of those together in the agenda, right? So, it's the procedure review and A and B. So, I'm I'm comfortable with being flexible about moving back and forth. >> I just I find that this is a we we go through our

045meetings and it gets to be really late later and we just kind of not rush through it, but I but is there a better one, is there a better system? two, if not how can we make it more robust. It goes back to Dean uh you know I also feel like Dean um brought up a very good point which is we do this during that we really should be attaching and looking at the referral list um at at our regular board meeting versus our committee of the whole meeting. And um I think Rita maybe it was also with when Beverly was around um that we moved it to the committee of the whole more because we just it was we had more energy versus having it at the end of a regular board meeting is

046what I sort of remembered. Um so we did that out of um convenience and I don't think that's the word I want to use but that's what came out of my mouth. >> Thanks >> VA. That was a long answer to a very simple question. >> Well, anyway, I I I think it's fine at a committee of a whole because we have a little more time for discussion. Um, but I would love to go over the referral tracking sheet and see what should be removed. >> Okay. All right. >> Do we we do it in in committee too, don't we? Do um do the people Catherine I I I Catherine Pat >> um if I can just finish this thought for and then I'm going to recognize you. Um is um do each one of

047your the chairs of the committees do you go over the referral list in each of your meetings? >> I do. Okay. So Liz does >> and start doing it. >> Okay. And Andrea, I saw you for a second. >> Yeah. Yeah. Yes, we do. And we issue >> the >> Okay, Andrea, we can't hear you. >> You're muted. >> No. >> Well, no. When you don't face the computer screen, we your speakers don't pick it up. >> I I stand correctly. Thank you. So, We're we we're keeping the u the uh the review of language arts because we're not we don't have any information sufficient information anyway. And it seems to me that we took off um >> are you talking about curriculum? >> Yes. No, we're talking about policy. >> Oh, policy. Sorry. >>

048So electronic uh in that that's new. the the un un the protection of undocumented students. I believe we took that off, Susan, didn't we? >> I'm looking for >> I think so. And also the >> under Yeah. >> policy >> and we also took off examination grading if if that's isn't that true. I I wasn't sure who brought that up and what was what was intended by that one. >> Well, you know, we're meeting tomorrow. Why don't we get a better grip on this? >> Okay. >> All right. Is that all right with you, Kim? >> I once again, this is this is a document I'll get. this is a document that we use and so I just wanted to make sure that it meets people's needs um and and that we're doing what we

049need to do. Um Dean, you have slid up here a couple of times and so he has not I know I know Cat you have your hand up. I'm just recognizing someone who has not spoken on this topic yet. >> No, it's just fun to roll around the room. Um, >> really Jars, >> I I brought this up before. This this is not with respect to specific items. >> The the question that I had has to do with workflow in an organization like ours. >> I'm having a hard time hearing, Dean. >> You are. I'm right here, too. Wow. Um, >> can't see you. Sorry. >> Can you read lips? because if you can't then I'll move within sight but otherwise I'm not really worth that worth a look. Um and the microphone's right in

050front of me but I presume it's working. So >> now it's louder. So thank you. >> Now it's louder. Okay. I can be pretty loud if I want to be. The the body that matters, the legal body is the board of education. From the board of education, it it gets to create committees which we know of. We have a standing committee of the whole which is the same nine people. We have subcommittees of smaller numbers of people and we can create ad hoc committees. Typically what happens is that the the the body the deliberative body in our case the board of education would commit a matter for further discussion if it doesn't want to handle it itself at its own meeting. In our case, our regular meeting. We can deliberate all these things at our

051regular meeting. But as was pointed out, it would take forever in a day to do it all in one meeting. We would have several regular meetings during the month. That's legit, too. Uh but we have to have at least one. So what we do is we commit issues. We commit matters to one or another committee. And so the business is generated by the board of ed and we commit it. That's why they're called committees. You never hear the word commur because it's kind of awkward, but they're committees because something's been committed to them. And my concern was not a great concern because all the committee work is transparent. We're not doing anything behind closed doors. The question I would have is where's the business generated? As I said, typically the business would be generated at

052the board level and it would commit something specific or maybe even an area to research to one of the committees to cow or finance or curriculum or what have you. And I noticed that once in a while the committees themselves would come up with things to talk about, would come up with topics. I could be wrong, but and that may be part of our rules. I've got to go back basically to the 900s to see what our rules of procedure are. Maybe our committees are allowed. Um, so I'd like to visit the question of where is the business generated? How does it go out? How does it come back? Do we like the way it's done now? Um, that's that's why I've been mentioned in the past because I'm just looking at it as a

053sort of a new which is without regard to a rules of procedure. I just assume that all the business is generated at the board level and maybe that's I don't know maybe that answers some of the confusion some of the clutter that we have. So I mean enlighten the matters that we have on this referral list are they all generated by the board itself or or some things grown from the committees because hey we're the curriculum committee let's think curriculum things to talk about. You see the distinction? >> We used to have initials. So, when it was referred to to on the board level, you'd have people's initials on there. I'm not seeing that so much anymore. >> They're down the um like the very first one. >> Oh, yeah. I see some of them

054especially under the CO >> policy often comes because of law that has been um passed and then it's mandated that the school district has to come up with a policy like the gifted and talented is coming up based on the July one date. So some of that comes to us through CABE and we have to >> so that policy first before it hits but you don't we don't typically have the board say we've heard we need to adopt a policy. Hey, policy committee figure that out. It starts with a policy committee which then makes it >> well sometimes it comes to the board's attention. >> Yeah, >> the cape does all kinds of um work with boards around policy and things legislation that's coming and I've sent you all out some things that are happening

055now >> in legislation to be mindful of. So >> I it comes to the same thing in the end. I'm not hearing anybody complaining that how we generate business, who generates business, because this can be in a public body, especially a contentious matter with respect to members of the public who are worried about or concerned with what gets on the agenda, who puts it there, you know, who's really doing the generating of the business. Frankly, there's a ton of business to do anyway. I don't think it was time for any of that stuff, but I'm not hearing any complaints like that. So I think whether the policy committee thinks it's something to talk about or the BOE refers it to the policy committee to talk about at the end of the day only the board

056votes on things anyway. I'm just thinking do we have a a an understood clear set of where the business flows out and comes back to you got a policy thing out right? >> Yep. >> Yeah. So um the referral process it's number E under rules I would assume 37. Under 37 um the board will establish and maintain a list of items for future committee or board of education discussion action. All topics of items referred to a committee or board for future discussion action should be submitted in writing to the board chair to be reviewed and distributed to all board members. Items added to the referral list will be discussed at a time to be determined or dropped by consensus of the board of education. The other thing I'm thinking about now I should mention that

057is this. Do we have a situation where matters are referred to one of the not the cow but the one of the other committees and they deliberate they chew on it and then make a recommendation. Have you ever seen it go then go to the cow and then go to the board? >> Yes. >> That's a question I'll be honest. That's a question we had at the council many years ago which is we would have the subcommittees then they would report to the cow and there'd be more discussion and then they would report to the the council as a whole for the for the vote if there was to be a vote on something. And there was a lot of thought, well, why go through two steps if the finance committee or public safety committee

058says, well, we've talked about this, let's bring this to the town council because the cow is the n same nine people. >> So would it simplify things or does it just add to the burden if we would have for example the finance or policy or curriculum committee say we've got a wonderful idea. We thought about this. We make the following recommendation. Skip the cow. right to the board. It's the same nine people. >> That has happened. >> I think that that has happened. I think sometimes um the reason why it would go from committee to committee of the whole to board is that sometimes um it's just been really helpful for the board to understand all the information that they're going to then vote on because it's going to have a huge impact. And so

059what has happened is that you have the small committee come up with an idea recommendation. it goes to the committee of the whole and the committee of the whole they add more questions or they get clarification or whatever so that when the board hears it for vote the nine the membership has heard all the information not just a small group um but we try also not to um waste time so I think I mean I think that um and Jay I would love for you to chime in on this um is that we've been trying very hard I know cat I'm is talking about this current conversation. I'll is this part of this? Okay. I think that we've done all that, but we've also tried not to um be belleaguer many items, but I think

060if it's a huge item, I like it to have I personally have liked it to go through a couple of different um venues to make sure that everyone on the board is comfortable with what is being proposed so that when we get to the vote, the vote makes sense. See the question I have there I don't want to but the question I have there is so sometimes it can go from one of the other committees straight to the board and sometimes because if it's a quote big enough question that people want to chew on some more it can go to the cow and then go to the board but what you have there is a rather arbitrary distinction that's made somehow could be made by you it could be made by consensus or silence that

061some some matter could be chewed on a couple of times before it gets to the But other matters, they don't get that second shot. It's from a from finance straight to board that and maybe that needs to be tightened up a little. What's the criteria for going two step as opposed to the the one step? >> Well, since we have a 9,000 committee going on right now, Dean, that's a good thing. Cat, let's add that to the list. I I I just wanted to note that there was a um a group looking at the 9000s and to reassure Dean that this is one of the um the um rules that is going to be closely looked at in order to streamline the process >> and make it as simple as possible. um and see if

062we have actually been following the rule that is in the rules right now and if it's effective or and all that stuff. >> Thank you K. >> And those will that'll be coming to committee of the whole for further discussion or um comment if necessary. >> Rita, >> hi. Um I would I feel that um the curriculum policy and finance committee can manage their own uh referral tracking sheets, but I would like to go over now the CO one and that's since we're at a COW meeting to see what is still relevant and what should be removed because it's quite long. >> Okay. So, so Rita, what I hear you saying is that maybe one of the ways of making this not so weirdly is that when we do the referral tracking sheet, we just

063do the committee of the whole referral tracking sheet and let curriculum do their do their bit, let policy do their bit and >> that's not what I'm saying. I still would like to see everything listed. I'm just saying right now >> I would like to go over the CO um tracking sheet and see what is relevant and what should come off because policy and curriculum and finance do do their own and we decide at a meeting when something's brought up where it should go but right now I really feel that we should go over our the CO tracking because it goes to the second page and see what is still relevant for us to have on this. Some say ongoing, which I totally agree with. >> Okay. I just was getting clarification um about when

064in a future CO when we were looking at the um uh referral tracking sheet that we actually just kind of stay to the committee of the whole and maybe the chairs can report out um onto the different subcommittees, but that we absolutely look at the committee of the whole. >> Right. Can we do that today? >> Rita, I'm I'm I'm moving us there. Yes. >> Great. All right. >> I have a quick question. >> I got Liz got a question though. >> All right. I just want wondering um is there a I guess the term is statute of limitations? How long does somebody get to something on this list? Um does it have to stay on until it's at it's taken off by the board or is there you know is there a time limit?

065That's I guess my question. Is there a time limit? because you've got things on here from 2017 and there's some of us that weren't even on you know a lot of us weren't on this board in 2017. So you know what are you know 2018 2019 is there a a time frame and is that something we should consider adding to the you know when we have the tracking? >> That's a really good question. It just seems like >> and can I add something too? I think that if it's something that's going to be ongoing or something we want to revisit over the year like discussion of student achievement by subgroup um review of report cards um you know things that would happen the DEI committee updates those we could put on the tracking sheet that

066or the the meeting template. Yeah. meeting template and space those in a in the time frame that we would receive the data and could communicate that out to the board. So there might be some things on the tracking sheet that should actually go to the template. All right, that's a good idea. Let's see if we can do it. All right. So the um first one is referral um number 18 which was initiated um in in 2018 which is discussion of student achievement by subgroup and that's considered an ongoing that seems like that would be a perfect thing to put to our monthly template. >> I agree and I was actually going to remove that. So, but we can >> but I want to put it on the calendar a couple times when I would get

067the information back so we could share it with you. >> Yes. >> And you might have se noticed that we are trying to do a better job disagregating the data whether it's attendance data um you know discipline data academic data. So we're really trying to do a better job with that. >> So when would um that where would that fit on the template? I think it's going to fit on different times of year. I think when we get back to school, for instance, we'll be getting in the ESPback data, the NGSS, and that takes us a couple months because we do um you we break it apart a little bit so it's not all in one night. And then lost links data occurs and then the um looking at the um discipline data we can

068do a couple times a year. So, I think if we space it out, then it'll be like a little bit of a data walk each month, but you know, for different pieces of data. [Music] >> All right, Rita, do you have your hands up? >> Um, yes. >> Okay. >> Um, well, I don't know if you want to go to eight, which is yours, Kim. I believe that that we really need to have that discussion and I would like that um ASAP it not just ongoing but we haven't really had a discussion about our approach to the transition academy and the need for an alternative high school. You know that's budget related but I I do feel that it says ongoing but I don't remember really having a deep discussion about that >> discussion. I

069I I think I I think that it was re it was re it was recorded not exactly how um I had stated um that this is the regional what I had in mind was for us to look at a regional program for students um who um have significant mental health issues that are prohibiting them to be successful in either middle school or in high school, but don't necessarily meet the criteria for behavioral health, which I would see more of an externalizing behaviors. >> Um, and that >> Well, this is what I'm saying. I would like to have that discussion. I would like to have that on the agenda, >> and I know it's not written. I remember when you brought this up, but when it says ongoing, I'd first like to have that discussion before

070it's even listed as ongoing. >> All right. So I can move that and I reported out um at the last regular board meeting because um the movement has already been made with a conversation with the director of learn. >> So Kim, does that mean we'll be talking about um this item at the next board meeting or by the end of the year? >> The end of the school year. Um >> I don't understand what you're saying. >> I think people are trying to figure out what dates you know maybe assign dates that the this is something we want to do this in and you know actually maybe have it in two places. This is my interpretation have it someplace here as well as here. Um, that seems but I I what I don't know if

071people have heard what Liz said, but maybe one of the things that when we add something to the referral tracking list is that we we have the date initiative initiated, but maybe we need to kind of say, is this is this a topic that needs to be done ASAP? Is this a meeting that needs is this a discussion that needs to happen um by the end of the school year um in the summer? I mean actually that kind of makes sense instead of like putting actual date but maybe saying like it's timely um so we don't get lost and we don't have these 2017 2018 um referral items maybe say quarterly or give it instead of ongoing to be a little more specific thought um we can for this this issue about this high school

072that was mine that brought that was brought up. Um, we can make sure that that that re meeting gets reported out in boardnotes so that you guys know that things are happening. But I'll make sure that in probably maybe in June we can have we can begin to have that conversation. Um, there's no time there's like it has just been put on learn's radar. Um, and they seem to have got needed a lot of processes that they had to kind of go through as well. >> Right. But but that's still different than Grten having again an alternative high school. >> That's a separate to me that's separate. >> And you know I would love to see an alternative high school. It was cut. It was a budget cut a number of years ago but I'd

073love to see that come back to GR. There are children that really need that and I believe that there's um federal money that um could support that program. >> Okay. So I I I see that referral question in two different ways. And so maybe what we need to do is um is I hear you asking for a referral question to talk about um the alternative high school um in in >> Grten. There is a program though. There is a program. So maybe even if the board hears about the program that we have and how the kids are doing so you can kind of note what is being done. >> Great. And also like my next one is the review of report cards. I would love to know what our elementary schools and our middle and

074our high school are doing now with report cards. You know one time we used to have a presentation there was a very big you know when all the report cards were revised but as a board member you know rather than have this languish for two years I would really like to have this sometime on the agenda and hear from from teachers um about and administrators what is our report card process middle high school and elementary. I think the last time we did that was when we um really reconstructed the standardsbased report card if you remember it was probably a couple years ago before COVID and um so we could certainly do that. Um >> you know I'm almost wondering if that would be a template item to kind of review >> maybe I think before

075it becomes a template we need to hear we need to have a presentation. I don't want it just to be attempt. I'd love to have that conversation with teachers about the report cards. Are they relevant still? Um things have changed. >> Well, and I think that's the whole point of the template is that we bring teams of teachers and administrators together to present to you on these different things. >> Do you want it a one-time shot, Lita, or do you want this to be done? >> It's a one time thing. Yeah. >> Okay. All right. >> Yeah. >> See, I I'm going to disagree because I think I think a one-time shot, but I think that every time there's a new board, they need to be this is maybe part of their on boarding is

076the, you know, a presentation of, you know, what is going on in Grton public schools. So maybe every two years. That's something that because we have change over. So just an idea >> because you did it last time and I've been now this is my third year and I still don't know what the board what the what the report cards look like. The elementary you weren't here when we did that. No, I think it was just three years ago. >> All right. The next one, discussion of STEM masters for diversity, >> right? And the residency, but we've never had a discussion about this. This is this is all about diversity and um may you know, you could include that though in the DEI committee. >> Okay. >> So, we can remove that as long as

077it goes to the DEI committee. Is that what I'm hearing? >> Yes. Okay. I'm just making sure >> and put it on the template from tracker to template when we we kind of review the um progress of the DEI committee. >> Okay. >> And so the next one is also discussion review of the work of the DEI committee should be on the template. So that we should be >> that should be a regular sort of thing for us. >> Okay. So discussion of the cost of AP and IB test and who pays for them. >> Right. >> Do you still want that? >> Yeah. I mean that's a budget item. We could have that um in October. So, how about if we do this >> November, December >> on the on the tracking on the

078tracking sheet like can't we say instead of having it say ongoing, can we just say um needs to be discussed by November or December of 2022? >> Well, it's all part of the budget. So, whenever you talk about the budget, that's just all part of it. >> Budget It's a budget. That's part of the budget. >> Yeah. >> And so the imple implementation of one card, one comm community uh one community, I I believe that that is an in-house thing that's happening between Clint and the library committee. Is that correct, Matthew? >> Uh thank you for asking. At the last two library board meetings, I was asked what the status is with the school. Um, maybe I misunderstood, but my impression is they're ready to go and I don't know what conversation maybe the maybe

079the superintendent can help us. >> It's really about student data privacy, which Clint is overseeing. there's laws in Connecticut. So, we're trying to figure out how to get this data and how to get it approved so we can send it legally over. So, I know that Clint is working with the libraries on that, but I will ask him and I know Amy McKenna has been very much on board with this trying to make this happen. >> So, let me ask a question. It's going to be brought up again at Wednesday's the third Wednesday meeting. I've lost track of where we are. I think we're on the second week. The third Wednesday, we have our board meeting. It's going to be on the agenda again. Uh would you like me or would you like to speak

080to Jen to arrange for somebody from the district to to share the process with the with the library board? >> I will ask Clint and Amy. It is school vacation, but Clint is going to be around next week. Okay. Well, is that's if if you want me to speak to Jen, you'll let me know. Otherwise, I pro I presume you'll get it done. >> Great. Moving on. >> Kim, can you can you please describe the one card, one community? >> Absolutely, Beverly. Um, so this was actually been in the been in the works for several years, even actually even before COVID. The goal was um actually the student ID card um that each of our students have could then also be used at the Graten Public Libraries. Um and so it's the one card, one

081sort of one li you know the one library one thing. And what's been the holdup is once again as um as Susan had stated is the student data stuff. So this um student data stuff is on their ID. Is that the hold up? >> It is, but the library needs to have all of that data. So it's about having to give the library student data but getting permission because the law says we can't give away any student data to anyone. >> Okay. >> Yeah. >> So um Clint was really trying to work through that. Is the purpose of this to get more students library cards or >> Yes. And for them to remember their library number and to have a swipe that they could use at the library. They can also um get books that

082are online. So, it would give kids more access to books and reading >> and it'll also provide some depth for research because they'll be able to get interl loan. they'll be able to tap into some databases that the school library media centers may not have. >> So Susan, are you finding that the majority of our students do not have library cards? Is that the problem? >> Um I think that we do need to, you know, we do have the libraries come to the schools when kids are in elementary. I'm not sure about middle school and high school, but um we I think that we want better access for our kids. >> I love the fact that we're having this conversation, but I think the agenda topic is the referral tracking list. So, I kind of

083want to get us back on track, but Beverly, those are really good questions. Thank you. >> Sorry. Sorry about that. >> No, no, no, that's fine. >> No, sorry. >> Um just a quick historical note. Betty and Ryder came to me about this in 2017. So, it's been hanging fire since 2017. So these things do take time. >> Thank you. >> So are we looking to >> So um should So what so what should we do with the um one card one community? What should we do that on the referral list? >> I I think it should stand till we find out what's happened with it whether we have it or not have it. Is it possible or not possible? >> Okay. until it can be completed. >> Yeah. Or telling them that it can't

084be and get a library card. >> Okay. All right. Thank you. So, u I'm I'm turning the page to um referral number nine um discussion of the educational rising club. >> Right. This is I brought this to the board's attention. It's a national um organization. It's a career and technical student organization. >> Um, it's intercurricular and it's a learning opportunity for our students and our staff. They provide professional development and I I felt it was something was worth a discussion with the high school about. >> Didn't we have some sort of presentation? >> We did, but I I agree with you there. We're actually looking at that. Um there's was a teacher on board, but I think she went on maternity leave, but there was a a group of teachers who were really looking to

085see could that be something that we could even add on for next year. >> Yeah. >> It's kind of part of your grow your own. So to have more um young people at Fitch and this used to happen years ago, I think that there was a club >> for future teachers of America probably was the name, >> teacher assistant program, >> right? Yeah. So, I'm going to keep us keep that on there, Rita, but I'm just going to put the status report is that until it's completed and which means until it's a club and I know that a negotiating team is going to be um going into um into looking at the stipens and I believe that's when we were going to talk about that because we we have had a discussion on that. >>

086Okay. >> Um discussion in the evaluation of the magnet theme which is number 14. Sorry, I'm moving this along. >> Right. Yeah, we just we talked about that um last year when we came up with the themes that we were going to see whether or not the themes get a report on whether or not the themes were working. And so we were going to hear from the schools, I thought, and the superintendent about that. >> So that would be a really good summer conversation, don't you think? that they can that they can close out the year and then we can have discussion about that >> and communications I think did talk about it. I know I wrote about it in board notes and sent you the new videotapes that were made to give more information

087to the community. So um we could definitely talk to you in the summer and also review the lottery process to see how enticing these themes were. So we can give you data on that. [Music] So discussion of conceptually conceptualizing culturally responsive teaching. Um and that was just to have a get an update on the CRT because they had that book club. >> But we're not calling it that because we're not it's not critical race theory. Sorry. It's culturally responsive training. I I a teaching. I apologize. Um, >> as part of that discussion, can you just can we I mean, I'd really like to see what it looks like in a classroom, you know, if I was a student. Um, what would it look like on the ground, per se? >> Okay, that' be a good

088presentation. >> That'd be a really good presentation. Um, and actually I wonder would that be a good presentation to do at a regular board meeting where we could have that um be shown so that we could show what we are what what that means and what that would look like in a classroom. So, we're actually hosting the Northeast Regional DODIA um symposium here in early June and I'll get you guys the information um with a kickoff launch at the Nautilus Museum on Sunday the 30th. I believe I got to look at it. Um, but any rate, one of the things we're presenting on is that culturally responsive teaching. So, it's something that certainly we want to bring to the board. Um, but we're also having an open discussion with other DODIA communities about what they

089see as culturally responsive teaching. It's quite a popular book. >> So, when when do you think we should have this discussion? Um, when was the last time Jamal came and visited us? Because I don't want to overload him. I think he said he was coming later this month or next month for some reason. >> Yeah, he and Lori are coming in to talk to you about um the um internship program and the hiring process through DEI. So, they're going to, you know, talk to you a little bit about that. >> Okay. I can always give you a briefing of where we are with the culturally responsive teaching. >> No, I'd like to see it as a separate thing because I'd really like to see how it happens in the classroom. And I think that um

090Jamal's coming um at the regular board meeting with Lori to talk about those those things. >> Great. That's right. End of the month. Is that minority recruiting? >> Yeah. >> Okay. >> Um and the audit report is going to be on the audit report is going to be in our board meeting in the end of April. I've asked Susan >> Jay, >> I was just gonna say this is something that that is good for that board template because uh Ken did uh discuss last year's but Cindy Landry uh just presented the u latest caffer the comprehensive annual financial report to the town council because it's a it's a combined uh audit report. Um, and she just transmitted that to them. Uh, anyone who's having trouble sleeping, I'll be happy to send them the 176 page

091copy to review before the meeting. >> Not that tired. >> Um, >> so then maybe that goes to a template because >> So when you're right and so when when should that go? Um, should we have it in April? >> In April, we could do it in May. in May. >> It's been published. Ken just needs to see what applies to the board of ed. >> I'm talking about in future years, Jay. Um because it because it is going to be discussed in April. >> The law says it has to be released six months after the end of the fiscal year and um Cindy um looks like historically releases it in February. Oh, >> we get the report back. I don't remember getting the report back that early. >> Oh, yeah. >> But I'll check.

092So, it could go in it could go in March. >> I I believe Ken present. I asked him about the audit and he gave it. I thought it was last November that we talked about it. They they do it over the summer. The latest was um just issued by Cindy Landry uh June 18, 2022. >> So we we did have a discussion of the guidance counselors. >> We did they did give us an overview. That was you that had >> that was me. And the discussion of class sizes and the closing of the achievement gap. The gap the gap um is we are going to have um the the goal is is for Susan and the her secondary staff team to um do a larger presentation about what was their success in enrolling more students

093in the AP and the IB classes. um and and combine that with what the class sizes are. So that's what we that's what we are looking at. Um and it makes sense that we then talk about um the achievement gaps. I mean it it could be a really it would be a heavy but really good CO I think >> and I see that even as a template item that we should go back to. >> Yeah. >> You know especially after courses kids have registered and we know what the data looks like. So whether it's in the summer or you know once we know >> yeah I I mean I'm not thinking of this as just a high school and about AP courses and so to me closing the achievement gap starts in elementary school. >>

094Yes. And that's something that we should be discussing from the time that they're very young all the way up regardless of whatever courses they select in the high school. But I believe we do have an achievement gap starting in our elementary schools. And that's why I thought that was such an important topic. And class size has something to do with it. But that's different. I mean to me you're those are two separate things. class sizes at the high school, who's enrolling in what classes, but then closing the achievement gap is something that we have to be aware of from when they're, you know, prek on up. >> Thank you, Rita. >> Um, I appreciate your levelheaded um conversation around this. >> Um, so, but we are going to do the class sizes and um, looking

095at the enrollment in the IB and AP. That's one that's one topic. That's one topic. The second topic would be the achievement gap. And my question is, do we really want to just review it once or does that kind of happen also when we get data? We can also be taking a look at how we doing on the achievement gap. Does that get embedded into the data? >> Well, I think we did say we're going to disagregate the data. We want to look at that with everything that we do. >> So maybe that one's ongoing. So that's an ongoing one but maybe it goes off and goes onto the month the template the year template along with data that we have data slash achievement gap discussion >> I think that's important but not we can't

096throw everything on the template the reason that was put on there I believe the achievement gap was that you it was because of COVID and how students fell far behind And you know that we have to know whether or not do we need more tutoring, what what is going to help our students close this achievement gap. So I think to me that's a whole separate I'm thinking of it in a different way and not just something that's reported out on when we you know when they when they do testing. >> Okay. Um I seem to remember the um elementary schools, the middle school and the high school coming in at some point and talking about the school specific um what their goals are, things like that. I can't remember because it was several years ago.

097would achievement gap. I I want to say that that was touched on briefly and the um plans they had to work on that. Um does anyone else remember that? >> Yeah, we used to have that and and I think we I think CO kind of took that away. >> Okay. But I think we need to bring that back. That makes a lot of sense. And maybe that's some maybe that's a delivery method that Susan and her staff can do when they give us the data and and we can look at the achievement. But Rita, once again, thank you for your help because what I'm hearing you say is that not only is it a template issue where we need to make sure that we're discussing, but we should be really looking at how are we

098doing right now, >> right? >> Um specifically in the in the era of um of a pandemic. >> Yes. >> Okay. So maybe so I is it to am I making sense that we put the achievement gap as part of the data that goes to our template end of sentence but that we we make this referral item that's on this referral list about COVID specific >> no okay I think it's ongoing >> the ongoing >> it's ongoing okay on the template for sure. >> All right. It's on the template, but we're going to keep it ongoing. But we should be hearing we should be hearing maybe in the summer. Would we be hearing information about what Graten kids look like after two years of a pandemic? >> Yeah, we can absolutely show some things. >>

099Okay. >> Um I'm g um I'm going to recognize Matthew and then Cath and Cat. The comment that I have with regard having something this summer on the achievement gap is that if something comes out, there's probably not enough time to get in any response by September. I know we may not have all the data we need, but my I would favor having an earlier discussion rather than a later discussion. um we have strategic goals and we have tactical goals and while we may not completely flesh out the strategic goals we may come across something where a tactical response is useful. I'd like the discussion earlier if you agree. >> Pat, >> um along the lines of what Matthew said, I'm wondering if it might be useful to have this um achievement gap conversation twice

100a year so that we can see progress in a shorter burst. maybe in like September when we start where our kids starting and then in January or February where they or even at the uh after the major testing is done or you know or whichever benchmarks we look at in the second semester. So that's my that's what I was going to say is where are we starting >> and then where do we end up? >> Yeah. So twice a year would be good >> and always include previous years um >> yep >> data so we can see if there's any so we can compare and see all that information >> so what I hear is is by annual make sense >> okay all right super Um, and then discussion of the second um, MSAP grant.

101I think we've had that, have we not? >> Well, I can I can keep briefing you where we're at in the process. It's quite a process. >> Yeah. I don't think it should be on our referral list personally. >> Now, so how about if we take it out and and she can keep us updated through board notes. >> Perfect. Or no, even at a board meeting. But I mean, not just board notes, but public needs to hear it also. >> Oh, yeah. I agree. Let's just keep it. >> I've If you've noticed, I've tried to put things in board notes prior to presenting them at a meeting. >> Yes. >> So, you kind of have the background information so that then there can be better discussion, I think. >> Um, and discussion of career pathways.

102>> Yeah, I'd like to know more about what those are specifically. And we do have a new a career pathway um counselor who's focusing on that. We actually um have one and a half. So we have someone who's really paying attention to that that can come to you. Chelsea Courtright. She used to be at Cutler and now is at Rotten Middle School and and moving towards the high school to help out. So, is this something that would be um a oneshot deal or is this because that's my thought is like is this just like a report out one time or just something that's reviewed on an annual basis. It could be annual or bianual to see progress being made because we're really trying to um make sure our families understand and our kids understand what

103are the pathways before they go to sign up for classes by annual. So by annual guys right like everybody's kind of >> and so the discussion of minority recruitment um Katrina that's going to be happening in April. >> I was actually going to suggest um suggest taking it off the list because that was my referral and I think um through smaller conversations we've had that my questions have all been answered. Okay. Um, and then do we need to have the discussion of placing visitors who attend board of ed meetings early on the agenda? That just needs I I I just think that um myself um and I and I take full responsibility for the last committee of the whole that was my bad. Um but I um but I just think that if maybe all

104of us can be cognant if that we have a visitor and the chairperson is not picking that up um to make a suggestion of an agenda item being moved around. Beverly, >> I'd like to see minority recruitment stay on the agenda. I hear Katrina talk about small group discussions. I wasn't part of those discussions. I don't know what you're talking about. So, I like to see it stay on. >> And we are and we are going to be talking about that in April. But I think you're right. I think that that is something >> I think we also discussed having DEI on the template several times a year and that would include minority recruitment and it would include you know the discussion on culturally responsive teaching. So it would include several other bullet items underneath

105the committee's work. So that would certainly be something that we would go back to. Just to answer Bev's question, we've had um conversations about um several things doing having to do with our um minority recruitment um achievement things like that in the board of ed committee of the whole meetings. That's what I was referring to. >> Well, personally, I don't remember any of that. So, if you could just keep it on the agenda and I'd be happy to hear what the administration has to say in April. >> Okay. >> Thank you, >> Beverly. If it is it will it be okay if it goes underneath the template under DEI and we b and we bullet that out. >> Well, can we first have the discussion in April and then you could put it under the

106template? >> Sure. No, absolutely. That's already done to you. Andrea, I can't hear you, Andrea. Sorry. Thank you. Um Beverly asked my question before I did. And that I strongly urge that we keep that um minority recruitment in discussion. And I don't care whether it's on this list or it's on another list. as long as as long as it's attended to and and reviewed frequently if not on an ongoing bas basis where I am >> maybe thinking it as an annual review >> annual no that this >> I would I would say I would say it did I do it again though uh I would say even on a monthly basis just that's something that we need to um we need to ensure happens. >> Absolutely. >> Okay. >> And and usually Lori comes to

107the board in September and does let us know how you know how many teachers were hired, how many minorities. So we have had we do usually have this discussion but I agree. I think it should be ongoing and and kept in the forefront. >> Thank you. Thank you Rita. Oh, can I just say one more thing? Because it's not only about how many we hire, it's how many are we retaining >> because you know, so she could come in in September and say we hired 30 people, minorities, but maybe 15 of them left, >> right? >> Yeah. Well, my my question is is our meeting our discussion should probably track the typical flow in and out of faculty. So if if it's if things change typically on a month-to-month basis, then fine, talk about it

108monthtomonth. If it's on an annual basis, then do that a quarterly. I don't know. Lori would know best. >> I'll talk to Lori. I don't want to have an agenda item for the sake of having the item >> and not have it be useful >> because it's a you know Yeah, it's got to be something useful. Can I >> I'm gonna recognize Liz and then you Rita >> that just brought Dean what Dean just said kind of brought to me an idea was like just minority recruitment but also just issues with um you know with staffing. You know I just I just found out that one of the social studies teachers at the high school left to go start his own business. I had no clue this happened. you know, and so I think we

109need to be, you know, any I think as we go through it's not only just minority recruitment, but just what's happening with our staffs that we're made aware of. And I'd like to see that, you know, maybe piggybacked on that. Um, just an update about staffing with focus on, you know, minority recruitment and, you know, current issues. And I know that we do that. You do that, you know, like, well, we're down this many. Yeah. >> You know, paras and this type of stuff, but I think that needs to be on this list. >> Uh, Rita, >> oh, I was just going to say, um, Lori conducts exit interviews, um, for the teachers who leave and some of the reasons why. I would love to have a little of that information to understand why someone

110would leave the district, whether it was a minority or whatever. You know, maybe that would help us address how to retain some of our staff better because um not all staff I think they don't have to do um an exit interview, but um it's strongly encouraged. >> Yeah, it is encouraged. I I just don't want the minority recruitment to be watered down on >> No, no, no, no. This has nothing to do with that. This is just something to do with I would like to know why some of our teachers are are leaving. >> I actually read I don't I wasn't disagreeing with you. I was actually just adding another part to that sentence, which is I just want to make sure that we don't that we don't lose focus on that. >> Andrea. >>

111Yeah. I I just wanted to uh speak to something that Dean said and I think that if there's nothing to discuss, the uh the item should still be on the u the agenda and there you could just say there's nothing to discuss and that's that would take care of that problem. >> All right, so the last one I didn't I I didn't hear back from anyone. Um but I I don't feel like we need to have this on a referral tracking sheet which is um moving visitors. I think that can be taken off and we just we just need to do a much better job at um kicking me under the table >> or even setting the agenda. So if we know that staff is coming in, they go first or something. >> Okay. So

112um >> I have a referral. >> I'm sorry, what? >> I have a referral when we get to that for finance and facilities. >> Okay. So So that's my question. Are we going to review the policy and the curriculum and the finance and facilities? Are we going to have that be done in the individual committees? >> And can anybody refer if they write to you a referral? >> Yes. >> So a referral could be written at any time by board members just by sending it to Kim in writing. >> I thought we were going to have that done by individual committees. I thought that's how we started off saying, well, we didn't start off that way, but shortly afterwards we got there. >> I Yeah, that I I agree. I just want to make sure

113because I heard Rita saying that she wants to make a referral to finance and facilities. So, I just wanted to make sure um that I was on the same page. Pat, were you um waving um or >> Yeah, I was saying good evening, but also um on the I just wanted to just point out um on the policy development or policy um 22 I think that's supposed to be non-resident students. >> Is that correct? >> Yes, that would make sense. >> Okay. And then um That might just be what is required when a student um comes in to register. >> I don't know. That's um that was not my referral. I was just pointing out the typo. >> Might not be a typo. >> It could be for any student who belong who comes to

114Graten and comes to enroll. What are the requirements that they need to bring? >> Okay. you know, for admissions. >> And I I also thought it was that we had we were going to that there were a lot of students enrolling in Grten schools that really never that didn't really live in Graten. I thought that's what that had to do with. >> I think um Rita that sounds familiar. >> Yeah. >> I don't think I don't think it was I don't think it was around a policy. I think Jay brought that up in terms of um uh because there was a lot of information in the news about um was it Norwich schools, Norwich school district that was going after >> um families who were attending Norwich schools but were not >> registered. >> Well,

115and I think it was for um out out of town placements which were very expensive. But I feel like our business office really has a handle on who those people are. Do we now discuss um the cost of an outof district student >> and could this be addressed when we have that discussion? What are the the um >> what are the what along with the tuition? How do we verify that a student? I don't know. I think there there's a little more. >> That's why I think this policy is so important that we really make sure that people have proof of residency. >> Yeah, I think >> and what all that required when they go to enroll and then how often do we verify that then over time >> would that um I don't know

116who made that referral. I think they should speak to it. >> Okay. >> But um but now that Andrea, she's the chairperson of the policy, she can pay attention and to see where where the importance of you know you you do your agenda, right? So um you can kind of take a look at that. If there's no other discussion, I was going to go to Rita. Yes, I would like to for finance and facilities. I believe we um our bus contract is um coming to a close and I would like to know what the board involvement would be whether or not new bus contracts would be under finance and facilities. Um I seem to remember that in the past is that's what happened. um the the five years ago when it was done um the

117board had no involvement. In the past we had had involvement. So um I just wanted to know like that should be a referral or not for the new bus contract. >> I remember several committee of the whole meeting when we when five years ago when we were going over the bus contract >> but I I don't think involved in it. It was just presented to us I believe. um it was done um not not with any board involvement at all. >> So there is a bid process in the town that we have to follow and a policy. So I think even to have a discussion around that Rita so we know the process and understand clearly. >> Yes, there is a bid process. Yep. So would >> I still think someone from the board should

118be involved in this contract because it is a board of education contract and last time we were not involved in it. >> So is that something that should be a subcommittee of negotiations? >> I'm not sure if it should go under I thought it went under finance and facilities in the past. >> I new things. >> I think it needs to be at least embedded into the finance and facilities committee. >> Yeah, >> would be my thought process. >> And it can certainly be discussed with the board, >> right? >> Beverly. >> Oh, no. I I was thinking that it should go with negotiations because um that's what that committee does. But um that's okay. No, that might that that makes sense, too. >> I think that I have to just check. >> Yeah, I

119think we just need to I think just Susan's going to check with Floyd just for clarification about um board involvement in negotiation of contracts with bus about the bus and we'll um she'll get back to us on that. All right. >> Yes. >> Okay. So, so Rita, do you still want that in finance and facilities? I mean, how do you what do you want to do with that? should hear first from Susan and then we can talk about it. >> Perfect. Perfect. Thank you. >> Um and also we did the review of treehouse finances which is the um R 202122. Um so I feel like that agenda item has been taken care of. So I'm taking that out. >> Inmate can we go back just a moment to the uh the contract >> item? Uh

120I think it's kind of an amorphous. I think there are elements of the contract that are clearly a contract and therefore in finance but since there are salaries involved I know that these people are the employees of the bus company >> but I do think we should have a seat at the table on the remuneration to the bus drivers bus people uh particularly based on some feedback I got from some bus drivers about >> I don't think I don't think we can I don't think that that is in our purview at all, Matthew. Um but I think that >> I just don't think it's in our purview. >> But but I do think that all has to do with choosing a bus company and then hearing from them how they pay their employees. >> But

121it's it's a selection of the bus company that's important. >> Rita, um your point is incredibly valid on that. Thank you, Rita. >> I think she expressed it far better than I. >> Beverly, >> um, Kim, we never did vote on the increases for the treehouse program. >> I I think we did, Beth. >> I think it was on the agenda and we discussed it. I don't remember voting, but maybe we did and I just don't remember. I'll I'll have Joyce look into that. Bev, >> if we haven't, Bev, then obviously it's going to go back, but I unless I'm starting to have dreams about um regular board of ed meetings. Um I really thought that we had that on an agenda topic and then we have something very worrisome about. >> Yeah, we had

122it on the agenda, but I don't think we voted on it. You can ask Jay because I asked Jay how come we didn't vote and he didn't say we voted. So, but you can check that with Jay. >> Okay. Thank you, >> Kim. My my second one under finance re uh purchase of vans to transport special education students. That was um when I heard um at a learn meeting Stonington purchased vans to transport their special and they have saved quite a bit of money. So that's why that was on there. >> Okay, >> that's what that refers to was the districts that have purchased vans. Now, we may have many more special education students in Stonington and we're a bigger district and it might not be, you know, a reasonable investment, but I um that's

123what it was about. >> Okay. Thank you. >> I had put on there the review the cost of bus monitors. I think we've already gone through that. So I think that can be because that's um I think that was through the the um the bus company >> and um we had that had already been addressed by the bus company. So I think we can remove that >> and we've also added to our minimum wage for our bus aids, >> right? Too. >> Well, I feel like this was good work folks. It was tedious but really good. >> But what is the last one under finance have to do with >> review the use of PayPal? because I think that there was um Jay, can you I don't know if um I believe that that was

124um it was brought on by the student rep because they were um wanting to see if they could do fundraising, quick fundraising at the um middle at the high school using PayPal. But that's something that Ken could brief us on because I feel like they did find a way to to get that um you know so donations kind of so he might have even written about it in a board note. So I'll find out from Ken. Um, can I suggest some items um be that I I'm wondering if they could be um placed on the meeting template? >> The meeting template? >> Yeah, sure. Um, could we have a review in let's see November or December before we start budget review and before the superintendent um conclude um presents her budget about any grants that

125are closing that would require staffing. Okay. To include how many staff members, what programs, um, if they would be a permanent hire or a short-term hire, um, etc., etc., >> that's a good place to put it. >> Great. Also, um I I'd like to see the superintendent's evaluation put on the board template. >> Good idea. I'd also like to see a board self evaluation be that or put on the template be that CO or retreat whatever. I think that we let those slip. >> Excuse me, Cat. >> Yes, >> that's under the regular board meeting July. Are you asking to have it placed under the at some other point? >> I'm sorry, I didn't hear you. >> It's now on the regular board of ed. >> Yes. >> In July, >> and I'm asking whether

126you want it prior to that. >> I don't think a regular board meeting is a um is the correct place for it. I think that there needs to be more of an indepth evaluation for the board itself and um it's not appropriate for a regular board of education meeting. >> That's a a staffing. So that would be done in a um special or a >> but somehow but but some but somehow to your point C we have to be able to get it recognized so it doesn't leave our consciousness. So I don't And so you're right. It doesn't it's not a it's not a clean fit in a committee of the whole and definitely not a clean fit in a board of in a regular board meeting. Um so I I'm I'm in I am

127agreement on that. Um and I'm wondering does it do we then have a list that's down on like on the other side of this sheet? You probably can't see me. That that says um yearly in July board of ed and superintendent Ival. So that it's there because it doesn't fit a regular meeting. >> Well, we usually do have a special meeting for the superintendent evaluation from what I remember. >> Right. But it's but it's a special meeting. It's not a committee of the whole or board of ed. But we can throw it in a committee of the whole and that whoever is the chair knows that that needs to be that there's a process for that. >> Yes. >> So we could slide it from the regular board of ed meeting and slide it to

128the committee of the whole. Is that correct? >> Any way you want to do it as long as it's on a list. But what you're saying does make sense. >> Okay. So >> I believe in July where it says board evaluation, it should be board self evaluation. >> That's correct. Thank you. >> And and um I know at Learn the superintendent um or the director, she does it twice twice a year. I mean, she gives us in January a review from, let's say, September through January about her goals and how she's achieving them. And then in June is when we do the evaluation and um for the the superintendent and she presents it's a it's a written document that the board members receive. So that that that doesn't have anything to do with this template,

129but it we should have it someplace. >> Yeah. Like a mid a midyear >> like a mid year >> here. And then June is when we actually work on the evaluation of the superintendent. And the reason why it's in July is because it's reported to the paper. Um I'm wondering if we could just align it with the um the um contract signing date. So it's yearly >> and I believe for Susan that's June. >> Yep. Yes. >> Okay. >> Yeah. These are all growth opportunities and I think we're we're missing out if we don't we don't regularly um do these things. >> Are you talking about the referral tracking list and stuff? >> No, I'm talking about the evaluations. >> Yeah. No, we need to Yeah. I I'm We need to be Yes. I I

130don't need to finish a sentence on that. Yes. >> Okay. Go ahead, Katrina. I would just this is off topic a little but I would suggest that um inevitably before this the um superintendent's evaluation it gets reviewed um I would suggest that we do not change the evaluation from year to year that is not fair to the superintendent it's like change moving the goalpost Yeah. >> I I didn't know that there was a plan to do that. >> Yeah. >> No, there is not a plan to do that. It's just happened in the past. >> You're just making a statement. Okay. >> Yes. Exactly. >> All right. >> Um you guys, nice work. Beverly, I owe you um an apology. I just pulled out our regular board of ed meeting agenda and it is not

131on um Yes, >> it's the treehouse is not on. We had a discussion about it, but we did not have a vote on it. So, Beverly, I stand corrected and I apologize and I will make sure that it gets into the April um agenda. Thank you. >> Yeah, Kim, that's why I had my hand up a while ago is Beverly was correct. It wasn't on the agenda or in the minutes. >> Yep. >> So, >> Yep. And I and I stand corrected. I'm sorry. Um, any further conversation, >> Matthew? >> Uh, are we on number six or are we still on uh number three? >> Suggested future topics. We kind of morphed into that. >> Okay. So, I found the open house uh at Katherryn Canowski to be a very good experience for me. Having

132a tour with Miss Dofen Doofane, I hope I'm pronouncing her name correctly, was was really lovely. And I I've heard that in the past the superintendent had regular visits for uh board members to which board members were invited. And uh I would love this to begin again. I I'm also told in the past I kind of had an adopt a school program with board members, but whatever I can learn about what's actually going on in the individual schools, the better board member I'll be. So, however you choose to structure it. I look forward to that. >> Okay. So, if Susan has her walkabouts, do you want I mean, >> yeah, I can >> Is that Is that what you're talking about? Or do you want or do you want the board to talk about how

133we can become more individual? >> I mean more >> I'm not trying I'm not trying to hurt the board in any direction. Uh I'm just saying I would like the opportunity to get in the schools as much as is appropriate in whatever way you guys want. But it's been four months and there are numbers of schools I've never been to. I'm I'm deficient not because I'm bad but because I'm the only one who hasn't been around before. >> Okay. Well, yeah, co has really not helped any of us around that stuff. Yeah, but you're right. >> So, Susan, I think we'll just find a mechanism to let the board board know um when she's going to be doing her walkabouts and um those of us who can join and maybe if there's so many people

134all at once, maybe she's going to have to kind of um parcel that out. But I'm going to let Susan um do that. It might be if there's a particular school you haven't been to >> and you >> I can I can I can send you I can send you an email. I'll send you an email. >> Thank you. Send me an email because Phil and I do our walkthroughs in every school every month and then we also do our private visits with the principles as part of evaluation. So um you know I can certainly if you know upon what your request is and maybe you have a couple schools you want to see. >> Absolutely. Thanks a lot. >> Thank you, Matt. >> And Kim, there was there was a process at one time

135when >> board members could visit a school at any time, you know, um you just needed to contact the school to let them know you were going to come in. I think that's the most important thing, not just show up at a school, but to contact the principal and say, "I'd like to go in the building. Maybe I want to observe an art class or music class. But I think it's extremely important as a courtesy to always let the principal of the school know that you'd like to visit >> and also the superintendent. >> The Well, you know, that was a discussion we had that one superintendent made us do that first um and didn't always let us go and visit the school. So, um I purposely did not say the superintendent for that reason.

136We were discouraged from visiting. >> Can you tap? Um I have Andrea and then Cat. >> Kim, I have two things. The first thing is the uh is the uh superintendent's evaluation. I know you and I have had several conversations about that, but I'd like to get it started. So, if you and I could get together this week, that would be a great thing. That's the first thing. The second thing is just um this is kind of a little insight in for Matthew. Matthew, even when I go to a school just to drop something off, I go I when I'm dropping it off at the office, I say to the secretary, please let the principal know that I'm here or that I'm I've been here. So, just always keep that the principal first in your

137mind and make sure that the principal knows that you were even in the building just dropping something off. the cap the captain needs to be respected. >> Thank you, >> Pat. >> I just wanted to say there is a policy in the board member um handbook that has not been followed. So, we will be reviewing that as well when we look at the rules. >> Thank you. >> All right. Anything else, Andrew? So, how could I have let that go? Motion to adjurnn. >> Second. Have >> a second. Second. >> All right. Have a great favor say I. >> I. >> All in favor? >> I. >> Happy Easter. Happy vacation.