5-9-22 Groton Board of Education Meeting

001Let me um call the meeting to order. So I would like to call the meeting of the board of education um for Graten Board of Education to order. Today is Monday, May 9th um and it's 6 o'clock. Um for those people who are joining us um I am so um I am so excited about you being here. But just to let you know that um our public portion or speaking portion of the board uh meetings is going to be our next time is going to be May 23rd. Um and that is a time where we welcome um public comment for for that. Um so just just to make sure that people are clear about that. The first order of business that I have um is um approval of the minutes of the committee of the

002whole of April 11th um 2022. Can I have a motion, please? >> Motion to accept the minutes. >> Thank you, Liz. Can I have a second? >> I that would be Matthew. >> Uh I would like to make an amendment. >> Okay. And so and so now discussion >> when it's convenient. >> Uh we are now it is now it is now convenient. >> Thank you. Uh the regarding item number three the mentoring program the narrative was wonderful comprehensive and wonderful. uh there was no outcome indicated and so I would like to move that the uh the additional sentence the following additional sentence be added. Quote, "The board asked numerous questions about re-energizing the mentoring program and reached informal consensus on the wisdom of moving forward." End quote. my second that >> that was Jay.

003Okay. >> Any any question or question or comment? Dean. >> Yeah, that minister to reflect what happened in a general fashion. That seems to be my recollection as well. So, I'm in favor of the amendment. Okay, Matthew, would you be willing, if this goes through, would you be willing to make sure that Joan gets a copy of it so she can add it to the amended U minutes? >> Certainly, if I put that in the chat, would that be helpful? >> No. Actually, if you just send it to um to to her, that probably would be better because then she can pay attention to the rest of the board meeting versus trying to copy it from the the chat. >> If Joan or somebody could send me her address later, I'll be glad to do

004it. Okay, you can just send it to me and I can send it to both. >> It's a deal. >> All right. >> Thank you, Matthew. >> Liz, uh, Matthew, would you just read it to me again, please, or read it to us again, please? >> Of course. The board asked numerous questions about re-energizing the mentoring program and reached informal consensus on the wisdom of moving forward. >> Thank you. This of course leaves the implementation completely up to the superintendent. >> And there were some suggested next steps by the mentor coordinator as well. >> Yeah, I just wanted to hash it over. Thank you. >> Any further discussion? >> Okay, so Dean, I've sort of made you my honorary Robert's rule. Do I do I uh I know. Aren't you lucky? Um so do we

005do I go to the amend? Do I But there's no amendment. >> Yeah, we vote on the amendment first and we vote on the motion as amended. >> But I don't know. Is there amendment on the floor? >> Well, that would be >> that's exactly what Matt >> described. >> Okay. >> I think Matt Matt moved an amendment without using those words exactly. I remember Jay seconding that. >> Okay. Okay. >> And and you and we had discussion. >> All right. >> So, I'm going to move from the amendment first. So, all those in favor of the amendment that was offered to us by Matthew Schulman, um please say I. >> I. >> Oppose. Abstain. That motion has carried. Now, I don't I don't need to go any further. Right. Well, you you theoretically could

006have discussion on the motion as amended. You should at least offer that. >> Is there any um what Dean said? >> Discussion. >> Is there any discussion about u um about the motion, the amended emotion? >> No. I But I appreciate Matthew um adding that to our minutes. Thank you. >> Thank you. redevelopment. Sorry, I know we're remote. >> So, does that have to now be revoked on? >> I don't think so. I think we're done, right? >> Well, we vote on the motion as amended to approve the minutes as amended. >> So, that was the amendment. Now, is are we are I'm so sorry, folks. I'm taking up so much time on this. I just want to make it right. >> All right. Now you have to vote on the motion. >> Thank you,

007Bev. >> You have to vote on the minutes as approved by the amendment, you know. >> Thank you. Thank you, Beverly. I don't know why that's such a stumble for me. I promise I'll get it done sometime. Thank you. Okay. All those in favor of the of the committee the whole meeting minutes of April 11th as amended, play, please say I. >> I >> abstain. That motion is carried. You guys, thank you for carrying me getting getting that correct. The next um order of agenda um is the high school courses. Um we've we had a couple of um we've had a couple of other uh town bodies come talk to us about the honors program. Um and then we also had some discussion or mention about that um uh from other board members. And so

008I asked Susan and Phil to kind of put together uh some of that information. Um and um I know we have a lot of people here from all the emails that we have had and so I am willing um to see if the board is willing to add that to our agenda where the uh superintendent Austin can speak to um the course of study as it relates to the emails that all of us had received. I will need a twothirds vote on that. Um, is there any discussion about that? >> Is there a >> Yes, Beverly, >> are you talking about the marching band, the half credit that it's been eliminated for the marching band? >> Yes, ma'am. >> Okay. >> I just I just feel like that feels like we should we've received a

009lot of um communication and so that it might be good for us to have that Liz discussion. So, are we going to have any be able to have any discussion about this program of studies at all in general? Because there's a couple of things in here that are are problematic. Um, I I don't feel that that's fair for um us to have that conversation or program studies on a more general level, Liz, if we haven't prepped um the assistant the superintendent and the assistant superintendent to know what we're looking for. But I see that as a future topic >> or a future topic at least to go to the curriculum committee first >> that would have been nice >> you know. >> Yep. That that uh that agend that agenda is going to be finalized

010this week so we can definitely add that in. >> That's number one please. >> Okay. >> Jay your hands up. >> Uh yes. So by including the program of studies in the uh legal notice of this meeting, I assumed uh that it was open. >> Yeah. So did I >> to discuss uh without the need for a twothirds vote. Uh maybe I'm wrong. Dean might uh >> but I mean we we've attached this document. So I think we can talk about marching band and anything in the program studies that is problematic. That's what I thought also. >> And myself and me. >> But if we wanted to legally take the vote just to make it, >> Jay, I mean, Dean, I I I don't know if you're finger waving or whether >> Yeah. No, this

011is sort of Cub Scout oath or something. >> Um I think Boy Scouts three fingers, right? >> Y. >> So with respect to the notice, we have to start there. It's true it does say program of studies and the entire program of studies is attached to the notice. The notice itself also refers to a specific topic within the course of studies. So to me it's ambiguous. One meaning is a little narrower than the other. And as much as I would want to talk about the course of studies in general, and this has nothing to do with whether the staff has been prepped or not, uh I would have to advise us to stick to a narrower reading of the notice because again there's a if we were to open it wide, someone hypothetically could claim

012that in fact we only noticed a narrows topic and that is the progression honors AP. P etc. And so we violated the state meeting rules um and notice rules. So just caution. >> Thank you. >> But I do believe it's a conversation we can have and there could be some questions ahead of time and really bring high school staff who are responsible for the program of studies also to the table. >> All right. I'm gonna recognize in the order that I see them um or that they've come to me. So, Andrea, Bev, Jay, and Wita. So, Andrea, >> I'm not sure what you're asking me because >> your hand is raised. Your hand is raised. >> Is it? Oh, dear. No, I didn't mean to do that. I'm terribly sorry. >> That's all right, Bev.

013>> Thank you, Kim. Um >> I I disagree with J uh with um who was that? Dean with Dean. >> It says program over here. >> What happened here? >> We're getting feedback on Bev. So continue on. >> Okay. I I disagree with Dean because it says program of studies and we have the attachment and it has all the class courses from the high school. I know it says progression of honors to AP to IB to Yukon, but that could have been a separate discussion. I took it as two different discussions really. I mean, so I disagree with Dean. I I understand that the staff isn't here. So, but you know, we >> can I just say that the intent was to showcase the progression of the honors to APIB through the program of studies.

014So to look at the language, >> but Susan, we've been asking to talk about the courses at the high school for a long time and we and so now we're putting it off again for another whatever whatever pretty soon it'll be September and school will start and we still wouldn't have talking talked about the courses at the high school. So it gets a little frustrating. Beverly, I I will um I will take uh I'll take ownership of your frustration around it seems like we're putting this off. Trust me, this is actually going to be on a committee of the whole. It's actually going to be the whole secondary level because we wanted to know classes. We wanted to have the finalization of what the classes looked like. We were going to have a conversation about

015um the career readiness program. There was going to be many things that were going to be put on all together. So there is we're not going to have this in September and that you can that that you can take my word for it. It's going to be very soon. Jay, >> uh so reading the um state of Connecticut FOI rules, as you as you alluded to earlier, Kim, uh with a twothirds majority vote, we can add an item to an agenda for discussion and possible action. And so I move that we add the uh question about the marching band credit uh to this evening's uh meeting. >> Second. >> I second that. >> Okay, that's been seconded by Matthew. Is there any further conversation? >> All those in favor >> I think Cat had her

016hand up. >> I'm sorry, Cat. you are still on mute. >> Okay. All right. >> That's I couldn't get to it fast enough. Um, do we have staff here that can address this issue? >> We have Susan and we have Phil. And if they don't have the information, we can direct them to get the information and get back to the board about it. >> Great. Thank you, >> Rita. Um, I my understanding was we were going to talk about this tonight. There's a little bold little dot under program of studies attachment to those were to me they were two separate um topics there and we were I mean I'm not sure why the staff at the high school is not here to discuss the program of studies because if you look at our agenda that's

017what was going to be discussed and I think knowing that this issue about the credit for the marching band has been front and center and the board has received numerous emails about the mar the credit. I think it should have been addressed tonight. I don't think we should wait any longer. I think maybe there's an answer to this. Maybe there was a misunderstanding. But I really feel that that should be something that is answered this evening. If you could maybe call somebody on the phone. This is a Zoom meeting. Somebody from the high school could join us. But when we're we have right on here program of studies for the high school, I am shocked that no one is here from the high school. So we have three vice principles and we have a principal

018at the high school. Um >> so someone shouldn't have been at that this meeting especially with this on the agenda. So, I don't know how you want to handle this, but we need to have a discussion about it and it is on the agenda. >> Jay, >> yeah, I want to align myself with Rita's remarks. I was fully expecting the administration to be present tonight and I don't understand why they're not here, but uh if we could at least proceed with a vote to add this item um and then we can add the whole program of studies maybe to a future meeting. Thank you. All right, I'm going to go to the motion to add um the discussion of the band credit to um with the program of studies. All those in favor of that

019motion, please say I. >> I >> oppose abstain. That motion is carried and that will be added on to um I would say right after we talk about the progression of honors um a um AP to IB. Jay, do you have another qu? Okay. >> Yes. I would like to move that item to now since we have people who are here for that. I don't really want the public to have to sit through the next series of agenda items uh so that we can address the issue that we want to discuss. And so I'd like to move that to now. >> I I see that that's what I was going to have happen. So thank you, Jay, Susan. >> Yes. So, um I I hear a will from the board um to kind of talk

020about um as you know, I was able to forward to you to both you and Phil um the multiple emails that we were receiving um from parents and students um of the marching band program and the credit um the the credit that was going to be taken from them um and or not taken from them. Um, actually just a really a lack of clarity about understanding about that credit. Um, so I'm wondering if you could at least let the board know where you are in your journey of investigation. Um, and what's the what's the plan of resolution? >> So, I actually received many of those emails today, sent them forward to um, Principal Keller. I was made aware from a parent um, earlier and investigated at that time. My understanding was that a parent letter

021would go out and anyone who wanted credit would get credit because there was some confusion whether it was in the board catalog program of studies or not. I will be meeting with principal Keller tomorrow to make sure that we do what's right for kids. >> What is what does that mean? That means that if we've been doing this longstanding for the past since 201413 is what I first investigated then that needs to continue and actually I've been in conversation with principal Keller Keller who said that it was sometimes not seen as a benefit to kids because it was a college level course and I said well let's look at that and work with the board perhaps it needs to be an honors level course like honor honors orchestra or honor honors chorus. Certainly, I've met

022with the band. I've, you know, we just gave them that wonderful award. I know these kids. I've seen them perform and I really credit them to giving, you know, a lot of time beyond the school day. So, whether we need to tighten up what that looks like with the board and have the board involved in the curriculum committee to kind of see what that looks like, um, I I will be talking to Principal Keller tomorrow about that. I'm gonna recognize Bev and then Liz. >> Thank you again, Susan. How did this come about? I had to step away for a minute, so I don't if you talked about that. Sorry I didn't hear, but how was this uh how was the half dropped in the first place? >> Um I'm not sure what the um

023reasoning was for it. I did um as soon as I heard about it, I talked to the principal and he was going to send out some communication to families that they could certainly get the credit um and sign up for it. But then I just read a letter that came in today that wasn't as comprehensive as I thought and I looked through the program of studies and didn't see it. So I will be talking to him tomorrow. >> Liz and then Katrina. Well, I have a couple of questions that are around this act and I need clarification because it is under my understanding that it's the curriculum committee's charge to to create and award credit to courses that go into the program of studies. Am I correct in that? >> Yes. >> Okay. Then who

024has the authority then to say, "Oh, well, you could have this club, but we're not going to offer as credit anymore." I'm a little hot about this if you haven't guessed by my tone of my voice and I would really like to have some clarification because if it is our charge our charge this is one of the primary foundations of our committees of this board is to have the authority to say yes this is a course that's approved no it's not and then just to have somebody say oh well you know maybe because of low enrollment we're just not going to offer the credit I think that is totally an egregious uh abuse of power. I am really livid about this >> and I really excuse me. >> I am really want this investigated. I

025want clear answers and I don't want to see those kids lose this credit, this half credit at all. And I will fight you tooth and nail to keep this going. I just want to put it right out there. >> Thank you. I'm I apologize. But >> so I don't one of the things that I'm concerned about is that I've been told there isn't a >> curriculum for this that the way that they gave credit was through the time and participation. So I think and it's only leveled as a college level course. So I think there's some things we can do to adjust this when the board is involved and it is brought to the curriculum committee. I don't know how it got started. It was before my time. I did look to see when it

026got started and it was somewhere around 2013. Um I think there's also questions about other programs after school that you know may request credit but this is one that has been um a standing um practice um for years. >> Yes. But marching band has had a curriculum that has been board approved. I used to be the department chair for marching band and for music. I know this. And therefore, if it just and we just moved it after school because of conflicts and things that happened. I was there when that happened. >> Thank you. >> And we'll find it, Liz. >> So maybe maybe >> we'll have Phil really look into that. He's been great at finding curriculum stored. >> No, I think that's the question, Liz, is is we have to go back to where

027it started. uh because I think that was the question of of the current administration there was sort of looking back and trying to find out how it started. Then we have to have the discussion as to whether we want to continue the way it's been and why or why not. >> I'm going to recognize Cat and then I'm going to recognize Matthew um because Matthew you have not spoken and then I'm going to do Jay and then Rita. So Cat, Matthew, Jay, Rita. Thank you, Susan. It sounded like I just want to make sure I heard this correctly. It sounded like your conversation with Ted will involve two different things. The credit for band and then making it an honors class. Okay. >> Y Thank you, >> Matthew. >> Thank you. When I looked at

028this, I saw three discreet though complimentary issues, each of which needs to be dealt with separately, though all of them are linked together. The first is the attribution of promised credit. I take at face value the claims of the students that they were promised credit. I don't know if that's true, but I take it at face value. If if it is if it is true then we have no choice but to honor our commitment. Secondly, I am concerned about the process by which this policy decision or rather any policy decision is taken without some discussion by the appropriate committee of the board or the entire board together. So I'm nobody's looking for heads. We just like to be very clear that if we've done something wrong that needs adjustment, then the board needs to discuss

029it before a decision is taken. Finally, the communication process of communicating with families and community, at least in this instance, has broken down. These things happen. World's not going to come to an end, but we can try to get better. But I think we need to address all three of them. Thank you. Thank you, Matt. I'm going to recognize Jay, Rita, and then Beverly. >> Yes. I just want to um clarify with Superintendent Austin. So, anyone this year will be getting credit who's currently enrolled uh for the academic year ending June of 2022, and it'll be offered for next year and the foreseeable future. >> Yes. I would like to do something though with regard to bringing it to curriculum. um committee with whatever you know we had originally. Um it might need to be

030um changed a little bit but I would like to see it as an honors credit. Any student who does what these band students have done in marching band and in percussion and all the other additional responsibilities that they have and it really lasts a whole year long. So I really feel like that should be at an honors level. I want to thank you um for responding to this so quickly. I know that this just sort of came up on our radar yesterday and uh so I thank you for taking quick and decisive action on behalf of our students and our families. >> Thank you, >> Rita. Oh, let me just put put that little hand down just one second there. Yes. You know, when you're going through this catalog of the courses and you look

031at physical education and you see a half credit for weight training, a half credit for basketball, there's even an honors personal weight training um credit if you've already taken weight training or personal fitness. I mean I I really feel very strongly that these students need to have um you know maybe maybe not the first year or as they get on in time maybe then the honors but I think it should go to our curriculum committee and um it's it's just so important. I I feel the board has been estranged from the course catalog for too long and we really need to take a deep dive into it. Thank you. Beverly and then Andrea. >> Uh, a a quick question. Um, Susan, if you make this an honors class, how does it affect students? Will any

032students be left out or is it just going to be everybody there is going to get honest credit? >> No, I think it it's doing exactly what our plan intends is to really widen our circle for more kids to have that opportunity. the kids who are already doing it are I believe already doing it in an honors way. I think it's a matter of just having the curriculum committee take a closer look at that. But um I have to tell you that um it's one more example of where we can put honors level work in other departments besides what is typically like the core curriculum. >> Yeah. And if and if I may, uh Susan, I'm sorry, Bev. Um I I just think that's that's the point. We have to define what honors is in

033marching band. What that would look like? Define it clearly and then the students who meet that criteria receive the credit just like any other honors class. >> So are you telling me that some students might not get any credit for being in the marching band or they get credit but they won't get honors credit? >> No, I think they all should deserve honors credit. We just have to make sure that we, you know, dot our eyes and cross our tees. That did not happen prior to this. And I apologize. >> I have a question. It doesn't have to do with marching band, but I want to ask you, Susan, if you can find out the answer to this question for me. It's about middle school students with IEPs that cannot they somebody told me middle

034school middle school students with IEPs cannot do ban because of scheduling. So maybe you can find that out for me if that's true or false. >> I did ask that question. I was told that um >> um so I >> I can I can get back to you. >> Yeah, that's a really good question and I'm now >> I can get back to me. I said she didn't have to answer. I just >> That's a great question. Thank you. >> Um Andrea, >> first I'd like to to support what Jay said and what Rita said and and beyond that um I I have real um questions about beyond questions about actions beyond authority and that's really disturbing to me. But then I have a very uh simple question that can be answered. Um I thought

035I heard someone say that there was no curriculum for for band and if that's true then how can there be credit? We're going to find that answer because I was told that they didn't have a curriculum. Therefore, that was one of the reason and I I we've been looking for it, but Phil and I will do our due diligence to see what we can find. >> Thank you, >> Dean. It it sounds like the credit whether credit is awarded or not depends on whether or not we do some archaeology. Um, I'm not certain what Fitch has done in the past. I am aware from my high school experience, some courses, and this is going back a lot of years, some courses had a formal curriculum. Other courses had sort of a general content and a

036textbook, and the lack of a specific outline curriculum didn't mean that you didn't get credit for it. So, are we going to be looking to see what's in the archives? And if we don't find anything, then that's it for credit for the band or are we prepared to acknowledge take what the band does now because it does essentially the same thing every year. It develops a program, works through it. There's a lot of instruction, a lot of practice, a lot of performances. Are we going to take that and basically codify it into a curriculum so we can say we have a curriculum? Credit will be given. I just don't want to look through the archives, find nothing formal that we could put a label on as curriculum, and then on that basis say, "Oh, well,

037>> no, I think Dean, you're you're you're hitting it right on the head there." I mean, we we have and and the members of the curriculum committee can attest to this. Over the past year, we we've found some instances out where we have, you know, you almost have to backtrack a little and find out where things started. Um, and if there's not a curriculum here, um, it's using what they're doing of and and formalizing it and and approving it through the board process. Uh, we don't like to do that. You know, we we were we're hoping that, you know, as we found a lot of the curriculum that we've posted on our website um for people, but in this case, um, if one doesn't ex doesn't exist, we're not saying that kids aren't going to

038get credit. It's about going through and getting the teachers to formalize the process and and run it through the approval process with the board >> and it that this is different than what's happening during the day. So there is curriculum written around all areas of music K through 12 >> during the day. So this is an additional component when students sign up for marching band. the instruction had to occur after hours and there's a lot of time and energy and effort and learning that goes into that. >> I'm gonna recognize Cat and then Liz. Susan, um could you give us a a formal update on this instead of putting it in board notes so that the um students and their families who have attended tonight will get more more of their questions answered? >> I'd

039be happy to. >> Great. Thank you. >> So, Kat, are you suggesting that we just use this as an agenda item that gets carried over from this week to next week formalized? >> Yes, please. Okay, >> that makes a lot of sense. Thank you, Liz. >> I just want to apologize for being so crazy just a little bit ago, but um there are some I I I want to thank Matthew because you put it out in a very clear-cut way. Sometimes, as you can tell, I get a little emotional about Simpson names. But Matthew, I think one of the um major issues that he pointed out and that Andrea has pointed out is that this process of these types of decisions that are made. And I just think that process, you know, it's like we're

040an afterthought. And I don't like that feeling. And I don't think that's what we were elected to be. Well, that was never my intention. I just have to say, but sometimes decisions are made at a building level and you know, then we're like uncovering what's going on. And so I will make that clear that that's the feeling that it should have been brought to the board. >> Yes. And I'm going to say, you know, this has this has been something that's been a pattern for a while and it needs to stop. Got it, >> Matthew. >> Uh, I'm going a bit astray, but not really. Uh, we had another issue that came up about t-shirts. I want to thank Kim and the superintendent for resolving that in the particulars, the the blue line t-shirts given

041out at the DARE graduation. >> Can we step on topic, please? Yes, it has to do with policies. It has to do with policies that we already have that somehow are not getting to the people who made the decision to allow them. So, I'm hoping I I really mean the thank you for jumping on that right away and correcting it. But I'm hoping I'm correct in understanding that our policy on not allowing anything political uh will be recommunicated to all in sunundry. >> Okay, let's please stay on topic which is about the core study. Um, and right now it's it's about um the band half credit. Thank you, Matt. If I'm not hearing any more comment about that, let me see if I can wrap up the conversation and that I've understood what is what

042is coming forth. Susan and Phil, you guys are tasked to sort of kind of find the trail about how this happened um and what needs to be done. whether that means that Phil you have done your excavation and you have found the curricula that is um that that that is part of the marching band um and that should probably go back to curriculum either way if there isn't or if there is um so that the our the curriculum committee can take a look at that. Um the second thing that I believe that has happened is is that we've heard from Susan that all students um that are participating in the marching band will be getting that half a credit for this year. Um and that is something that is going to be moving forward and

043there's going to be a clear pathway that's going to be established um between the superintendent um actually the board the superintendent and um the high school um administration about how um the course of study and the credits um should be. And this is leading us for the board. This is leading us um to have an agenda item next week to find out the resolution to all of these things because this this is a this is Monday and this gives Susan and her staff the following days to do that. Um did I miss anything folks on that? Oh, I've got I'm going to recognize Beverly. I'm going to recognize Andrea and then Matthew. >> And you have quite I'm sorry Beverly. One second. Susan, you have quite the glare. So it's almost >> I know it

044looks like a halo. I'm going to go turn off the the sunshine over there. I'm just going to move it. >> Beverly, I apologize for interrupting you. >> Oh, that's okay. I I was only going to make a comment. And from my years of being on the board of education in the past, the superintendent never likes to be blindsided. And I just want to add um from all the comments from Jay and Liz, either does the board. So, it goes both ways. That That's all I want to say. The board doesn't want to be blindsided and neither does the superintendent. >> No. Agreed. >> Thank you, Beverly. Um, Andrea and then Matthew. Oh, and Dean, >> I just want to make sure that that you add that the question that we have about actions going

045beyond authority. I don't know whether that goes with this, but it certainly is underlying this this whatever happened here. And uh I want to make make sure that we address that. Can we do that as well in this section? >> Yes. >> Thank you. >> Um I've got um I've got I I've got Oh gosh. I've got Matthew and then I've got Dean. I was going to ask about the communication process. Uh regardless of what decision is taken for a an issue, in this case this the marching band, but it's more generic than that. Whether it's pro or con or white or green or orange or pink, the students and families should not be hearing about this when they go looking in in their records. Somehow there needs to be some communication channel that's defined

046and I'm not smart enough to know what it is, but I hope we can work on that. >> Dean, >> yeah. Um, this may not be the most convenient place to put this. I wanted to respond to Bev's response to me. I wanted to make clear and I pretty sure that I said this I'm not unsympathetic to talking about the entire program of studies but I do want to point out that when we talk about what we understood the agenda to mean that that is not the point. The purpose of the notice by law is notice to the public. What did the public understand the meeting would be about? Um and so as I said there are two potential interpretations of this one broader than the other and uh I didn't want us to get

047into trouble. We can avoid this with a twothirds motion etc. We could talk about anything we want. I suppose that was my only point. It's not about our impression about what was in the agenda. It's the theoretical public, how the law would view the public's understanding of what this was. That's all. >> So, thank you, Dean. Um, and we did go through a twoth3 vote to just um to just have the limited conversation with the program and study about the marching band and um knowing that we want to bring up um in future the um the program of study at large. Um and it seems also that there's um you know that this need for sort of some communication um not necessarily with just the superintendent and the board but also um from understanding about

048um what's what's happening um in the high school. Um, and so with that with that thought, um, do we want to take this progression in program of studies and have that come up next week with the the high school admin team folks? Um, or do we want to continue on? >> I have a question. >> Yes, Matthew. uh this review of the program of studies seems as if it's going to be quite comprehensive from what I've heard from my colleagues and I'm wondering if it's if rather than try to squeeze everything into a meeting that's already overcharged if we might not need to have a special meeting sometime in the next month to deal uniquely and solely with that. It's your call. It's just an idea. I I just um so I um in my

049once again folks um I cannot believe how human I am when it comes to being the chairperson. Um number three agenda item where it says high school course progression of honors. Um I put down that we're going to use under bullet. So it's still under number three under bullet looking at program of studies because it made sense in my mind and obviously I wasn't clear about that. So I really did mean for it to be part of this progression of honors to AP um IB. So I apologize for all of that confusion and that's why it was just a bullet and not another agenda number four agenda item. It was number three. Um but my question is does the board want to continue Susan and Phil are prepared to talk about the um progression of

050honors and this is really based on that there's a lot of community input and output about the fact that we don't have this honors um 11 course and so my question is do we want to wait and have Ted come back and answer to that or do we want to hear what um Phil and Susan have prepared and if we can ask questions and then they can come back to us with those questions. Andrea, I think that's a good idea. I think that I'd like to hear about what Susan and and Phil have prepared and then devote an entire meeting to the to the program of studies. >> Okay. Does that seem like that? So, we're just going to continue on with that. Um, so Susan and Phil, I'm going to move us. And so

051once again, I would like to share exactly what Jay and what Beverly and what all of us have um stated. It is it is this it was this activism that got the board um to send the information to Susan. I actually am very proud of the district. Maybe we don't have all the answers and maybe there's lots of lots of issues that have been uncovered, but um we have been able to at least assure people that there has been a response. Um and so but it's if it if it wasn't for you guys, this would have never come up. And so that's what makes living in a community um amazing um is is that you guys note that there's a concern and you bring it to our attention so at least we can have it

052noted. So my thanks to the parents, my thanks um to the students. Um and um so I just wanted to let you know please feel free to stay on um but we are but we are moving on to the next agenda item which is the progression of honors. Susan Phil take it away. >> Okay. Um I mean really what we wanted to do the uh I'm I'm going to share my screen in a second. Um you know I realized that you guys were given the entire program of studies. Um, and I wanted to just break it down and hopefully facilitate a short discussion based on the progression of classes that has seemed to come up. Uh, specifically English is what I'm going to focus on because that that's what uh seems to um let me

053see if I could share my screen here. Um, could people see that? Right, we could see that. Um, you know, obviously, you know, I I highlighted I basically I pulled this stuff right out of the program of studies to make it a little bit easier um for us to look at. Um, but um, you know, you were um, this slide is simply a short description of all the uh, the programs we offer. Um um going back to what we're you know I I hear a lot of people saying about communication. This is something that's part of the plan both with you know that Peter and Ted uh talked about in terms of uh you know boosting enrollment into a lot of these programs is to communicate what these programs are all about to hopefully help

054people better understand what each of these programs has to offer. Uh that's not necessarily that's not my focus tonight. Um but um obviously you're going to hear a lot and you're going to see these abbreviations. So I wanted and the acronyms. So, I wanted to uh to sort of spell it out for you. Um, but really if we look and I I pulled out the language and I underlined um that the first line of almost each one that sort of describes to you really what I see as the main difference in each of these classes. And perhaps you know this and and and so I apologize for those of you who uh this is common knowledge to but it helped me sort of visualize um possibly what um what the question is about in terms

055of why honors doesn't continue into 11th and 12th grade. So so here's the the description that's in the course catalog um about honors uh English nine. Um and hold on I'm sorry I wanted to start with the college prep. Okay, which um is designed for students who are reading at grade level and have demonstrated competency in l in language skills. Okay, to move to the next from college prep to honors, you see that this one is designed for students with high levels uh not only of of skill and achievement but of motivation as well um in reading and writing. Uh so you can see you know just that difference in words sort of tells you you know and and students have to be recommended based on on different factors um for the honors uh um

056classes. Um oh hold on sorry this is jumping all around. I apologize. The college prep for English 10 again is recommended um for students who are reading at grade level and demonstrated competency uh in language skills. Whereas the um honors the honors is for students with high levels of skill, motivation and achievement. Um you'll notice that generally the the content of the class is similar but you know my again things that the the teachers could could speak to or the administration is um it could it could deal with um pacing of the class as well and the level of depth that they go into in their conversations and the novels and the writing that they do. Um moving on to 11th grade which is where the concern comes in. Again you have your college prep

057English 11. Again, it's it's um recommended for students who are at grade level and demonstrate competency in different um language skills. Um again, you see some of the the units of study are spelled out there and there eight units of study. Now, instead of the the honors, we offer AP Yukon English 11, uh the ECE English, um which is uh you know, I put the number there. That's just the course in the in the course catalog. This class is built, you know, again, designed for highly motivated for students ready for rigorous and supportive writing program. Um, it's really specifically built to support higher level college writing um in a way that gets them to different gets many different learners onto the same page. Again, this is one of those classes that we talked about with

058Peter and Ted in terms of we want to um we want to encourage more students to take part in. Um that's where the motivation piece uh comes in. Um building on, you know, from ninth grade and even, you know, we obviously with Peter involved, we talk about building this confidence and motivation in the uh in the middle school um for for students to to get into these classes and to really motivate them to get to uh um to try to achieve at a high level in these classes. Um this >> can I add one thing too that it also absolutely um we're trying to tie the Yukon credit in with AP and IB in the future and that would allow students to be able to take the test for AP and get credit through that

059and also bring four I believe four credits of Yukon um coursework with them when they do graduate and go on to further education. So, um it really is an a chance to do that kind of level of work and um preparation and it really should be the parallel to honors. It's not a double step step up. It's just a step up like we do each year. So, um I just wanted to make that analogy. >> No, and that's the great way to look at it's a it's a parallel to honors um with the additional, you know, um way to make credit, you know, high um college to gain college credit. um the IB classes again this is for IB diploma candidates and non-diploma uh students um again who have that you know this is you

060know this language if you notice it's right from the honors uh description they demonstrate high skill motivation and achievement in English um so again it's it's um and it's for it's for people that are in the diploma program as well as as not um and they um again that's a high level class um that's very similar to to honors level. Grade 12, just like uh 9th, 10th, and 11th, offers the the college prep English um for kids at grade level. Um and then also um the sorry the the AP Yukon and the ECE credit uh grade 12 as well as the IB English 12 uh higher level. Um, so again, I don't know if this if this helps if if I'm telling you if we're telling you things that you already know, but I thought

061this was a good way to look at the at the language of um the course catalog and the level of and and what is being done in these classes. Now again, I think future conversations uh right from the teachers or from the administration can talk more in detail about um how things are taught and and the level of depth um in each of these levels and what that means. Um, but again, that's part of our process and our hope in um going back to Peter and Ted's plan to uh increase enrollment in these classes and to get students motivated to take higher level classes uh and get credit um get college credit as well as possibly you know IB um IB diplomas >> and I know the support question will come up and I know

062that when they take that next step that there are task classes which are designed to give them that added support when taking um this step up. >> Yep. That's back in in the presentation. Um I think I actually attached it to this again. I can send this back out. I included um the plan here, but this is uh sorry. This this is the slide that they talked about um increasing the supports um possibly determining the need for for summer classes uh to prepare to prepare kids uh for the higher level classes. That's what HLC means. Um and then um looking at the support uh through the task classes um and then individual supports uh for kids as well um during those classes uh you know who who are enrolled in those classes. So that goes

063back again to Ted and and u Peter's presentation that uh you should have back in your notes or I can prepare or I could send out again. I have a question, Phil. >> Rita has had her >> um >> I'm gonna stop sharing so we can see each other again. But >> I'm gonna do I'm going to do Rita and then I'm gonna do Matthew and then I'm going to do Bev. >> Okay. When we look at the courses of study for English 11, you have an AP Yukon, ECE English, Introduction to Academic Writing, but no regular English for those, no honors classes. Then you have an IB English that you're, I think, looking to filter students in. But to me, you I mean I know that there is an AP Yukon English honors class

064that is available in all other high schools and for some reason you've ignored that and you've just sort of want everybody to be filtered into the IB English, you know, the higher level course. And >> you talking about other schools, other schools that offer IB also? I'm talking about our course catalog here which has been which has changed and I understand the direction you're moving. Um, but I don't feel that students should, you know, just to take an 11th grade English class and an introduction to academic writing is wonderful. To me, that's more of an elective, but you need to have a regular honors AP Yukon English class, which they've always had at Fitch for 11th grade students and then again 12th grades. do know that for many years they have not offered an honors

065just plain old honors English 11 or 12 but to only have it and then they have like the regular one which is called you know college prep English I know that's very it's not a very challenging course um 11 and 12 and then when you read this it says this is for you know students who are reading at grade level and who have demonstrated competency. So what are we doing for the students? There's two parts to this question. What are we doing for students who are not on grade level in 11th grade? You know, you have that you have AP Yukon English academic writing. You have an IB1, you know, for IB students and maybe anybody else that wants to take it. Then you have a college prep for those who are reading at grade

066level. But what are we doing for those students that are not at grade level? And there are many many students that are not at grade level in 11 reading and 11 12th grade level. So >> also that that they're in the college prep classes with with support, but I can verify that. I know that they're in that college quest, but believe me, I have seen and had a child that was part of one of those classes and it is not the way it should be. First of all, they're very crowded classes because a lot of students feel that they're maybe, you know, not ready to take an AP Yukon or an IB English class and then it sort of just drops down to this college prep with nothing in between. So I mean I really

067feel that this whole English course catalog that our students have available to them is is very limited and it's doing a disservice to the majority of the students at the high school. Those students that excel are going to do great at Fitch. there is a lot of opportunities but it's the bulk of the students that I think do not have the opportunities that they should have especially in 11th and 12th grade. Um there are there are no honors 11th there's no honors 12 it's just college prep and it's not a true college prep class. I could I could guarantee that that is not the case. Um, but that's that's just my feelings. Thank you. >> Thank you, Rita. Um, Beverly and then Andrea. >> And back up. >> Okay. Um, thank you, Kim. Absolutely. >>

068I agree with um, Rita. What I'm hearing from parents is that the college level class is the old basic class >> and that it's really not a college level class. the students are really basic level students, but you're you're calling it uh college prep or whatever you call it. Um, so a lot of parents are saying this for students that don't want to be in AP and IB, you have eliminated a spot for them to go to, and that would be the honest class. So, I really think that you should consider putting that honest English back into the course catalog because a lot of students don't I know even though we say we're going to give them the support, they still don't want to be in that class. They rather just be in the honest

069level class. They don't want AP and IB and they don't want the the college class because it's a basic class. So, we're missing some students that we really could be helping and not pushing forward. >> Thank you, Beverly. Andrea, >> I agree with Beverly. And I have a question about who chooses what classes the uh the the students are assigned to. Do parents have any input? And I'm asking that because I it was my experience when we um were at the junior high school level and we had low basic um average and above average classes that to me it always made sense for the parents to make the decision about where their child should go. and uh and and to to me the the um uh higher level classes, the accelerated classes should have been

070open to anybody who wanted to go in there. So that's my one of my concerns. often >> times I would recognize a student who was not doing as as well as that indivi that child could do and I knew that if that child were in a class that had high expectations that child would rise to the occasion >> and I think that we're eliminating that opportunity for those children. And um I don't know if you remember Marva Marva Collins, but I remember seeing a documentary on her and um she she saw this student that was just not in the class in he was physically there but not really there and she put a book in front of him that was just above just that little bit above where he was. And that's the thing that

071turned that child right around. And I can remember um one time when we were inviting eighth grade students to the um Martin Luther King dinner, there was one student that the one of the the teachers wanted me to invite. And and I gave her every reason why that child should not be invited. She did this, she did that. She didn't do this. She didn't do the other thing. And Mrs. Amoleley said to me, "That's the very reason that you should invite her." And then I saw that that individual later on and she said that experience turned her life around. And finally, the thing is, doesn't this fall under Chef um versus O'Neal? Isn't this the same thing? You know what I'm saying? Did I say the wrong I may have said the wrong name, but

072you know what I mean. That Hey, Philip, tell me the right name for that. >> Yeah, I'm trying to >> I'm correct. I think you're correct. >> I think you're correct. Yeah. >> Well, I think that's the whole point of raising this bar and also giving support to kids >> and I think >> and that's why basic classes are no longer with us. >> Yeah. But they're now they're called um >> they're not the same thing. I mean, we have evidence to support. I mean, they're not the same thing. So, um >> but I think I I want to I really think that we're we're saying the same thing here. Uh first of all, I want to say I do remember Marva Collins. Marvel Collins's Way is one of my favorite books and it's still

073on my shelf. Um, and I I really think we're saying the same thing only we're like we're looking at the IB highlevel classes in 11th and 12th grade as an honors class. And I think I think the perception of IB is that it's this elite um thing that kids can't that it's because the way we're we're talking tonight, it sounds like we have the the college prep on one side and this elite class on the other and there's nothing in between. And I and I think that we really have to work hard to eliminate that perception. Uh, and that's part of the problem, I think, in terms of the um enrollment in these classes and people's knowledge about these classes because people think if they're not going to Ivy League schools, they shouldn't even bother

074with IB. Um, so I think that's part of our discussion that we have to have, but I do think we are saying the same thing or at least that we want the same thing. >> And I would add that students have a voice and parents have a choice. And while some things may be recommended by counselors or teachers, it's still really important important that students understand the pathways. I mean, that's one of the things we're going to be working on through communications is that children know before they get to middle school, what are their opportunities? Before they get to high school, what are their opportunities? So, that's really a work that um I want to see come to fruition >> and that they do have choices. So, and and it's clear to parents that they

075do have choices. >> That's right. That's right. >> They do. But I think we have to communicate better about what we're offering, too. >> I think that's part of the problem. >> Okay. Thank you. >> I'm going to recognize Matthew and then Rita and then Beverly. >> Are you done? No, you're not. >> Yes. I Oh, God. I did something that gives me the the permission to record. I have no idea what I did. So yes, I am done and I'll be gone. Matthew, >> this is an area of admitted weakness to me. And while I want to align myself with what I heard from Rita, I came at it differently. I came at it by looking at the CP level language reading at grade level and asking myself, how many people are not reading

076at at grade level? what are the data sets that we have available so we can see whether we're talking of a population of 1% or a population of 15 or 20%. I certainly don't know. I don't know if career path gives us some insight into it. What percentage of our kids are in career path? What percentage of our kids are reading below grade level? Because as you do for the least of us, etc., etc. Uh I am less worried about the kids who are really well motivated. They'll find their path. We have a great program for them. I don't know enough about honors versus non-honors to weigh in with any opinion. Only I do want us in our aspiration to get everybody to the highest step possible to not unintentionally leave people behind and discouraged.

077We're doing a great job I believe in our career path program which is evolving. I want to be sure the academics necessary to support the career path are there. So what do we do for kids below grade level and where are they going to be and if this is not the appropriate time I'm willing to accept that but some point I'd like to talk about that. So Matthew, what I hear you saying is that when we go into a conversation for more understanding of the course of study, what would be important for the board to have as a basis of knowledge is the data sets about where are our where are students functioning um and um who are who and what is enrolled um in terms of uh in terms of bulk and what and

078what are people needing. So that as we approve or not approve programming um we're doing it with the best information that we have. >> I think so. I mean between the IEP and the ones who are functioning well there is a certain cohort and I don't know what it is but people who are quote weak sisters academically not in terms of their spirit. >> Okay. >> And I just want to be sure that we give them as much energy as we give the ones that we want to move to the top level. >> Got it. Got it. Thank you. Um, Rita. >> Yeah. I just want to make sure that this is not lost that there is AP, Yukon, ECE, 11th grade English and 12th grade, not only academic writing. That's an addition to a

079regular English class. And I just feel that there we're getting lost there. And if you want to put IB English/honors1, you could do that. But there are there's definitely I mean my my children took this at Fitch High School, AP Yukon. Um and and the other thing I think that parents don't realize is that oftent times a college will let's say you've you've earned eight credits in calculus. A college will not give you those eight credits until you take calculus three and then they want to know your proficiency. So just because you might take this in high school and it's reci recognized sometimes in Connecticut in University of Connecticut or Southern or Central, it's not always the case in all the other colleges. You're going to have to prove yourself. and Andrea. In 1998, my

080husband and a few other people um met with the principal at that time, Mr. Luciano, and that was when we had um no longer were students have to be recommended by a teacher to take an honors course. Anybody can take any one of these courses, which is the beauty of our high school and the way it should be because not everyone develops at the same time and you know somebody might not do great in algebra 2 but then all of a sudden you know wants to take you know a higher level class. So it they're everything is open to everyone at Fitch which is great >> Beverly. >> Thank you. Um um even though parents and students have a choice by eliminating the honest class we have eliminated one of their choices. So again, I

081would hope I I don't think it's going to happen that we reinstate an honors class for those students who may not want to take the AP and IB class, but don't want to go down to the college level class because as I'm hearing that is like a basic class. So none unless we do something with that college level class and and the students that are basic in that college level class have their own basic class and then that college level class would be a true honest class. Um and that's it. Thank you. >> Thank you. Oh, and I also agree with Rita about and I had a note on that page about um college planning and admissions and it says the Connecticut University system generally requires a minimum of and then I put a note

082what about the other universities but that's a discussion for another day I guess and then Liz [Music] Katrina, you are >> Katrina, you are frozen. [Music] >> Do it again. >> Yeah, you're frozen. and garbled >> and yeah [Music] >> couldn't understand you. >> Can you hear me now? Can you try it again now? Katrina. >> Hear me now. >> Yeah. >> Hello. There's an echo, >> but we can hear you. I know. Give me now without the echo. >> Oh, perfect. >> Okay, then I'll say a fact. Can Susan and Phil please explain the difference between the college prep classes and what would need to done or what the additional requirements would be for honors class? Honors English. All right. What I hear you saying, Katrina, is um uh the I have no idea

083what you were saying. I'm sorry, folks. I've I've I've lost that that train. >> I think she's looking for us to differentiate what would the expectations be in from an AP class to an honors class to a college prep class. I I I believe um which again is something that I think is worthy of a discussion. uh because because again what I'm hearing is um you people are talking about the college prep being a basic class and the AP being too advanced and then speaking about honors as a as a m I don't view honors as a middle level class. So I think I think we do have to set the expect you know look at what the expectations would be at all three levels to make sure that they meet the our definition of

084what honors would be or IB. Can I can I say one thing though? We have something called common core standards and they're utilized K through 12. So the common core standards or the Connecticut core standards are what we use in designing our curriculum. That's for a college course that's for an honors course that's an AP has additional features to it um as well as Yukon. So we're actually doing some matching this summer and organizing ourselves. So, Common Core is your foundation and then those other things happen as well. Sometimes I think an honors course is just a pacing issue that there might be some more challenging questions to go along with it, but it really is the same course as the college course with a little more rigor and and pacing. But there is going

085to be some work done by our teams this summer where they're really going to look at what Yukon credit and that goes for any of the schools in Connecticut, Yukon credit expectations are, what AP expectations, and what IB, so that we can really make sure our kids get the most mileage out of all those classes. It would be great if they had the certificate, if they had the AP test, and if they had the Yukon credit because that could save their parents a lot of money. >> I'm going to recognize Liz. >> Yeah, Phil. and I um and to the rest of the curriculum committee. I think this is something that we have discussed and we were trying one of the things we were trying to to discover was what would an honors class look

086like in lie of what an AP English class would look like. So I think that's something we still need to in investigate and um I'd like to see if we can invite Amy McKenna to join us to discuss this. So, um, but this is not something that hasn't been discussed before and I don't think it has been clear of really what what the difference is. And if the difference only means that they don't have to take the test, you know, that might be a part of it. I don't know. So, I think there's something for further discussion. So, Phil, could you put that on our agenda, please? >> Absolutely. >> We're going to be meeting for hours. >> Oh, yeah. Well, there's a lot to do. I'll clear my schedule. >> It actually might be

087something good for the three coordinators. We have the humanities coordinator, you know, Carita Hajj, we have Caitlyn Kennedy for the STEM, math and science, and then we have um Amy for literacy. And they really are very knowledgeable. they are, you know, some of the people who've written these curriculums and and you know, really connotated the differences between the standards in in college versus AP and um honors. One of the things I'm thinking about is um I feel so very fortunate and thankful to the board that we're actually having this this really um indepth um invigorating conversations around the stuff that we have been asked to or we've been elected to do that we have moved as a board from like trying to do the crisis to crisis to crisis mode and to really get to

088understand you know what's what what's involved what's not going well, what's going well, how do we need to respond? And so this conversation, I think, is is just a great example of that. And so I just wanted to say my thanks out out um to the board um of our ability just to have these kind of conversations um and to move our district forward. What I'm understanding is of tonight is that there's some uh uh curriculum committee is has been having this conversation and maybe they need to kind of help um distinguish if what that would look like in terms of what isn't honored, what is the difference. I think Phil and Susan, it sounds to me that we um there is some concern um good people are coming to board members saying that the

089college prep class feels like a basic. Um and I do know um and I believe Beverly Rita I know that you um you and I have been continuously on on the board together. Um, and Beverly, I think that you were part of the board when we it was being presented to us to to to remove the basic level and that we were moving it up to college prep. And so maybe one of the things that we are not that we have just lost sight of and lo lost hold of and lost conversation about is is is the college prep truly college prep or is are we just calling it something something a little bit more glitzy than than than what it was. And so I feel that we need to have some investigation on that.

090Um but Susan to your point as well um this is not just a discussion on English my guess is is that the other core the other the other core and so um once again folks it sounds to me like we just need to have like a like a really indepth um couple hours worth of work um to hear about the course of study also to hear about what's happening in the high school what's going on with the classes um and I look forward to putting that agenda together um with Susan. Did I hit Did I hit anything? What am I missing? Liz, Kim, I would be prepared for more than a couple of hours. >> Well, well, okay. So um I'm just saying >> the goal the goal of the goal that um I have

091tried to hold is that you know adult learning theory is that really two hours and two hours if if we're doing some of us are doing hybrid two hours is a good chunk of time if that means that we need to kind of carry it over to another um committee the whole or another board of ed regular board of ed meeting I'm I'm cool with that um but but um no I'm not limiting it oh sorry it's two hours and we're done talking about it hasn't been my style yet, but maybe Andrea and then Andrea and then Matthew. >> I just wanted to thank you, Kim, for this kind of discussion. It it truly shows the soul of this and that's due to your leadership. So, I thank you, >> Matthew. Thank you, Matthew. >>

092At the risk of completely having misunderstood Liz, let me try to reframe what I thought she was driving at. We are in a recovery mode. CO is not gone, but we are in a recovery mode. It seems like for the first time in a long time, we're really able to dig into some stuff that we've wanted to do for a long time. What this may mean, and here's the downside to that, is we may have to have a few special meetings to catch up because we're we've fallen a lot behind. The guilty party is the virus. That's it. The guilty party is the virus. we may need to have some extra meetings if you think the board can tolerate it and if they don't shoot me for having suggested it. >> I I also think

093that we have to be careful about the staffing um because along with our special meetings and also special meetings um for um the superintendent. So, but we need to we we have we have the summer too which tends to be lighter in terms of agenda topics and so we can put that on. I'm going to recognize Rita and Beverly. Um, in terms of all the special meetings, I really feel that not only the virus but the budget really, you know, we devoted so much time and so many meetings to the budget. It'd be nice if somehow we could um consolidate those next year and then spend more time on curriculum and the things that are really important to us as a board. >> Thank you, Vita. Thank you, >> Bev. Beth, >> thank you. Um,

094Susan, I think I asked you this before. If you can send me um some test scores. I mean, I know you haven't had anything recently, but the most recent data that you have for test scores. Can you send that to me so I can take a peek at them? >> I I can send you the presentation. I can send you all the presentations that we gave at the beginning of this year. Um the other thing, one of the things you mentioned was reading level. And we do have reading level information um three times a year for elementary, middle school, and high school. The final test though, I think is in May, and I think it's always good to see where they started, where they were in the middle, and then where they ended. So there

095is some data that we'll be able to showcase. Um we're also getting ESPback data back pretty quickly. The kids are taking the test this month. um and we've gotten it back kind of mid um July. It's usually embargoed, but I can at least tell you the the surrounding story about it. Um so we do we have some presentations from earlier this year after we received ESPback data, but we also have um information that we're gathering now on reading and reading levels. >> Okay. Thank you. Can you send me all the data then? Thank >> Thanks. send it to all of us please >> please. >> Uh Rita. >> Um yes I had one more thought um looking at the course catalog that was presented to us. We had had um an inquiry from a from

096parents about the string orchestra. Looking at this it on page 44 it says string orchestra one credit grades 9 through 12. And I believe the concern was that that was being some some of the was being done away with. It doesn't look like from this course catalog that that's the case. So I just want to have someone check with the music department to make sure that string orchestra will be continued in grades 12 through 9 through 12. >> Okay. >> And I think the question was also Rita that honors level that they were looking to see honors level versus college level. So, I will also ask that question. >> I don't remember that. I I just my my email was that that they were not going to offer string orchestra. I don't think it had

097anything to do with honors. They were just concerned that um that it was going to be done away with and not offered. >> I can't imagine that in this town when we have kids starting with strings in second and third grade. >> Yes. >> So, that that is not something that we would ever contemplate. But I do remember the question around honors. >> Honors. >> Okay. >> All right. So, the next um the next couple of items that have been offered is the alliance um status. I believe that Susan received some new information about that. Um and the next one are kind of tied together was the cost savings and avoidance. Um that uh was it is because on wow English obviously was not my first success story in high school. Let me try this

098one more time. We're going to have an RTM meeting where we are going to have our our vote voted on. I know that we met with the education committee, RTM, but this coming Wednesday after the RTM meeting, the their their budget season is coming to a close and they are going to be voting on the board budget. One of the one of the things that has kind of rung clear um through RTM as they should because they are being stewards um for the town um is to kind of take a look at the cost savings and avoidances. So, one, I'm going to kind of give this to Susan and her staff to one take a look at the alliance status. Let's then ask questions about that, but then the leadin is Susan, you and your

099staff can go in um to conversations about cost savings and avoidance. >> I'd be happy to. >> Thank you. >> So, we did get some good news. You know, are we in the alliance districts? Are we out? Have we graduated? Have we not? And when I when it first came to my attention, I was very concerned. Um the state department gave us that good news bad news call and I kept asking and pushing and you know I can be a little bit pushy but um I did ask I wanted evidence what um data were they using um and it was really vague. It was basically data prior to COVID um that we had made such progress on and I still had concerns. So, I reached out to Chris Connley and Heather Summers and told them

100my concerns because I was frightened that if they did say that even if you're a graduate for five years, you would maintain your ECS, you would maintain the 200,000 this year and 200,000 and it wouldn't affect us. But I still had my concern. So when they were talking about the bill that was securing this and I believe it was HB05506 um from this year I was able to get on and you know I waited a long time but I was able to present my testimony. I also presented it or shared it with the board members and I got some interesting reactions from the people listening like they really did question why this was happening. So, I think Chris Connelly and Heather did their part as well. And um what ended up happening was there was

101a decision made that as I said in my board notes that there wouldn't be 33 districts, they were going to add on three more districts that were entering. Um so that there would be 36 total alliance districts. One of the things about being an alliance district, you know, certainly it would be great to graduate someday, but certainly that 25 million in ECS is very important to Graten. And I wouldn't want to see that dissolved or, you know, even even, you know, to, you know, they said they wouldn't just take that away, but it could decrease each year. So, um, they re-evaluated it. they determined and the bill it the bill was being signed you know the budget was being signed off by um you know our governor Lamont I think today or tomorrow and what

102we understood was that we would be part of the alliance for the next five years um they aren't doing any graduate status at this point that we would also what that also did for the town was it um gave the town $500,000 um as a tier one pilot. So it would go that $500,000 would go directly to the town, which this has never happened before. So they're really looking at the towns that are supporting these alliance districts. And like I said before, I think sometimes it has more to do with the number of free and reduced lunch and and durs like ours that do get this title. We also get a lot of support educationally, networking. I meet with the superintendent. So, you know, it's it's something that I have really appreciated. Um so, um

103I think I had put down that um the additional 500,000 in the tier um one and that you know the ECS would remain and so would the $200,000 each year. We are going to put a call out and I don't know Ken if you were able to reach the Connecticut State Department but he's going to call out to their accountant to find out what does that mean over time. We really were never given those additional funds through the um budget at the state. What happened was that the state department of education secured funds for the um you know additional we were the additional three now there's an additional six communities that came in as alliance. So, I will give you information as I receive it. So, I think that was a good decision. I thought

104it was a little premature at the time. I still want to see our kids make great progress. I will definitely be on it to collect SNAP data because that's really um I've I've shared that with the board that I'm not sure we always get accounted for those students who need free and reduced lunch and who would qualify. SNAP is automatic when a family signs up for Husky insurance, but if they are in our military and they get Triricare, they're not automatic. So, we're going to work carefully, Phil and Tom and I, um, to make sure that with registration and with the beginning of the new school year, we're collecting all of that data so that families, whether it's at Treehouse program, whether it's free and reduced lunch or, you know, whatever the case may be,

105the alliance that we do have our numbers um, accounted for. So families get the support they need. Anybody have questions about this? >> Matthew, >> question for Susan. I'm tremendously excited about that potential good news. Does this mean that we may be able to negotiate with the town that some of the money that they're getting, which is I hate to use the word windfall, but let's say unexpected funds, can be used to help us with some of our capital projects. That's a neat idea. There's also some other windfall you're going to hear about in just a minute. So, there's other funds that have gone directly to the board for education that have, you know, have gone or I'm sorry, not to the board, but to the town side. So, we're going to be talking about

106those few things as well. >> Pat, excuse not putting the camera on. I'm hoping it will help with um the computer issue. So far so good. >> I have Oh, good. um with this alliance funding. Let me preface this by from what I understand and I think Susan spoke to the T manager. There is a line item account and it has um education in the line and it's money that the town holds. And I'm one I asked um where is that from? How did they use it? Does it stay in the a certain amount of time and then it goes in the general fund? Do you remember that conversation with John Bert Susan? I think you had mentioned you did have a conversation with him. >> We have had a conversation mostly that you know

107my asking the question and I'm not so sure that we really got a definite answer but I can ask it again. Thank you. One of the things I'd like to know also is how much is in that >> that leads to my question 500,000 that goes to the town. Will that go I mean maybe that's part of the count. I don't know. But since the money goes to the town and the alliance funding you need to justify how you're going to use it. Correct. >> Yes. All of all of our our um grants are very specific and we have to really um be very careful about budgeting for them and the narrative and um giving evidence to support um what we're doing with it. >> Yes. So my question is do we need because of

108um because they are like I thought the go between but I'm not sure because of that account we you just gave you just talked about does that mean that we need approval from the town as to how we use that money? Number two, can they hold back a portion of that money for the town's specifically systems benefit? >> I my understanding was that $500,000 was for the town specifically, but I can find out more information about it >> because if I I would like to know if an educational chunk of money is given to the town. How does that support adjacent? >> Well, that's similar to the conversation we're going to be sharing with you on impact aid as well. >> Okay. >> So, >> I've had that question um from a town counselor. So,

109I'm very um not only personally curious, but other people are curious as well. So, if you could talk to him about that, I would appreciate it. Yep. Thank you. >> Thoughtful questions. Thank you, Kath. Susan, any other questions about the alliance. Sorry, >> falling down on my job. >> And I'm hoping that once this gets signed that there will be some press out on it and I'll get word from the um state department of education. Right now, it's been um really up to us to figure these things out. And we've not gotten anything in writing. Even during the time when we were graduating, I kept asking, "Well, where is it in writing?" So, as soon as I get the writing, I will absolutely give it to the board because I'm interested. >> Thank you. All

110right. Um cost savings and avoidances. >> Okay, Ken, that's you. Okay. Um, as uh as you alluded to, Kim, at the uh RTM education committee meeting, there were a couple of questions. Uh, the first question was I'm going to share my screen. um what were the positions um that uh or what were the what were the cost uh savings or or avoidances that that we uh attained through the grten 2020 uh plan. And so Lori Leine and I uh sat down and we went kind of back uh back uh to three different uh occasions uh when we uh closed uh Pleasant Valley and shifted all those students uh to other schools. Uh then we uh we consolidated the two middle schools into Graten Middle and then of course last year or beginning of this year

111I should say we um closed the three schools and opened the two new ones. And so we were identifying what positions we were able to uh eliminate through that process. >> Can you go up to the top of that page, Ken? >> Oh, it's not at the top. >> I don't see it. No, it's kind of I think you just have to move your toggle. >> I'm gonna >> Hey, Ken. Ken, the next time, can you send us this information beforehand if you can so we can review it beforehand? Thank you, Beverly. >> All right, let's see. Is that better? Yeah, there you go. >> Okay. Uh so so these were the positions that we identified um as as being eliminated through the through those three different occasions uh for a total of a net

112total of 23. Um I will make a note that um with the magnet school consolidation for FY22, the year we're in, we actually did eliminate an assistant uh principal position um as well as a clerical position. Um but um as you know we put those back into the budget. So this this is with them back in uh and it's a it's a net uh reduction of uh 23 positions. And the next question we asked ourselves is well what what does that really mean in as far as dollars? And that's what this next section down uh calculates. This is uh the annual costs that uh that we are avoiding uh by not having those positions uh in in in the uh in the staff. And it's uh as you can see it's it's almost one one

113and a half million dollars. Uh and this is for salaries uh payroll taxes. It does not include uh so there might be more more savings not identified here um for uh health insurance. We did not identify who did or didn't take health insurance but uh presumably out of 23 uh employees there probably were some that were taking the health insurance and so that's additional savings. Can you talk about savings versus cost avoidance? Because we've tried to explain that several times and I know I've said it out loud and there's still some members um from the town council and the RTM who still aren't very clear on what that means. So just to refresh our memory. >> Sure. Uh so cost savings is is that's uh those are the the savings that are uh I that

114uh we achieve in the first year of of of any uh any of these different um things that happen. Uh whereas uh cost avoidance is uh thereafter uh was once once you saved it in that first year it's no longer um it's it's not in uh either of years. So it we're just avoiding it alto together. So it doesn't doesn't show up. So basically this one and a half million is is entirely at this point cost avoidance uh costs that we would have had to incur had we had we not gone through this process. >> Would it would it be right to say that when PV closed and all of those people um you know either retired or no longer with us then it was $563,000 um that we saved that year. >> Yeah. Correct.

115Now uh one one caveat this this is at FY23 values. So back in 2017 when this happened there would have been it would have been less than that but uh essentially you're right. Yes. >> And the same thing is true with the middle school. >> Correct. >> And then the magnet school consolidation. Uh and then um and then in this section last section down here um this is just cumulative uh since uh since the PV closure uh of the costs that have been saved or avoided uh um since then and through this is through FY23 because that's the budget we're looking at um a little over uh $6 million uh you know a big chunk of that coming from uh uh the the Pleasant Valley closure because that happened six uh it'll be six years

116come next year. So u a lot of years to have avoided those those costs >> and then you have some notes down below. >> Oh yeah. Do you want me to look at those? >> Yeah. >> Let's see. Sorry about that. Um, so and and you'll notice here under the cumulative I I colored them in in um in blue where we really only got one year of of of costs saved uh for that principal and secretary position because we put them back in in the FY 23 budget. Uh but we did we did go without them for this uh fiscal year. Um so that's that. And then >> and that principle is not coming back as a principle. It's coming back as an assistant principal. >> You're right. Correct. >> So, is that salary accurate

117for an assistant? >> Well, that was this that was a salary. Well, good point. Um, that is a elementary school principal salary. So, uh perhaps that should be uh elementary school assistant principal salary. That's a good point. Thank you. >> Uh but the rest of these rates are they're just based upon average uh rates. Uh for instance, for the teachers, we used uh the master step five rate. Uh and then we took an average for the custodial and secretary positions. >> Okay, >> so folks, the reason why I asked Susan and Ken to kind of go over this is that they were going to present this to the RTM and it was somewhat kind of hot off the press and so I I wanted to make sure that the board had access to that information

118um before um before it went to another town body. But I at this point would entertain any I won't entertain um but that Susan and Ken would entertain any questions. Um >> can I just also say I did send an email to the board but it was this afternoon when I got all those charts and graphs together. So there's other things too like impact aid um that we added um so that look at those charts because that's also worthy of a conversation and I think I put it in board notes too that we've had an additional $4 million come back over what we've predicted for impact aid and that's gone right to the town. Is that number accurate Ken? >> That is yes. >> So um where it went I'm not sure. So that's my

119other question. >> Any questions from the board? >> Beverly, >> not a question, but uh Susan, was this um handout, not a handout, was this presentation that Ken just gave us, did you send that to us, too? >> Yep. I sent them all together in an email. >> Okay. Okay. >> If you don't see it, I'd be happy to send it out again. >> Okay. I'll check and see. Thank you. >> I think it was this afternoon. >> It was this afternoon. So, if I'm not hearing any other um I am going to go into our last outside of the suggested future topics um go into our last agenda item. All right. Um Jay, I am very sorry about going over this one more time, but I just want to make sure that we are

120doing it right. Um the next part is a naming committee and um I mentioned it and um and then I actually think that my my my personal life um loss of my mom kind of took over control and I did not follow through on this. But then I went back to the policy which was given to you as an attachment. um it's the naming of the facility which is the policy which is P7751 and then on the other side is the regulation. So it is the prerogative the policy says it's the prerogative of the board to um to establish the need and appropriateness for naming any school unit or whatever which is the new buildings. I think I think we're specifically talking about um the athletic um the the library space um not unlike what

121happened with Dr. Grineer um in the Grten Middle School. But the the regulation of that is is that um that we would appoint um a committee composed of two citizens from the immediate community to be served by the particular school, one representative from each of the following groups, teachers, admins, um PTA, PTO, um and two student representative from the area to be served. I just want to make sure that that is the interpretation that other members of the board um has from between the policy and reg and regulation. I'm just looking for clarification. Andrea and then Liz and then Rita. >> It's been his the history behind this is that the practice has been that when it comes to naming schools, the building itself, then the entire community is invited. Well, you know, parts of

122it. But when it comes to um naming of the naming of say a gym or a library, that has always been just the prerogative of of the board. That's the established practice. I Yep. I just want to get it down uh right the last time. I'm going to do Liz. Rita, you had your hand up. And then Jay, >> I just wanted to clarify because um it says for that general procedure, the board shall appoint a committee. It doesn't say anything about board members being on that committee. >> I notic that too. >> Maybe. >> Okay. I just And I was wondering, you know, is that are we allowed? >> Yeah. Practice has been that you've always been on. All right. >> I just want to make sure. Okay. But I think for policy committee

123that needs to be adjusted at the policy committee. >> Yep. You're right. >> The also the language of the regulation says that um that it's the naming of schools and school facilities for persons um you know who've attained prominence, >> right? or in the field of education, science, art, sports, you know, listing all of these different possibilities. Um, so it does say for both the building or other parts of the school facility. So it's a little vague. Um, I think Andrea Oh no, Rita. Rita and then then Jay and then Andrea. >> Sure. Yes. Yes, I think this policy needs to be looked at and rewarded, but I agree with Andrea that um when you're naming a school, a new school, then it we should have this large committee. Otherwise, it was always left up

124to the board of education if you were going to do a gym or a library. So, that's my that's past practice. Thank you. >> Thank you. Thank you, Vita Jay. >> Yeah. And I just um that's how I read it as well is how Dr. Acriman and Rita read it. Um and that's what we did with Graten Middle School. We we created the huge committee. We also did that for the naming of the two elementary schools. But last year when we named the library at GMS for Dr. Grineer, we did not create a committee because we don't do it for subsets of buildings. and many emails have gone back and forth on this clarifying this issue. I'm a little surprised that it's back on the agenda tonight because I really feel that the the flurry

125of emails back and forth clearly made this issue clear. But thank you. >> I'm going to recognize Matthew and then Andrea. Andrea, you've already spoken to this and so I'm going to throw it to Matthew. Matthew, >> my apology, my apologies. Uh, when we talk about early pioneers of the community, is it understood that indigenous history might be considered as a naming factor? >> Yeah, >> thank you. That's it. I'm going to now recognize Cat because Cat has also not spoken to this issue. >> Hi. Again, I'm not video. Um, the regulation was adopt was first adopted in 2000. It was revised in 2017 and it said school facilities. What exactly are the school facilities that are being referred to? So, Kat, there was a there was a request, I believe, from Beverly, actually from

126many of us, um to uh find a way to recognize um specifically um Dr. Mitchell, um but that we have a we have two new school buildings and with um libraries and athletic spaces, I think they're called gyms. Um uh so I think that that's what that was in specific reference to. >> Okay. Then um to avoid problems in the perhaps that needs to be looked at as well. >> I think I think it's been facilities policy or subset policy. >> Yeah. I my guess is that this is needs to go back to the policy committee for updating. I agree, Andrea. >> And that's all I wanted to to re reiterate, and that is that I definitely will email Erica tomorrow and have her put it on the agenda. And uh Susan, if you'll just

127um >> Yep. I just noted that on my paper. Okay, >> great. Thank you. Um so I am taking from this conversation. Oh, Jay, do do you still have a question? Yeah, I just wanted to point out that if we read the actual regulation, the general procedure for selecting a name for a school shall be as follows. That procedure of creating the committee is not for the naming of facilities but just for the naming of the school itself. So that was clearly uh indicated in the regulation and apparently follows what Dr. Aman and Rita point out as being past practice. So that's embodied in the regulation um that we hold the prerogative to name subsets. There is another policy that says you know what we will consider to be appropriate names for those other facilities.

128But the creating of this large committee uh was designed to just be for the main school itself. U so unless we want to go back and and rewrite all this policy, I think the way we currently operate is the committee suggests the school and we name the subsets or facilities within. >> Thank you Jay Cat. I would just like the policy and the relation to match. >> Yeah, I think that I think it's I think it's off to the policy committee. >> Andrea >> Yeah. I just want to reassure Mr. Whiteloft that that's exactly the um policy committee will do. >> Thank you, Bev. >> Okay. Um, so where do we go from here? >> Thank you, Bev. That was going to be my next question. So, my uh my sense is is that um

129I think a small ad hoc from the board um gets uh in gets together um to name um either name one specific area or kind of take a look at maybe the spaces. Maybe that's maybe that should be the um the first step of an ad hoc is to is to identify um from the new schools are there are there spaces that need to be named and then also are there people um that the board would like to recognize um to place as a name of a of a spot. Does that sound like that make sense, Bev? Yep, that makes sense. >> Thank you. Thank you. Um Jay and Cat, do you do you have more comments? >> Yeah, I'm sorry. I just wanted to to go on record that um quite a while ago,

130at least a year ago, um Dr. Acriman did raise the issue about wanting to name a facility after um Dr. Mitchell. But at the time, the elementary schools were still under construction. Um but she did raise that issue, you know, quite a while ago and um of course it's up to the board to decide, you know, whether we're going to act on that or not. >> Jay, can you repeat that for me again? What you just said? I I didn't catch it. >> Yeah. Doc Dr. Arian first brought this up quite a while ago, at least a year or two ago, that um she thought it would be nice, you know, for us to recognize uh Dr. Mitchell's contribution >> uh to the district. Uh but at the time it wasn't taken up because the

131buildings were not complete. So I just wanted that to be part of the record that um you know obviously it's up to the board as a whole to decide um you know what we're going to do. But um you know she did go on record quite a while ago about that. >> Yeah. And I and I remember that and I'm all in favor of that. >> Yeah. I I absolutely. Um so um how about um so the scope of the ad hoc is to look at the facilities um the the rooms in the new facilities that um have uh naming possibilities and then also identifying people that may um be matched up to those names. um that feels like that's the scope um of that and then the board that ad hoc can get together

132to clarify that even further. Um what I'm going to ask is that I I do have a previous conversation um that Bev um was interested when when it was going to be a larger community. Um, so Bev, I'm I'm making the assumption that you still want to be on it, but if you guys could just send throw me an email to state your wish um to be on it. Um, I will then um gather that and my promise Jay that um the naming the naming committee um agenda item will be on for every single committee of the whole going forward. No, it will not be on again. It will just be the report of the ad hoc. Um I'm moving us on to Jay. Do you have another question? >> No, I'm sorry. I forgot

133to lower my hand. >> That's right. Um suggested future topics. We one that has come out um has been the course the course study. Um also next week um we are going to be getting a um rundown from the um from the conversation um about the band credit. My guess is is that we also need some more information about honors program and I don't know if we put that on for next next week um or whether we add that to the larger conversation. Um I'm going to go. Thank you. I've got Cat, Andrea, and Liz. Cat. Um, could we I I don't know how if this would be a referral or if Susan can just send us this or Ken can just send us information. Um, from what I understand there's 1.7 million in the

134DoD fund according to the finance director. What I would like is an accounting of what that is has been for where what it is earmarked to be used for and um I guess thank you. >> So Kat I think I think you're going to need to send an email to me um because you broke up through most of that and it was very difficult to understand. >> I will do so. Thank you, >> my friend. And I just need clarification on BOD. >> Do Department of Defense. >> Is that what she was saying? Do O Department of Defense? >> Okay. Um I'm going to >> the impact aid money she's talking about. Is that the impact aid money? >> No, I think that that's separate. I think that that's separate. >> Um I'm going to

135recognize Andrea, Liz, and Matthew. Thank you. I just want to make sure that that under the suggested is that idea of actions be beyond authority that needs to be on there. >> I need to have clarification about what you mean by actions over authority. And I don't know if you want to have that clarification right now or whether you would send me an email stating what what what I I I want to have that conversation. I just I just don't know what that means and I just need further I need >> Yeah, >> I'm just talking about um individuals other than the board making decisions that belong only in the board's arena. Does that make it any clearer? I I mean I guess I guess I guess I don't know how the board would have

136a have a have a discussion about that. Um I I'll I'll put it down and as an agenda item like it's not me to to to to do that. But if you could if you could have some more thought to that and send me an email, I would really appreciate that or send it to everyone so that so that we can >> Well, Susan is going to talk to one individual, but I'm worried about, you know, defining what what the areas of responsibility are, but I'll put it in an email. >> Thank you, Andrea. I'm not trying to be difficult. I just want to make sure I get it right. >> Oh, no, no, no. I I didn't take it like that, Liz. Yeah. Uh, we're having our curriculum committee committee meeting next Monday at

1374 o'clock. So, I would like us to have the opportunity to discuss about this honors program and get some clarification and then bring it back to the board and I don't think I could do that. We can do that within an hour um from 4 to 5 next week. So, I would you know this might be a future topic but just not next week. >> Thank you. So what I hear you saying is not to have me put on the committee of the whole the topic about honors um honors English and um and and >> the program of studies even because we need to do some investigation ourselves and then you know and I've talked to you know we've I've said that we need to give give us a chance okay >> so just give

138us a little time >> okay >> couple weeks got Matthew. >> Well, I need your guidance. Off-site tutoring. When do we do that? >> Well, so, um, as you can see, tonight's meeting was full, as I had mentioned to you. I sent you an email. And so, um, I have that as an agenda item, but I just wanted to see if there was anything new that got generated. >> Would that be for the next for the board meeting or for the uh next cow meeting? What was your pleasure? We have an we have an we have a committee of the whole meeting um next week. >> Okay. >> Thank you. >> I think it'll probably be a more comprehensive discussion on the tutoring that's going to be taking place over the summer >> in multiple

139locations. >> Okay. Oh, cool. Ma Matthew, do you have anything else? >> No, no, I'm sorry. I take my hand down. >> Beverly. Susan, uh, can you discuss with us at a future meeting when students notify parents that their children are falling behind? Uh, for example, is it when the student doesn't hand in three homeworks that the teacher notifies the parents? because I'm hearing from several parents that they are not being notified that their students aren't doing as well as they so say it was a a student and all of a sudden the student starts um falling behind that the parent is not being notified that the student is falling behind. So is there a policy or you know or when does a teacher do that? Maybe you can find that out and get back

140to me or the whole board. >> Yep, I can do that. >> So, Beverly, would you like that to be like in a board note or would um or would you like it to be a committee of the whole? >> Uh, probably a committee of a whole so parents can hear this too because that's where it came from parents. Okay. It >> didn't come from me. >> Okay. Thank you, Beth, Jay, and Katrina. >> Just wonder if we could get an update on our partnership with Grten Public Library. I know there's a concern about student uh privacy. But if if the student sends the book request and it just uses their ID, maybe we could then correlate the ID number to the student and their location on this side. So, we're not sharing this what

141apparently is highly sensitive information uh that's taken so many years to to figure out. I just I I don't understand why it is that this has been pending for like three or four years. Um and our students have missed this opportunity uh to to use the resources of the of the Graten Public Library and now it's being attributed to student privacy. It just it just boggles my mind. >> Thank you, Jay. Okay, >> that was one of the things I asked for was an update on that. So, thank you Jay for bringing that up. The other um what I since the federal funding for the um whole district getting free lunch is ending. Could we have a conversation around that with Ernie President to discuss if there's any possibility going forward of continuing the free

142lunch program? Um, and also what what are the restrictions or stumbling blocks with that? >> Thank you, Cat. Rita, >> yes. Um, I just wanted um an update. I I was doing a um sending in a contribution for the scholarships for the um Graten Education Association and I noticed on the letterhead that there was no one on the board of education who was a member. Is that really the case? >> No, that's not Liz. Liz Porter is >> on it. Okay. They just neglected to put her name. >> Yeah, I've I I actually um spaced the last meeting unfortunately, but uh I was kind of under the weather, but um I'm supposed to be there. >> They just haven't added my I've only been to one meeting. I was only invited to two meetings. So,

143>> okay. >> I'm their newbie and I guess they just haven't figured it out. But there is a transition of the presidency that's going on right now. So, you know, >> it's a nice reminder that at our next board meeting that you could remind people if they want to send in a donation would be great. >> Thank you. >> I will. >> Thank you, Jay. >> Rita, >> no. All right. If there's no other items for future agenda topics, I will take a motion for adjournment. >> Before I do that, I just want to tell you what boggles my mind, and that is why a kid can't just go to the library and get a card. And this is crazy. That's the way it should be. Motion to adjurnn. >> Seconded by Liz. All those

144in favor, please say I. I >> motion adjourned. All those in uh all those opposed abstain. >> There you go. >> Carried everyone. Thank you very much for your hard work. >> Stay on Andre up for a second. >> Good night everyone. >> Yeah. >> Here Liz. Yeah. Bye bye. >> Goodbye everybody. >> Good night everybody.