5-16-22 Groton Board of Education Meeting

001So hello folks. Um today is May 16th and it is 6 o'clock and I am calling uh the Groten Board of Education Committee of the whole meeting to order. Um the first uh just to also let if you guys can help remind me to make sure that when you want to speak that you say your name because that's actually um Cave did a nice distribution like sort of like like how the remote meetings have been extended um to be able to either have remote or hybrid um and um but there are some rules that we just have to make sure that I follow in a much more complete way which is we need to announce ourselves when we speak just so that people can get that identified and I need to do a roll call.

002So next week we'll have to remind me about that. Okay. >> A roll call as in who's attending or a roll call? >> A roll call as in a vote. So for all those favor and then I'm going to say Liz, how do you vote? >> Okay. Clarification. >> Nope. That's that's that's how I understand it. um um much much like I think actually the RTM um and the town council do it. So we're just kind of going in step with that. So that is just um for us to keep me um on my toes, please. Um I would ask for approval of the committee of the whole meeting minutes on May 9th. If you can't tell, I just made it home and so my cat is very excited to see me. Um, but I

003will uh take a motion to accept the the committee of the whole meeting minutes of May 9th. >> So moved. >> All right. Can I have a second to that? >> Second. >> I have that. Matthew. Matthew. >> Matthew. >> Yes. >> Um, and any discussion. All right. Hearing none, I will um all those in favor of approving the the committee of the whole um minutes of May 9th. Um all those in favor, please say I. >> I. >> Oppose. Abstain. Motion has carried. I am putting her down every single time. She's jumping right back up. I'm very sorry. All right. Um, I know that the next thing that we have um on our agenda um is the um um the C discussion um and um and so and I see that Ernie has signed

004on. Um so Ernie, I'm sorry. We're actually going to try to get you out of the way so like you don't have to spend two and a half hours waiting um for us to get to your part of the agenda. Um, so, um, Susan, um, and Ernie, I don't know if how you want to do it, but you were more than welcome to take it away. >> Well, I'd just like to say that in the past couple years through the state funding, we've been able to feed all of our kids and um, this year they're no longer doing that. The bill did not go through. So Ernie has served and done some due diligence in trying to capture our free and reduced numbers and get them authorized by the state and um has found out

005that like we had before COVID the four title schools would be um able to accept the C which is for the free lunch and breakfast. Um >> what does E stand for? It is community eligibility provision. >> Thank you. >> So that would be Grten Middle School, Fames River Magnet, Mystic River Magnet, and Katherine Kolowski Magnet. So I'm going to let Ernie um >> Can you name them again, Susan? >> Yes. Graten Middle School, >> Mystic River Magnet, >> Fames River Magnet, and Katherryn Kowski Magnet. Okay. >> And those are four title one schools that have been identified. >> Okay. And they're all getting the C. >> They're all getting the free breakfast and free lunch. Now, in the other schools, we will do our very best to capture SNAP data and free and reduced

006lunch because any family that needs to have breakfast and lunch free of charge or reduced, we want to ensure that they get that. >> And these are your title. What schools? >> Title One. >> Thank you. >> And just a quick recap. Um, like I said, uh, like Susan mentioned, it was very important that we put a plan B in place if the USDA was not able to get past for school year 223 the um, COVID relief uh, money, which would have allowed us to continue to feed all of our students free breakfast and lunch. Unfortunately, uh, Congress did not act on that. Um so that provision expired. So luckily we started the process of C the community eligibility provision as our plan B. Um it did take us approximately four months to gather the

007data. Um with the help of super help of Tom Londale um and with Susan's direction we were able to uh take that time and and lock down and nail down those four schools. The one opportunity that we had um which is important to note is that the C in order to qualify your schools need to be 50% or more during the COVID um Congress um reduced that threshold to 40%. >> We had a small window and that's why um Susan wanted us to act as quick as we could to grab the schools that we could. Um, and for those of you that don't, uh, know, uh, prior to COVID, we did have Claude Chester, um, uh, Westside Memorial Middle School, um, used to be, and Katherine Kaskki. So, those were operating, um, as a C

008school, the three of them, prior to this. And then, um, once the new schools opened up, obviously that got kicked out. So, um, we were able to to jump on this 40% threshold and get these four schools. Four out of seven is pretty darn good. Um, and like indicated, we're going to do the best that we can with the other three schools. It does not prevent a family from still putting an application in for free or reduced meals at those other three locations. We're going to do a a better job this year trying to reach out to every single family, especially our Navy folks to fill out these applications so that we can get more SNAP qualified because I can go back in next year and see if we can pick up yet another school

009to add to our four um you know, depending on those applications. Um so, um it's it's a really good thing for Graten and I'm glad that we were able to get that done. And I also want to get this information to Congressman Courtney. I'll be talking about it at the military superintendent liaison meeting on Friday that I have always had the feeling that we weren't capturing our whole community. When people are automatically signed up for SNAP because they get Husky insurance, we get a portion of our community, but we do not capture our military community. They are receiving um their Triricare. So, it's really important. And there's even provisions in SNAP when a father or mother goes out to sea that they can re-qualify for some assisted benefits. So, I'm going to be working with

010Miranda and the captain on the base to really make sure that um you know, all of our residents here in Grten um really sign up for this SNAP. They make sure they're on the impact aid and they're signing up. And we're working, you know, in my staff to figure out how can we capture all this data kind of in one group so parents don't feel like they're filling out forms all the time. So, and how do we communicate it best that this is really something that's going to provide benefits to their family? >> I see that Liz has her hand up. Yeah, Susan, my uh question is is um these applications are they only sent out through the school system? >> The SNAP applications actually get filled out when a family gets Husky. So, they're

011automatically part of SNAP >> if they're insurance, but not military children. >> Their triricare does not count. >> Okay? Triricare doesn't count. So, if we want to get our military and I'm just this is just an this is just a thought that I just had. >> Is it appropriate for us to send those applications home through the sailors, the military personnel through their commands? >> That's what I'm saying. That's what I'll be talking about on Friday. >> You're thinking right along the lines as I am. I think the more we can communicate um and get that communication out um through the command through the families the more and we're going to try to do it online. So those forms should be easier to fill out online. Is that right Ernie? And am I saying that

012right? >> Yeah. No, you're absolutely right on we're going to have online application that they can do conveniently from their homes. >> Okay. Can can someone go over the chart? I'm assuming that this is this is connected to you, Ernie. So, this is something Ken had put together. The board had asked what would it cost us if we wanted to do this for all students. Um, you know, never mind, you know, not based on the free and reduced lunch. So, Ken, would you kind of orient everyone and explain how the chart is set up so they can read through? >> Certainly. And when you say this is something Ken put together, that that means Ken called Ernie and Ernie did this. >> Well, Ken and Ernie put it together. That's right. We do everything as

013a team here. But essentially uh you know with with the four of the seven schools uh being covered uh what we asked Ernie to do was uh you know what would be the cost if we had to or if we were to cover uh you know the remaining uh costs over and above uh the free and reduced um uh lunch population. And so this this is what uh Ernie had put together by school looking at the at the uh enrollment. Um and it's it came in at just about just about a million dollars. >> And just to piggyback on what Ken just said, we um we wanted to show you the absolute worst case possible of financial what it would cost. Every single student was in school every day and and ate a breakfast and

014lunch. Realistically, the the percentage that that we constant that we ran over the last 3 years prior to co um we were in the 65% to 68% partic. So roughly if you wanted to say if you could realistically minus 30% off of that million dollar number and that would be a closer figure but we wanted to show you exactly what it would be if Grten committed to feeding every single child breakfast and lunch at those three locations because that question came up. >> And does this chart include all the families that would qualify for free and reduced lunch and subtract them from this pool? >> It does. So this is really the people who are more likely like likely to be able to afford breakfast and lunch. >> Correct. >> Any questions? >> Rita, it's

015always that last step to unmute. Yes. Um Bernie, would it be possible I guess we it's very easy I guess for these four schools if we just provided lunch or just provided breakfast for at least one of you know for the four schools so that we knew for sure that um even the students who didn't qualify those four schools could still at least receive either breakfast or lunch. um realistically your your breakfast would probably be the premier one that you guys could focus in on um for those three schools and roughly would be 34,000 and again we could still minus roughly 30% off of that >> right so I mean that that's that's a possibility then that could you know because I think for students to start the day it's important to have a really

016good breakfast um do many of the children at the schools have breakfast. I mean, do they partake in it or do some of them not want it and have had breakfast at home? >> Honestly, breakfast participation is in the um 40% range versus lunch, which is roughly about 70%. >> Y >> um >> that's what I was going to say. >> Um so breakfast participation is very low. >> So I my feeling is I if I was going to do one or the other, I would rather do lunch and and have the most students benefit. But I know it's a greater cost. But if you're saying if it's, you know, maybe 30% less than the 700,000, you know, it would then it would be, you know, maybe around 500,000 it would cost us or so

017>> roughly. Yeah. >> Yeah, >> that's correct. >> Thank you. When would we be um getting gathering this information, Ernie? I know we have new people coming in and we used to gather that information as they were registering. Mhm. >> So, I'm hoping we're doing that. And then we want to make sure that we really do a terrific job gathering the data really for all the population because it's going to help us um in the future, but especially for these three schools so we can identify the families that need this, >> right? Um so, we have to wait for the USDA to release the new income guidelines. >> Okay. indications are telling me it's going to be um early to mid June. Once we get that uh we put it on the applications to get

018printed at a pretty quick turnaround at which time we would make sure that when uh folks are registering at central office through GG um these forms are available. They also get uploaded uploaded on our uh website so families can do it right from the convenience of their home. We plan on doing ROOC calls and email blasts to families um as well as going out with uh teaming up with Miranda Chapman to to get in our Navy housing during the summer months when we're doing our summer meals to have some laptops right there to assist people right there. Um we want to capture as many like I say we're going to do a blitz like you wanted us to do. Get out grab every family that we can. Beverly. >> Um um Susan, would any ARPA

019funding or any other grants cover part of um say if we wanted to do free lunch for everybody? Could we get some ARPA funding or any other free grants cover part of that? Maybe not all, but maybe part of it. >> I'd have to check in the parameters. I'm not as familiar with ARPA, which is coming from the town. I'm more familiar with the ARB esser and I don't recall that that was in ARBs but I can certainly check and I can check with John Burke. >> Thank you Susan. >> Thank you. >> Any other questions? I appreciate um this uh the rundown and also just to see um because I know that we oftentimes will get questions about why can't we do the whole town and so this is kind of helpful for us

020to be able to say why we're doing the why we have the four and not the whole seven. Um I just I I think that this has been very helpful. Thank you very much Ernie for putting your time to that. And also, um, it sounds like you're really dedicated to see if we can get as many kids as our kids fed. Um, and that whole concept of blitzing and, um, using whatever is at our resources. I really appreciate that a lot. I know the board does. >> Thank you. >> You got it. You got it. So, we're going to move on if there's no further questions for Ernie. Ernie, it was good to see you. Um, next is the end of the year unexpended funds. >> Yeah. Um, I know you have the attachment number

021three. I'm going to throw it up on the screen just real quick just so I can walk you through it. Um, hopefully you can see that. Um so as of the last uh report we have a projected unexpended funds for the year of approximately $147,000. Um there have been a couple of items that have uh come up. Um uh especially as we gone through the budgeting process and there were a couple of uh CIPs that um uh that that didn't get approved. Uh, one was the HVAC study which um we had estimated at $50,000 which uh we believe we or we know we can uh we can um probably fund this through the ARP esser uh funds. Uh we have some funds set aside for HVAC. So we certainly can do a study of the

022um uh CB and the vintage side of Fitch. And so I put that on this list, but because it's going to get funded by uh by a grant, um there's actually no uh it wouldn't reduce our projected unexpended funds. Uh one of the other items that was on the CIP was the culinary arts uh both the study uh for 70,000 and then there was a construction that was for a future year. Uh it's been suggested that perhaps we can uh fund that culinary arts study through our unexpended funds. And so we've we've put it into this uh into this list. Uh there is a trailer for one of the maintenance vehicles that uh is uh is that end of life that needs to be replaced. It's approximately $7,500. Uh and then um uh one thing

023that we always like to do with unexpended funds uh is uh is is put it towards our health insurance reserve because it can only help us uh in future years. And so, uh, we've allocated just in this list, $65,000, uh, as an example. Uh, so all that together would would use up, uh, all but $4,600 of the, uh, unexpended funds at this point. Um, let's see. I will say that the unexpended uh, uh, estimate uh is still an estimate. You know, we're still getting invoices in. We still got um um, uh, things that we're paying for. Uh but it's still I I feel pretty confident that that will uh will be there at the end of the year. Uh but I just want to caution you that it's not uh it's not guaranteed. Uh but

024um I feel pretty confident that that that it will be there. >> I'm I'm going to call on Beverly first and then Liz Porter. >> Um Ken, >> can you explain to me why studies cost so much money? I mean, because if I get somebody to come into my house to look at my kitchen because I want to remodel the kitchen, it doesn't cost thousands and thousands of dollars. So, can you explain why these studies cost 70,000 and $50,000? >> Um, I think I'm going to ask Sam Kilpatrick to answer that question. Um, if he's able to uh >> Yeah, I'm on here. >> Yeah. Very good. >> Can you hear me, Ken? >> Yep. >> Okay. Uh I'm on my iPad, so I I touched a button before and something happened. So uh yeah

025uh these studies actually require a an architect uh and their fees are um close to attorney's fees and then they also uh hire consultants uh in uh a particular area maybe electrical uh plumbing uh safety issues so on and so forth. So um they're all professional fees that uh add up fairly quickly. So, >> how long does it take them to do a study? I mean, does it take days? Like, how? So, they get $250 an hour. I'm making it up. But so, how many hours does it take them to do these studies? >> I mean, it seems like a lot of money to me. >> Well, it is a lot of money, but it it also includes the plan for uh doing the project as well. So, it's it's not just a study as

026to whether it can be done, but it will also include the plan and an estimate of how much it will cost to actually do the project. >> Okay, thank you. >> Kim, can I go? Um, I just had a quick question, Ken. Would you remind me again when does the end of our fiscal year is it? June 30th. >> It is June 30th. Yes. Yeah, we are July 1 to June 30th uh uh year. Yep. >> And and typically when can you when can you close the books on this year like on on a school year? Is it like August, September? When is it typically when we can close those books? Well, uh, so, uh, the process is that, uh, in the month of June, next month, uh, we'll, um, we'll stop, uh, issuing new

027purchase orders so that we can get a better idea of what what we're going to look at at the end of the year. Um, and then we have, uh, uh, there's really two months uh, until the end of August um, uh, before the auditors come in and start looking at the at the book. So, it's kind of that that time frame. Uh but a purchase order that's uh that's issued uh before June 30th um can can take upward to a year to uh to to finalize. >> Thank you, Ken. >> Before I go to recognizing Beverly, is there any other board member that would like to speak? If not, Beverly, go ahead. >> Can can you explain the health insurance reserve? Are you taking money out of the health m health insurance reserve? I missed

028that part. I apologize. >> Yeah. No, it's not taking out. It's actually putting in um it's taking the excess funds and just adding to the reserve. So, you know, we've talked about the reserve during the uh budgeting process. And it's really just a a fund of money to fund uh claims as they come in. uh the higher we have that uh the better uh just because we'll have more funding to uh to to pay any uh claims. Um so this this would be an add to and and it's really just it's what what was left um um there's no magic to the number really. >> Thank you Kim. So if so I guess to a follow up on from what Beverly just asked if there is less money or more money came so you're not

029you're not sticking to the 65,000 that's just because when when you do a study and that's what's that's what's going to be left over from your projected Okay. >> Exactly. Yes. >> Okay. I just want to make sure I understood. Okay. Any further questions? All right, let's move on to um so the the DoD supplemental um impact aid um for those of us who were either present at the RTM um meeting or online um there was a large discussion about um the DoD supplemental impact aid um and what we could and could not use it for and what do we use it for? And there was a lot of actually sort of like not correct information that was being disseminated. And so I figured um maybe I don't fully understand the DoD supplemental um impact

030aid. And so I was hoping that between Ken and Susan, you guys could kind of give the board like a a a quick and dirty, not quick and dirty, sorry, >> honest >> an honest an honest um discussion about the the DoD um supplementmental impact aid so that we can we can also um be well informed on that. So that was the premise of why this got added to the agenda. >> Um do you want me to start uh Susan? Well, I just want to say that since I arrived in 2014 and Dr. Grineer was our superintendent, he saw that there was a really large um you know remaining budget for DODIA and wanted to make sure that we were spending it appropriately over this a million dollar amount. So he he really felt that

031and I feel the same way that when we receive the 250,000 to 350,000 each year that goes directly to the school um where impact aid goes directly to the town to afford you know our military children and others. We take care of everybody with it. Um, we really wanted to be able to create and I think this was going on before we got here, a technology plan that would be sustainable and that's when we started our onetoone initiative with the Chromebooks. Thank goodness we had done that over the years when we got to CO 19 and we had to do our roll out. We were I don't know if you can ever be ready for a pandemic but we were I guess a little better ready um to make sure our kids had the learning

032tools they needed. So there's always been about a million dollars in this, you know, reserve piece of DODIA, but we've been spending down those um, you know, yearly funds. And Mike always felt it was good to have that because should we go down in our numbers and not have that, at least it would be sustainability for our technology plan. So I'm just kind of honestly putting it out there. I tried to explain at the RTM, but Ken, you can take it away with this nice chart that you built. And maybe a little bit of by way of a little bit of background. Um, so we collect the impact aid forms every year and that uh that's so the department of education uh can um uh send those funds approximately $4 million annually to the town.

033Uh that those same um impact aid numbers get shared with the Department of Defense. And if our uh if our uh what exactly did he say? If our school district has 19.5% or more military dependent enrollment, uh then we're eligible for this uh DoD supplemental. Uh so so it's an impact aid, but it's not coming from the same place. It comes from the uh Department of Defense. Um and so that those funds come in and uh there is we can we can spend these funds in any uh in any way that uh that we see fit. Uh we have uh uh put it towards uh technology primarily. Um and I was going to share this schedule that I gave to you guys here. Hopefully you can see that. So this is a little bit of

034history as far as what the what the fund has been at and what we've used it for. You can see in 19 and 20 we were primarily using it for the Chromebooks that um that Susan had mentioned. Um last year um was very impacted by uh by COVID and so there was we we didn't really um uh spend uh uh much at all to be honest. Uh we only spent 87,000 in FY21. Uh so the balance got to be uh almost one and a half million and then we got a very large amount. Actually the past two years we've got a very large amount. We got $471,000 um at the beginning of this year. Um, I did ask if we can calculate what that would be and they told me that it it can't be

035calculated ahead of time because it's all dependent upon how much funding they receive and how many military dependents are in the entire nation because then they they they um they divide it like that. So, um there's no guarantee as to how much you're going to get. uh for FY22 uh the board did authorize us to use uh use these funds towards uh software uh and IT uh equipment and infrastructure. So the plan this year is to spend it's almost $600,000. Uh so we're anticipating this this fund to be at 1.3 million by the end of the year. Um there was that report that was circulating at the RTM meeting that was um that was actually it's a sub uh subtotal on this before any of the expenditures um because actually some of these expenditures haven't

036happened yet um the IT equipment and and staff devices. Uh so um the the the report they were looking at is is what the town has on their books at this at that time, but the actual balance at the end of this year is going to be 1.3 million. >> And I have to say that Ken did his due diligence trying to get what their number was to compare to our number. We're constantly sending them our numbers, but we're not always getting back. And so that kind of went out without our knowledge. So unfortunately, we didn't have what they had. and we weren't able to share that there is a difference um from what Graten public schools has >> right and I I think you said it there at the meeting Susan that uh you

037know that uh it's allocated already we've already uh kind of said this is how it's going to get spent and so um you know I think I think you did a great job explaining I'm not too sure whether they understood but um uh so for next year FY23 um you know we're estimating a worst case scenario of around what we got back in 2019. Hopefully, we can get a similar amount as we got in uh this past year. But, uh uh if we assume we'll get around the $280,000 uh uh mark, we would expect uh the end of next year to be around $982,000. uh with with a similar type of uh use of the funds uh software um staff devices and some um some IT equipment uh cameras and um audio and projection at

038at three of the uh three of the schools. >> We're also trying to make sure that all of the projection devices are available and we have talked about using some of these funds to make sure that all of our schools have them. our new schools. Of course, we're, you know, they've been put into our new schools, but with Northeast Academy and Katherryn Konowski, the vintage side of Fitch or some of more of Fitch and um Charles Barnum, I want to make sure that we have equal and and you know, equitable access for all of our students, no matter if they're in a new school or not. So, >> and that's taken account in on this on this report. And I will say the target balance that we have on here of a million dollars and

039that that's really um um it's it's kind of like if if this went away because there's no guarantee that we'll have the 19 and a half% uh military dependent population. If it went away, we'd want to be able to sustain the Chromebook initiative. And so the the thought is that would be three years of of of uh refreshing on the Chromebooks. Beverly >> uh Ken, so impact aid goes to the town, right? Yeah. >> That money goes to the town in lie of um property taxes that the military people don't pay. Is that correct? >> Yeah, that's >> okay. And the supplemental aid goes straight to the school district. Is that correct? >> That's correct. Yep. >> Okay. Um, why do you think that in FY2023 we're going to get substantially less when I heard

040Susan say that uh we're going to get more military children into our school district with the new Colombia ships or subs, sorry, the net ships subs coming in. So that 19% should be might increase. It's more hopeful that it will increase than decrease. That's right. in accordance when I listen to Susan speak. >> I will I will caution that the I'm sorry. Were you done? >> No, no, yeah, I'm done. Go ahead. >> Okay. Uh I will caution you that the amount has less to do with with our percentage because once we hit the 19 and a half, we're we're kind of in it. I think it has more to do with the funding that is available to be split amongst the uh amongst the the pop the um communities that that that are eligible.

041Um so it's more about uh uh splitting the pot that that's available. Um and I tried to get I tried to get an idea of where where that might be that they they gave me no indication whatsoever. >> We have seen stability around the $4 million versus the three million that we had earlier projected. So the past three four year four years it's come in more at four million. That's why we were able to make a a newer prediction on what the town should expect because those extra million dollars went back to the town, but we're just not so sure how they were used. I think they were put in um do you remember what account they said? >> No, the general fund. >> A general fund. Ken, the balance, do you invest that money?

042Is that how you earn interest or do you keep it in a savings account? it it's it's in an account that's able to earn interest. So, not really invested, but it is in an interest bearing account. >> And how much interest are you getting on that account? >> Uh, it's not a lot. I mean, interest rates are not that high. Um, I think we're we got we got uh we got about 2,000 last year. We're estimating this year around 2600. Uh we're estimating next year around 2400. Um, you know, may maybe it'll be better if if if the interest rates go back up, but it's it's not very high interest rate. >> Okay. All right. But there's a possibility that we might get more than this 200. >> Oh, yeah. Yeah, certainly. And we're keeping

043our fingers crossed. It's kind of a um a conservative uh view of it. Um you we could say will be higher, but I I I'm I'm always conservative, so >> I count on Ken for his conservatism. He balances me. Susan, you know your strong points though, right? Be one of your strong points, >> but that's why I have a team. >> Yeah. Thank you, >> Jay. >> I just wanted to make a comment. Um, when I was listening to the RTM the other evening, there was a a comment made that they were concerned that we had some kind of savings account. But what I I want um to to mention is this money comes in this money doesn't come in on July 1st the way that the town budget is constructed. Um Ken can probably

044tell me, but basically the um the the money comes in at odd times and then we have to budget it for uh the long-term project of keeping the um uh the technology current, >> right? >> Um and we are never sure exactly how much we're going to get. So I I just want to dispel that idea that somehow there's this savings account that we're holding it, you know, it's we're we're planning its use over time rather than spend all of it at once and then have all the technology expire at once. We're doing it over a period and the funding, the inflows and the outflows are not in sync with the town budget cycle. And Ken can correct me if I'm wrong on any of that. >> Uh you're right. It actually all does come

045in at one time. It comes in in uh sometime in the month of August typically. Um um it doesn't come in in in different uh amounts like impact aid comes in different amounts, but the supplemental all comes in in one. Um uh my recommendation is that in the next year's budget book, we we put a page in and we just show what what we anticipate this to be used for. I I transparency. Yeah. So I think we can do that uh pretty easily. >> Andrea, I think I know the answer to this question, but I hope I'm wrong. And when we consider the well, when the government considers the military commu community, does it ever consider EB as part of that? >> So uh the workers at EB are actually included in the calculation of

046impact aid. Oh. So, so >> if they serve on a submarine, so they have to be I think they have to be on board working on a submarine for a designated period of time. That's a Jen Debell. >> Okay. Well, >> yes, >> she knows the best. But I think it's any federally impacted um family, whether they live or work on federally impacted um um locations. So, so the the the tribe um the um of course the subbase and I I thought that the um EB um um may have been included, but I I I'll ask that question specifically. >> Thank you. At least I wasn't all wrong. >> Thank you. >> Um I'm going to go to Rita and then to Beverly. >> Yes. So my question, Ken, is if the if the DoD

047funds come in in August, that would be before we would know the count for the um the new new subs to be stationed here. Or would it be based on last October's? >> Exactly. Exactly. That's exactly right. Yeah. Because they they got the impact aid figures that we collected last year, those go to the DoD and get paid to us in this August. Yeah. That's kind of a long cycle, >> right? >> And remember, Congressman Courtourtney >> spearheaded the bill for the past two years that have kept our n numbers stable. So, just a shout out, >> right? But I what I wanted to know is we've we've reached that 19 and a half percent last August. Is that correct? >> Yes. >> Okay. Thank you. >> Yes. Correct. Well, the the we we we

048were at 19 and a half as of the October numbers. >> Right. Right. So we would get the impact aid in August for last October's numbers. Yeah, exactly. >> But we may not get it in the future for the next year's budget. >> Yeah. As Yeah. We just have to keep that number or not keep, but we're going to have to hope that number stays above 19 and a half. >> Right. >> We need to encourage those families that are moving into Graten to stay with Graten. >> Yeah. >> Thank you, Beverly. >> Ken, I'm just wondering if if this Um, companies that are federal companies, do they pay taxes? I thought federal companies don't pay taxes. >> I don't know. You're talking like like EB or something like that. >> Yeah. Yeah. >> So,

049I'm thinking that I don't know. I'm thinking that a lot of the employees that work at EB that aren't working specifically at the subbase on the sub that they probably, you know, they don't qualify for the impact aid stuff. >> We're gonna find that answer out because there's some real specificity with all of this, Bev. When I talk to Jen Debel, I try to capture all that she's saying. She's really such an expert on this. >> She's been doing it for 10 years now, so she's our expert. But we'll get back to you on that one. >> Okay. And when I was on the board in 1993, when we got impact a we always spent it on technology. >> So there you go. It's a tradition. >> We've been doing this since 1993. Wonderful. Impact

050aid on technology. >> The supple the supplemental. >> Um yeah, whatever comes to the board we spent on technology. >> That's that's really good information to have. Thank you. Yeah, there was a technology committee that actually had a whole plan and to, you know, bring our schools up to date because we weren't up to date and Beverly and but since that time the DoD funds were always spent on technology. >> Makes sense. >> That's good information. >> Any other questions? >> Nope. Just thank you, Ken, for this information. >> You're welcome. >> Um, and so we're going to move to the audit report. >> All right. So, uh, this is the audit report for the year ended June 30, 2021. Um, I'm going to throw it up on the screen here. And this is just

051an excerpt. This this, uh, it's like a 200page document. Um it's for the the the town and the and the board combined or the entire town um uh business. This page is is in particular to the board of education. Uh and you'll notice uh in the uh the first uh first couple columns this is our budget the 77438090 that that's that was our budget in 2021. Um, and then the next three columns kind of line out what was actually spent in 2021. I'll I'll give you a little bit of um uh uh what what these two columns mean. Expended means it was it was paid and and money went out the door. Uh whether it was payroll or or purchase of goods or services. Uh and so that's the uh the the lion share of

052of the amount uh that was uh used for last year. 76,806529 uh at so at the end of August when the uh auditors come in uh they take a snapshot as of right then what has actually been uh um spent versus what has been encumbered. Encumbered means it's it's funds that have been put aside uh for uh typically purchases of goods that have not yet come in and finalized. Uh so at the at the end of August of 2021 there was 629,45 of um encumbered uh but not yet finalized uh funds. Uh so those together uh is the total amount of 77435 and so uh just uh 2417 uh under under budget um which is that's that's really close. Um, let me take that down. And so this is just there are other pages that

053talk about education uh in the um report that they leave it to accountants are a lot like lawyers. They like to uh make a bunch of different things just to confuse people I think. that they they they they give us the our expenses from a budgetary perspective uh from a uh acred expense uh perspective meaning they add in uh amounts that uh are are not actually paid out by us but paid out by the state for instance uh the TRB uh the teachers retirement board funds those are paid for by the state but uh they get added in into the report as if we paid them uh just to show you what the the cost if if we had to carry those costs ourselves. Uh and then they they have a couple of other uh

054they add in uh grants and food services and um uh then they add in uh the um uh uh uh the townwide um um government u expenses. So they they they restated a number of times, but I think the most uh important page is the one that we just looked at, which which really just uh outlines how we did against what we were budgeted with. >> That's a lot of data. >> Yeah, you can read through that. It's available on the website um on the town of Grten website. Uh it's a it's a good read if you if you look into uh you know beat insomnia. Um but it's actually very interesting. So if you have any questions I'd be happy to to walk you through any of that. Beverly and then it looks like

055Rita. >> Can the do the auditors give you any feedback as far as um you know how to budget a little better or say you're doing a great job or do they give you a rating or anything like that? >> No, I mean what they will do is if they find any um uh anomalies or um some um issues uh they will notate them um in their be their beginning discussion. Um um you know, we we strive to not have any of those types of issues. Uh for this past audit, there weren't any. Um uh but no, there's not not there's not really a lot of uh of feedback as from that perspective. No. >> Thank you. Um Ken, when you receive um this information, are you included um with the the people who prepare

056this for you? I I don't know which company they use. >> Oh, so we use it's a company called CLA. They're recently uh I bought I forget their name previous, >> right? They've changed. >> Yeah. Yeah. They they merge uh quite often. Uh but um >> are you in the room when they present this to the town? >> Um no, >> you're not. >> I will say for the past couple years, I don't think there was a presentation. It was really just um um submission through um through uh uh email. Uh you know, we did have a um uh Zoom call with them um to ask any questions. Uh but you know, I I don't know. Do they go to the town to to um um report? I don't I'm not too sure. >> I

057don't know. But for learn for the um they not only come to the executive board but the regular board meeting and they give the whole you know the whole budget book and we go you go through it and they talk about every little aspect. So, I'm surprised that I'm sure they must you, you know, whoever you use, I'm sure they do that with the town. And I would like to hope that you would be part of this since our budget is such a big part of the town's budget. They'll be coming in in August to you to go through this. >> Yeah. Well, we had a we've had a pre-planning meeting. Uh they'll probably do some um some initial work uh field work uh next month. Uh but then August and September uh they start

058in earnest. Um, and then we have until the end of December to finalize. >> Okay. Yeah. I mean, it's a tremendous amount of work for the business department. I know how how much work that is for for everyone there. Um, and I really appreciate it. But I do feel that, you know, you should be included if when the town hears of all, you know, hears their results. >> Yeah. What what I will say is there may be a difference between us and learn only because, you know, it we're part of the the the town. So, >> yes. Yes. and we are the biggest uh expense. >> But um as you can see there was there just really just one page for us. Uh so >> amazing. >> They they don't spend nearly as much time

059with us as they do at the town. They spend maybe uh four or five days uh but they're at the town for like two or three weeks. >> Really? >> Yeah. So it's a it's kind of a >> Yeah, that's pretty amazing. Yeah. >> Well, thank you. >> Welcome. Sorry, Beverly. >> Ken, can you tell us exactly what an audit entails because I don't know that myself. >> So, uh uh they'll go through they'll do a walkthrough of our different processes uh to make sure that um uh you know, we're following the process that we've laid out. And then they'll take samples uh they'll take samples of payroll, take samples of accounts payable. Then they'll they'll match them up. They'll make sure that uh uh you know that they they they match the records. Um

060and then follow up with any questions there. Um they're they're always checking to make sure that there's nothing um that doesn't look right. U so they'll they'll they'll look at different things. Auditors have a have a have a great knack for for pulling out all the all the odd things that happen throughout the year. Uh and so you get to relive them. Um um but it's it's really a lot a lot of sampling uh is a lot of what they do. >> Thank you. >> It actually helps us to identify any issues so we can fix them. >> Yeah, you're right. >> So you don't look at at them as a nuisance. You you look at them as they're helping you. It's a necessary uh necessary part of the process. I wouldn't call them evil

061either because they're good people. It's just uh >> part of the process. >> Yeah. Who pays for the audit? The audit does the town or the board? You split the fee? >> We split the fee. Um it's so we we're with the town so it's it's it's one fee that they give us and then we split it with the town. We pay a portion and they pay a portion. >> Thank you, Kim. >> Great questions, Beverly. I appreciate that. Any other questions about the audit report, Ken? Thank you for putting so so much of the stuff together. This is really I've actually feel like I understand things. So, I I appreciate um your ability to simply explain the complexity of your job. >> Thank you. for someone who has absolutely no financial sense. Um, and

062guys, we're we're um so our next piece is um the this is actually a hold over from Matthew um who had it was part of his original two things, but he asked for it to be um postponed um because Matthew, you were not feeling well. And so as promised, excuse me, as promised, I was going to put it back on the um agenda. Um and so and I know Susan, you have prepared some things um for knowledge about um the summer program. So, I um I uh I don't I usually defer to you, Susan, to kind of set the stage, but I'm wondering um would you like me to instead defer to Matthew who has um >> Well, actually, Phil has prepared. We've done it kind of together, but he's going to take this on

063since he's really so, you know, he's doing such a great job leading teaching and learning. >> Sorry, Phil. I I knew that. Um, but that that just didn't stay in my mind. >> It's nice to be reminded though, right? You knew that. But but really and we can get to to Matthew's questions, but you know, I just wanted to briefly outline, you know, all the opportunities that we have because it's pretty exciting and everything's coming together. Some things have been finalized, others will be finalized uh soon. And I'll I'll include this all in board notes this week um with a nice description and and I'll even put in the links um in the board notes where people can register. So, if you want to forward it to people that are asking you questions, um you'll

064have all the information. Um but some of these have been talked about before. We do have our of course our special education uh extended school year summer program uh that's running at Mystic River Magnet. Um food services will provide breakfast every day uh for those students and that's through July with our ABA program extending into August. Uh we have a great um flyer that I'll send out to you for our summer stars STEM camp which is open to all GPS students currently in grades K through five. Um so it's a great STEM camp. Week one is the last week of June. Uh and the second week runs right after the July 4th break, the week of July 5th through the 8th. Um and there's uh like I said a great flyer that I'll include and

065I'll send you that that I'll send you that you can share with people as well. And that's happening at Charles Barnum. Um, and food services will provide light snacks uh every day uh for that program that runs from 9 to 12 every day. Uh at the Graten Middle School, there's also a steam camp uh summer camp uh that's running uh that's beginning on that uh July 5th week uh for a two-eek session for session one. And then session two is July 18th through the 28th. So throughout the month of July, we'll have kids at the middle school again from 9 to 12. and they'll get breakfast every day. Also, uh Fitch High School is going to run their regular education summer school from July 6th through August the 5th. Again, that's from 9 to 12.

066Uh also, um one thing that uh we're working to finalize now, which sort of just um came up last week, is the Blues and Beyond summer program. Uh for those of you who might be familiar with the program, it's been an interd disciplinary um part of our grade seven uh curriculum uh where kids um learn to connect uh social uh cultural and historical um context of American music um and connect that to American history. uh they learn all about music from um uh the slave hymns up through um you know Beyonce and you know Pearl Jam. So, I mean, they get to really explore their musical tastes, you know, and see how it connects to history and how the different things and and really the cool part of it of the program and so I

067think some of you witnessed it was a part of the final project is them composing their own songs with their own lyrics and having them played by professional musicians through this program. So, they they have a summer program which we're just putting together and trying to finalize the dates and uh I'll forward information out as that becomes more definite. Um, and another great piece of information too, and I know Ernie has signed off, but our food services summer meal program, um, we're going to have 12 sites available, um, to students 18 and under with breakfast and lunch provided free of charge throughout the summer. Um, again, a schedule will be forthcoming with those locations and the times that those meals will be available. Um >> I also think that um at the camps and at

068the summer school, we do send a bag lunch home on their way on the bus. So yeah. >> Yeah, I'll get all the updated information from Ernie, too, as to what's being provided. Um and I'll include that information. So So we do have a lot going on, which is great. Our buildings will be um will be filled with activity and and kids learning and and everything's made to be fun. you know, from what we saw last summer, um the kids really had a great time as they were learning and uh with the activities that they had planned. So, >> and I think like last year, we'll be also providing tutoring after the camp. And so, families will be coming at all of the different sites, even um at the rec camps at Themes River and

069um NEA. So, the places where a lot of students can walk, but we're also providing some bus transportation as well. So, we're trying to get it across the district in many locations, the tutoring, >> and I know that's part of probably what Matthew was has been, you know, inquiring about. And we're meeting with the math specialists on Friday and the literacy specialist on Thursday um to determine um identifying how we're going to identify different students that we think can benefit from this tutoring and reaching out to those families. So, um that should become um clearer after those meetings at the end of this week. So again, that's a brief summary. Matthew, if you had some questions or if anybody else had questions, obviously. And like I said, I'll try to provide a summary of what

070I just told you in board notes this week, so you have all the information. >> And once things get finalized, that's going to go on your our Facebook page. >> We'll get it out on our Facebook page. We'll put it up on the website as well. >> Okay. Thank you. >> I'm delighted to hear about the the 12 sites. I actually got two phone calls uh in the last week about whether we would be doing a meals program. So maybe we can post them on the Grten community page and forum and all the no link and the other forums so that uh we can multiply the communications. It's great. It's terrific. >> Yeah, absolutely. Yeah. As soon as we nail down the locations and times, we'll try to get it out. >> Be on the

071Grind Public Schools website. It'll be on our Facebook page. People can take it and send it out. So the more information we get around town >> has a hand up. >> Yep. Thank you, Beverly. >> Um Susan, do you have a a a limit to the number of students that can attend the camps? >> Nope. We've always taken every single student that has signed up. Okay. >> So, we really make sure that um we have, you know, many many teachers um have been involved in this program. Christy Post and Ben Moon will be running it this year. Christy did it last year. She did a superb job and um you know, we we really are able there's some families that will attend, you know, all the camps we have and the same is true at

072the Graten Middle School. And it the thing about a camp is that it's very instructional. It's very rigorous and relevant, but kids um really think of it as um fun and engaging and it's kind of what you need more than anything during these times to really engage the kids. >> Yeah. >> And that layered on with the tutoring which is more onetoone or small group. Those two things really help us with the um closing of the gap and giving kids what they need. >> Do you take added district kids, Susan? >> No, we haven't done that. I think there have been a couple teachers who might bring their children along so they can run the camp and they go in. But um other than that, it's really forgotten public schools students. >> Okay. um the

073summer food program um not the program at the at the um camps, the ones on different sites. >> Do you find you have a lot of waste or >> No, I don't know. Is there any on here? I I've been to those programs. I actually try to get around. We've actually passed out books and things at those sites and I try to collaborate with the parks and wreck as well to make sure that we have plenty of books and they've carved out time during the summer camp for kids to read. Um, and you know that's worked out really well that collaboration. But I haven't heard about any food waste. It usually looks like kids going through the line are pretty excited about those wonderful meals. Last year, I guess it was a drive-thru where this

074year it'll be more congregate where people will come in and and sit and grab the lunches. So, maybe we can track it a little bit better. >> Yeah. >> But we could talk to Ernie about that. >> Do you have tables outside where they can sit or they sit in their cars if they want? >> No, I think now we'll we'll have our, you know, the lunchrooms in the in the schools um set up and and I think that's a good idea, Bev. I'm sure we'll explore outdoor seating as well as long as the weather's nice. Okay, >> we actually have um had dinner meals prepared and offered, but not as many families have taken advantage of that. But I think it was at the middle school and the high school, and I'll follow up

075on that because that would be really nice for them to be able to bring home dinner as well. New London, they have a dinners. I think every second Wednesday they have a dinner program and they charge $5 and anybody in the community can go. I think it's at um um Jennings School and you can go you can either take out or you could sit in the cafeteria and eat. And the meals are excellent for five hours. They are excellent meals. And I think um two towns or city agencies um split the programming like one does one one month and the other month I it's uh I think it's through the the their board of ed or their um London public schools and I think that their early childhood um I don't know what that's called

076but the early childhood youth affairs um do that too. So yeah, I've heard lots of good things about that. Beverly >> and our human services has also provided meals through at the senior center and also at the river magnet I believe for dinner, but I'll double check on that. >> I'm going to recognize Rita. >> Um so this is a question you can um ask Ernie. I know um when we have um the recreation and we do um at the different sites for our schools, he used to um if the kids did really well during the week, then they received a um they built up little coins or something. They were given these little rewards and they got to use it for fresh um vegetables that the farms would drop off like widows and so

077that they could bring them home to their families on the weekend. So I was just wondering if they were still going to be doing that. I just thought that was wonderful. >> Yeah, I'll check on that. That was that farm to school. >> Farm to school. Yeah. And even at some of the farmers markets, >> they can use their bring them there to to the farmers market also. But I think um all the sites that have our schools that we have the wreck program out, the kids sit there and have their lunch. >> That's right. >> Yeah. It's just the ones that they walk through like maybe at Washington Park or you know I mean 12 sites is amazing. It's wonderful. But when there's a summer program there, I see them sitting and eating. So

078they'll walk through, get their meal, and sit down and their counsel. >> There's so many lovely places to sit there, >> right? >> Yeah. Well, thank you. >> There's not a wa There's not a lot of waste with our with our meals that Arie serves. >> That's true. >> All right, Matthew, what's your question and what's your comments? >> Okay. Uh just one other meal location. Monday nights the Grten Community Meals provides a full dinner at no cost at all at the Thrive 55. And I think they're hoping to expand to another location in a month or two, but I don't know that's a done deal yet. So we'll leave that one alone for now. So may I go on to the uh >> Yeah, it's really hard to hear you. Maybe it's just me.

079>> Well, I will try to speak a little bit louder. Is that better? >> That's better. >> Okay. I don't like shouting, but there you go. So, in a moment, I'm going to propose an effort to extend Grten's educational boundary beyond our school buildings. But before that, let me take an aside. I'm going to take five to seven minutes to do this. Don't worry about taking notes. I'll forward this to everybody afterwards. But I've been working on this since February, and I'd really like to share it with the entire board. So, please indulge me. I promise not to abuse this time frame very often. Before I I propose the project, I want to be clear that our Graten School District is doing as much if not more than other districts to remedy COVID induced academic

080achievement issues, social isolation, and emotional challenges that many many of our children have suffered. So please don't take my proposal as a reproach of the various academic and support programs we've already launched. We've used our grant money well, hiring tutors, providing free lunches, reinforcing our social work and counseling services, and rebooting the mentoring program. If you want to volunteer, please get in touch with us. We may not be able to do fix everything. Your board's just human and subject to imperfections, but this board has left politics at the door. We all support Susan Austin and doing everything in our power to help the kids. Back in February, I proposed using some ARP esser federal funds to expand tutoring directly into several lowresource neighborhoods. I did so in response to parental stories I heard as I

081went door to door last autumn. The challenges of a single dad trying to balance three part-time jobs and taking care of three elementary age kids in a tiny apartment. He was grateful that Grat had provided the computers and remote and hybrid learning, but through nobody's fault, it wasn't enough. The guilty party was solely and uniquely the co virus. In my past life, I've seen the benefits of education extended beyond the classroom, getting into the neighborhood with a motto, go to where the people are, reaching and teaching where people live. And what we've seen, what I've seen is supported by researchbased data. I'll spare you that now, but I have it available. So, I propose we do a pilot program to supplement our already considerable tutoring directly to a cohort of our student whose academic and

082social education, social emotional experience has been most severely felt. I initially focused in my mind on Brford Manor and Midway Circle neighborhoods because that's where I encountered our most economically fragile and structurally disadvantaged families. They clearly understand that education is their children's path to a secure future. supplemental afterchool off-campus tutoring in their home neighborhood will help us close the educational achievement gap that was already present before co and may well have gotten larger since but I've s since come to ask myself if navy housing neighborhoods might not also be a potential target I'm not convinced just raising it for clearly being a child transferred from place to place during the prek to 12 spectrum. Not to mention dealing with parents extended deployment brings its own set of challenges. When I brought this proposal to the

083board in February, I was told that statemandated budget deadlines were the priority. I was asked to bring this to the board later that if the board concurred that there was room to tweak the budget. This presentation is that occasion. Though not a financial guy, I prepared a discussion budget that represents less than nine 100ths of 1% of our anticipated 2022 23 expenditures. COVID relief funds to schools can be used for instruction, technology, improving health, and safety to protect and help the current student body that's been affected by CO. We're doing a better than excellent job in the schools, but I respectfully argue that providing one, two, or three afterchool satellite tutoring sites in or in close proximity to the neighborhoods where student need is greatest represents the essence of what CO relief funds are intended

084to accomplish. How many sites and where they're ultimately decided, if anywhere, is an administrative, not a board decision. Reaching out to those most deeply affected by COVID also coincides with Broton's uh lived commitment to diversity, equity, and inclusion. Bringing after school tutoring to where people live will speed recovery from academic losses, strengthen academic achievement, and social emotional learning. I acknowledge that not every reasonable idea is successful, that remote tutoring success depends both on parental buyin and actual student participation. And I can't guarantee that this will work, which is why I propose a phased implementation and performance-based pilot project. If, repeat, if the board sees value in off-site tutoring, one of our first steps will be outreach to the selected neighborhoods to gauge parental interest. If there's insufficient interest, a metric to be discussed, there'll be

085no program. And if there is student parental interest, we cannot know in advance whether students will be interested in sufficient numbers or maintain initial interest over time. Accordingly, my discussion budget plans for the full academic year, but it seems prudent to consider it as a pilot program subject to discontinuation if performance does not match our hopes. In such a case, unexpended funds would be reinccorporated into the general budget. My draft budget stipulates two scenario. Two two tutors per location for three hours after school for two days a week throughout the 36 week school year to be tweaked as you wish or two tutors per location for three hours three days a week. I don't really know what's best. That's an administration decision. Staffing decisions will be based on administration's assessment on enrollment attendance and ongoing

086assessments of program efficacy. based on posted wages for a part-time tutor, I looked online today on on our website, is 26.50 an hour. So, it works out that one site with two tutors two days a week times three hours for 36 weeks would have an annual cost of $11,448 per location. And if we did two tutors for three days a week for the 36 weeks, it would come out to 17,000 per location. Actual staffing will be a function of enrolles and actual attention and actual attendance. The rate of wages, this is for the lowest to the highest. If we had one location for two days a week, it's 11,500. Three days a week, 17172 for a single location. If we had to all three locations that I am tossing out there for your consideration, if

087it's two days a week, the total cost of the wages would be 34,344 and for 3 days a week 51,516. To this we would need to add the FICA social security supplemental insurance any we need to add supplies and snacks and I put in zero for space rental. because I can think of several city, town, and town agency locations near these various places which I think we could negotiate free rental. Maybe I'm optimistic, but I think we can do it using the highest figure of 51,516 and adding 25% to that to cover the indirect cost. That's another 13,000. We're just under 64,400. And even if I missed another 10,000 that ran cost to 75,000, and I certainly hope we won't because I've tried to be conservative, providing afterchool tutoring to our low resource neighborhood children

088and improving educational outcomes still represents less than nine10 I'm sorry, the nine 100s of 1% of our budget targeted directly to those students most impacted economically, socially, and emotionally by the Corona virus. I have no illusion that this is a final product. It's simply a first pass discussion piece. And while there are no guarantees this is that this initiative will help us recover all of the educational, social, and emotional deficits among those most structurally fragile. Our commitment to equity and inclusion begs our pursuing the educational and community ideals we espouse. Finally, we're at midmay, but that still gives us three months to build the program for back to school roll out. Thank you very much for putting up with an overly long piece. Thank you, Matthew. Thank you for um I know that this has

089been something that has been part of your thought process the whole time um you first started on the board when I first met you. So, I'm glad that you finally got to um talk and say your piece. Um Phil or Susan, um I know that in my discussions with the two of you about tutoring, you have found that being in the actual school um has been what you have found hopeful or helpful. Um how does that jive with what Matthew is suggesting? And I'm also looking for some board input as well. >> Well, I I feel like um when we do our tutoring after school, we know our students. We have um you know, direct access to their information. There is, you know, you can have two tutors, but a child may be in chemistry

090at the high school. You might have another child taking um English language arts at the middle school. a young child who has literacy intervention and and needs, you know, explicit teaching. And when we're doing it in our school with the teachers that are certified that they know and they've worked with, I think that we're able to really make huge progress. Um, we also make sure we have a bus ride home. Now, as you may know, the MI the high school also has a Falcon Rise program that they do with the the middle school and a lot of our um students um will peer collaborate with each other and that's another effective measure for tutoring. Um but I I feel like there's so many different teachers with various certifications. Um, so to be very specific with

091a student's need in a particular area and really zone in to that need, you you make a lot of progress. Whereas if you just had a person who really didn't know them, maybe wasn't certified in a particular area where the child really needed the help, it could be a waste. But I I would say that one of the things we are doing is um Thames River. We can certainly host this summer and it it'll be kind of a trial, but kids can walk to Themes River for some tutoring. Um and you know, we're going to be talking to the math specialist and literacy specialist to really get that program moving. It was highly successful last year. We had an enormous amount of students who were participating um after our camps um in the afternoons along

092with the um parks and recck program teachers were going into the schools where the parks and recck programs were. So we were really meeting the kids where they were this summer. Um and in the same way we do we do that in our afterchool programs. We meet the students where they are. We make sure that we have highly qualified, certified teachers who know the kids um working with them. So, it's certainly something to contemplate. Matthew, I had talked to um Mayor Keith Hendrickk last year when we first received our RFSER and he was trying to get someone who could really oversee a program in Brford Manor, but that kind of fell apart. I said I could provide the tutor if he could provide you know the staff to kind of oversee and monitor it but

093it was hard to find. We used to have a HS center there. It was hard to find space. So I think it fell apart because of the space issue and you know trying to get the thing off the ground but it was something certainly I was interested in as well. If we could have done that, I don't know that it would give kids more access, but I'm always interested in in giving providing kids with better access to these things. >> I'm going to recognize Beverly and um Rita >> Susan, are you collecting any data on all this stuff that you as far as the tutors are concerned? Are you collecting any data on that? We did after every camp we actually send out a survey to parents and kids to collect the data. The same

094thing was true with the tutoring. Um it might be interesting though Beverly now that you mentioned it to send it out prior to this to see what the interest level would be. >> Uh are you collecting any data as far as um if the students progressed from the tutoring? >> Yes, we did collect all that data. We actually had the literacy specialist and math specialist overseeing the whole program so that they were able to see what the assessments were per child and be able to add that to their data base so that when they went back they were able to then really hit the ground running with those kids. Um because really it's our literacy and math specialists who help with the SRBI process and the intervention. They along with the principles work very closely

095to oversee that the kids are making progress whether it's during the summer or during the school year. >> So there's no like pre-est and post test. So So say a student needs help with math. You don't pre-est and then post test. >> Oh no, there's assessments all along. >> Okay. >> Yeah. They're they're doing running records in um you know reading. They're doing writing prompts. They're you know doing math assessments. So they are assessing along the way. And what qualifications do your tutors need to have? >> Well, you know, they really have to we really look for our certified staff first to provide it, but we do have some some tutors who are retired teachers and they helped out. And we also have some tutors that are college educated that have been working, >> you

096know, in a tutoring role in either ELA or math who also were able to do that, but they were our staff. So they, you know, they would know the kids, they know the curriculum, and they know, you know, they could work with these specialists to make sure we fine-tune that instruction. >> Okay. All right. Thank you, >> Rita. And then Andrea, >> um I would like to um thank Matthew so much for um taking the time and putting this all together and I'm looking forward to taking the time and reading it on my own. Um um I remember at Westside and when it was a middle school the teachers ran a homework club after school um and which was extremely successful I think you know they did it on their own. it was a club

097for years and the kids would stay after and they would help them where they could you know assist them and so I mean I would be very much um open to themes river magnet school or Mystic River whichever one you know wanted to do a homework club I think that would be a great use of funds and to have teachers there to help students that might you know be stuck on a little a little question or maybe needed some help with their um with their iPads when they're they're using their Chromebooks. So, >> and one of the things I'd like to be able to share with the board this summer is to to collect all the enrichment um opportunities and tutoring opportunities that did happen after school this year, you know, to make a chart

098so that you could really see and maybe get some feedback from the principles and the teachers on what we did do to see, you know, what we want to do moving forward. >> Right. But I'm I'm thinking more of like an extended day to the school. Um so that the kids could feel that, you know, they could stay there and and do their homework and if there was a question there'd be somebody there because a lot of these children go home and there's no one at home to help them with their >> these are the afterchool enrichment and tutoring them. >> Well, I don't mean enrichment. I'm talking about just regular old everyday homework that a a student has that reinforces, you know, what they've learned during the day. And if they if they have

099a question about that because so many students go home to an empty home. So, it's just a way to have someone, you know, an adult that that could assist them. So, >> you know, at Grton Middle School through the grant that 21st century learning is basically doing a lot of that, right, Phil? >> Yeah. And I think I think what what got us got in our way this year obviously was we we thought we were going to return back to to normal circumstances and we were not able to offer those because we didn't want to have groups of kids after school huddled together in the cafeteria or classroom. So I I'm assuming that we can build that right from the get-go next year, you know, if everything goes, you know, according to plan. >> Thank

100you, >> Andrea. I I too would like to thank Matthew for the richness of thought behind this, but looking at it from an administrative point of view. Uh I I'm not sure where those um the the gathering places would be, but I know that even when you leave a building as a principal, you need to have a um an individual with an 092, an administrative certification. And I don't hear anything uh I I I can't even imagine how we would be able to protect students in in those terms. And I'm not talking about protecting students from evil. I'm talking about things like you fall down the stairs, you know, you you an accident happens, you have to have 092 coverage. So, I don't I I appreciate the the the thought, the richness, as I said,

101but I'm not sure how legal that could be. I um Matthew Oh, Liz. Liz, please. >> I just had a quick thought and because I'm I'm listening and I think it's a great idea, but is this something that would be better and I'm just throwing this out because it just like popped into my head um about through social services, >> you know, because you know, they offer different things. Now I have I and you you mentioned it Susan when you were talking about is you know for for elementary and and possibly middle school this this is something that's very you know doable but when you get at the high school and you have chemistry physics calc one you know these types of things that becomes a little bit more cumbersome not impossible but cumbersome so

102you know I think it's something that is is got a really good value to it and I'm but I'm I'm thinking about well is it could could we best serve through social services this type of an idea just an idea maybe maybe not but um Matthew great ideas honestly um I just not sure how it how we would work it that's my concern >> and I also liken back to I think um Beverly I don't know if this was truly what your point was, but this is what I got from it was have we surveyed um our families to know if they would use if if they if if they would be able to use or commit um to a service that was located closer to where they lived, where a child could possibly they

103could walk their child to the service and back. I mean, I think before we I mean, I love I love the idea if it feels really transparent. It feels really about what we been we've been talking about, which is that we are that we are part of the town, that the district is that we service all of the kids. So, what would that you know, do we have is there enough of an interest out there for families to do that? So I um and and or is there another way of taking Matthew some of your ideas and putting them already into the school like after school program where kids could get that and then get a ride home, possibly a snack or two as well. >> All for snacks. >> Liz, quick question. Susan or

104Phil is um Falcon Academy still running at Pitch High School? >> Yes. >> Okay. So, Falcon Academy is a tutoring on-site tutoring service for students at the high school and it's a drop in thing. They don't even have to do they don't have to register anything, but it's a it's an on-site tutoring activity and they expanded their services to the middle school students, too. >> So, you know, I mean, that's really kind of cool. But um and I hear what you're saying about being local in in different areas. Um but I also share the concern that Andrea brought up about the the the administrative aspect of it. Um it is a that's something that that would have to be addressed. >> Um Beverly, >> yes, I was just going to agree with what Andrea said.

105I think if we did something like like what Matthew Matthew suggesting the tutoring it should be in the school setting and um and then we can give the teacher a stipen or whatever because they probably want to get paid. I think the days of the teachers staying and don't shoot me because I'm saying this the days of the teacher staying after school because they want to are long gone. And that's generally speaking that's not for each and every teacher. So they probably want a stipen for doing that. And uh but in school in the school would be better than offsite. >> Well, may I tell you what I heard and what I learned? >> Sure. >> Thank you. There is no question that we are doing an excellent job as a district. That's not what's

106on the table. The question is, can we move towards perfection even though we know we'll never get there? Where are there places where we could be better? What I heard were some very interesting comments. Um, maybe we have to unpack what I said. Maybe what I suggested would not work at all grade levels or at all of our three levels. Maybe it's something that we would just want to target elementary age kids. I'm not advocating. I'm just responding to you. I hadn't really thought about unpacking it. That might be a very good idea. With regard Andrea's site questions, the places that I had in mind included uh either a portion of the uh the library or the old Fitch Middle School. One is town run, the other is a town agency. I did chat with

107Jennifer at the library as to whether it was even be something they would even conceivably consider. She said she'd love to visit with somebody from administration. There were some challenges in some past tutoring, but uh that was before she was there, but she'd be very happy to discuss it. Um I like the idea. Maybe maybe it is a homework club rather than tutoring. I did not come here entrenched in a position. I came here looking to see if we could do a little bit better by our kids. Again, we're not doing nothing wrong. Can we do better? Um, I was not aware that the homework club was going to be relaunched next year. I'm really thrilled to hear that. As far as would families use it, uh, you'll see when you get the print out

108that I'll send to you all. The very first thing I said is if the board thinks this might be worth doing, the very first activity is outreach to the families to see what families would like to participate. This doesn't matter whether it's a good idea or not. If they don't want to participate, it's a waste of time and effort and money. So that would be the first thing. I think that's a very reasonable thing, Kim. That's obviously would have to be done. Otherwise, I will send this out to all of you. Appreciate your consideration. Maybe we could have a little follow-up discussion at our next time if that's okay with you, Kim. And regardless of what you decide, I'm really grateful for having had the opportunity to share this with you. >> Absolutely. Thank you,

109Matthew. >> Um, and so maybe maybe um [Music] maybe in June we can have a followup on that um uh conversation. Matthew just um I'm sure that Phil and Susan are pretty busy with all the end of the year um activities and probably >> probably need to have some time to be able to kind of chew on that. Um >> okay. >> So, thank you. >> I I would be grateful for any additional feedback any board members or even any of our guests may have. My grandfather told me if I'm not careful, I might learn something. >> All right. Thank you. Thank you, Matthew. um our before we get to the referral tracking um we've we were needing an update on the marching band and I was hoping Susan that you could help us out

110with that. >> Right. Well, last Monday when it was brought to our attention publicly, I did say that the decision had already been made to make sure that the kids received credit for the marching band this year and going forward. I had gotten um some information prior to the meeting um and spoken with administration at the high school and really directed that this was what was to happen. I think in some of the communication that went home to families, there was some information on that communication that might not have been so accurate. So it caused I think some alarm but um from what I understood and um I've talked to principal Keller he was outreaching to every student and every family to ensure that those students who wanted the credit would receive it and I

111think that we in future some next steps might be to bring it back with the curriculum to the board to our own you know curriculum um committee and one of the things that I did hear from administration at the high school is some kids don't opt in for the credit because it's at the college level and it could bring back down their GPA, but there is honors credit for other music areas. So, I think that's something we really need to look at for the marching band and for the band. So, um I look forward to getting gathering that information and and having Phil bring it to the curriculum committee so that we can um just make sure that um you know this is not only credit but credit that would you know support a student

112instead of you know bringing them back on their GPA. >> Any other um questions about that? Rita, >> you're on mute. >> I believe in the I believe the letter that um Principal Keller sent out to the families, it said, you know, that they should go and talk to their guidance counselors um about awarding the the the credit. So, um I think our the concern was that we wanted to make sure that marching band would be um you would receive a credit if you if you wanted one since it is an after school activity and I think that has been communicated. >> Um but um anyway, it's just still sort of disheartening to me that this whole thing even occurred. It was disheartening to me, too. >> I know it was. >> So, but I

113I'm I'm glad that our students spoke up. I was really particularly proud of them in what they wrote. I mean, we're always teaching them to share their voice and their parents. >> Right. >> So, um unfortunately, I had gotten the word and had thought I had communicated it very clearly, but recommunicated it and I think we've set set the course right. >> Right. So, I just hope it, you know, we don't um sort of get blindsided by anything like this with other courses that, you know, that could come along. So, but >> that's something Phil and I have talked about. >> Yeah, I know you're on top of it. >> We're trying to be, but sometimes, you know, we have to we have to have eyes in back of our heads, >> right? Thank you.

114>> Thank you, Andrea. >> And that's something that we're going to be reviewing on policy. >> Yep. Liz, >> and in curriculum. >> I was gonna say and curriculum. >> You know, and in curriculum, it's it's on the agenda. >> Thank you. >> So, I think some good came of that that we realized there is that issue about honors credit um and or college level credit. And so, I think I think some I mean it was able to expose something and we are moving forward. That's all that we care about, right? Is that we're moving forward. We got it resol. We got >> resolved and or at least have a direction. Rita. >> Yeah. Um when we went when we received that core study um last CO meeting and there was no one from Fitch

115High School there to discuss it. Um is that going to happen at a future CO meeting? So, if I can answer that, Rita, um the goal is um is that I have is to take one CO and really focus in. There's a lot of questions that people have had and a lot of topics that people have wanted discussed about the high school. So, I thought that we would have it instead of peace meal, let's have the staff come in, let's have and let's get the information um available to us so that we can have that topic. So absolutely um that's part of it but I also do know um and Elizabeth uh Liz I hope I don't take your thunder is is that the course catalog is actually in curriculum as well um so it's

116also being evaluated as well is that correct Liz? Yes, I wanted to say that today was our first meeting and we started to um evaluate and uh review and evaluate the program of studies as well as the documentation along with courses and the board approved curricula. So, you know, we have started that today. That's going to be an ongoing thing and because it's going to take a little time, but we're we are dedicated to this. So, I wanted you to be aware of that. And I did ask for input and I received one comment and that you know if you still you know next week we have I next month we still have um that will be on part of the agenda but it's not going to be the focus because we have a couple

117of things we have to do but it will always be there. So please forward your comments, questions and concerns and if there are corresponding page numbers please do so. I mean, like I said, I received really one or well, one from a current board member that said, you know, go for it. But, um, you know, if you have something, you got to tell us, please. >> Yep. I'm going to recognize Beverly and then Rita. >> We'll discuss the program of courses at a CO and the curriculum committee is doing it, too. Um, yeah, that sounds um I'm not quite sure then how to do that. Um, I don't know whether we I think that there's enough other things that people have wanted us to talk about, Bev, and maybe we'll take up the course. Um,

118what is that that booklet called? Sorry. Um, >> thank you. >> Studies, >> thank you. Um, is that maybe we'll let the curriculum subcommittee be working on that for a while and then they can bring that back to C to the CO. that might make more sense. >> The other thing the board has asked us to look at is the advanced classes, AP, IB, honors, and also career pathways is another one. And I'd love to share how those career pathways unfold from the middle school to the high school. So, >> and class sizes and all that stuff. I mean, so I think that we there's enough there that we can wait on the stud on the program of studies. I said it. I said it. Will they be done? Will the curriculum committee be done

119by the end of the summer or how long? If it's not going to be their main focus, is this going to drag out with that committee forever? >> Well, oh no, Beverly, can I respond to that? Um, no. This is going to run through our meetings. Um, I just said next month because we have a couple of curriculum that curricula that need to be approved before we bring it to you for approval. We need to, you know, this these are proposed um courses and proposed uh programs that we need to get done so that they can move forward for the fall. So, but this is not something that's just going to be shelved and know when we get to it. Oh, no. This is an active This is an active part of our discussion. >>

120And what's the endgame for you looking through the program of studies? >> What do you mean the endgame? Where do we >> what's the purpose? What's the purpose of you doing all that? >> Well, if I could, Liz, at least in my view, the end game is is to sort of clean up the um inaccuracies and to clean up some of the um um what's been pointed out to us so far. you know, courses listed twice with with different um with different course descriptions. Um making sure that there's no classes in there that haven't been board approved or don't have board approved curriculum. Um so the endgame is that by the time they roll around to start putting it together in Novemberish next year, that they know that the rules are clear in terms of

121what can and can't be in there and that it's been um reviewed by me. and us >> through the committee. Yes. >> Yeah. >> Okay. Thank you. That sounds >> we wanted we want it to be as accurate and as clear as possible. >> And that may that may mean that we're going to have to invite some of our high school people, >> administrators, so that they can look at it with us to help with clarification. >> Okay. >> Yeah. I'm all for it. I was just asking the question. >> Yeah. Yeah. Beverly, that's such a good question. Like that was such a good clarifying question. Thank you, Rita. >> So, that was sort of what I was asking, but um it's hard for me to s um you know, give to the curriculum committee

122my questions until I hear from the high school and we go over that program of studies with them. Then I think I'd have more questions. But it's a little hard to come up with a question about it without ha hearing from the high school. And the second part is um Liz, I think you just said that we had curriculum to pass for courses that were supposed to be at the high school this fall. >> One class that um they're the they've asked um >> it's a half credit class. >> Yes, they did. Yeah, because we have >> Yes, we do. And we're adjusting that timeline. We're working with that timeline. We're making it more clear and but this was one that has um through what I don't remember the circumstances, but um it's a half

123credit class on meteorology. >> Okay. >> And all right, it's an elective. So, um it had it kind of fell through the cracks this past summer. So we're trying to, you know, massage back, but we're start like we discussed today that there will be a de a definitive timeline that will also allow um you know things that sometimes these things happen during a school year and not just for summer. And so we want to be able to have to address the needs for the high school. But the our our biggest focus has been or one of the focuses is you know nothing is in that course catalog or program of studies that's not got a board approved curriculum >> right >> and that's that's that's one of our messages >> and that's the that should

124be the focus >> right >> that is that is our job is to approve to have board approved curriculum so I'm I'm I'm glad to hear about that also >> but we do our timeline is still I believe it's January or February beginning of February for new courses to be proposed to go into the course catalog for when it's put out you know the program of studies in March I believe it's handed out to the students so there is a timeline it's established it's in print so I don't know how it fell through the cracks but um >> a lot of things fell through the cracks Rita >> it's called co Well, no, that that's that that's pretty clear. We've been going through that with curriculum for a few years now, and I and I

125think it was I think um with Andrea, it was pretty understood. So, I don't know. I'm just not sure how this one slipped through the cracks, >> Andrea. >> And that's what we're going to be looking at in policy. We're going to review the u the policies that address this and if they need to be changed or or rewritten, we're going to do that. >> Okay, great. Thank you. >> It it feels like you guys we're getting back to the business of the board like like we're taking a deep breath and we're doing the stuff that as a board we're we're supposed to be doing. I had that conversation with Susan um after our after our last meeting was that we we were hearing from parents, we're hearing from kids, we we asked for action

126to be taken um and we did it and now we're looking through things and we're looking at stuff and I just um it feels good to have that type of settling effect. Um it feels like we're becoming much more grounded. Nice work, Board. If there's no further questions about that, um we're now at the referral um tracking and then I would also like say that we can blend the future topics as well. >> Andrea Kim, I don't know where this would go, but we really need to have a retreat. It's been so long that we've, you know, not gotten together and just kind of talked about things that need to be talked about and ju, you know, it's just in terms of a professional uh outlook if nothing else. So, I don't know if that's

127that goes on um on the referral list. If it does, I'm afraid it's going to die there. Um so, maybe we should just think about that. >> No, I think you're right. I think you're right. Thank you, >> Liz. >> Yeah. Um, and Phil, I I see that you just vanished from me here. Um, because we did add something to the referral list. Well, we made a recommendation and I don't have the total verbiage here, Bill. So, I is this the place that we we asked this to be put onto the referral list, Bill? Do you have it? because my notes are don't make sense to me. So, and we just did this at 7:00. I mean 6:00. So, I'm like, "Okay, I definitely needed food and coffee." >> Dig it up. Um, so what

128what are you looking for? Which which one? >> The review and something about the program of studies. >> Review and recommendations for the program of studies is how we worded it. >> Yeah. And um so that's what we wanted to put down as one of our you know our referral tracking sheet with a status report due um that's going to be ongoing but the first one is due June 13. >> That's going to be a lot based on the questions that we discussed today that were pointed out by the board members who reached out. That's sort of where we started. >> We have a laundry list. I should say he has a laundry list. Yes, I I did walk away with quite the list of tasks, but I'll be ready for the for the 13th.

129No problem. >> So, okay. So, you want the review and recommendation uh and recommendation of program of study. Is that is that what the referral >> is that how we said it, Phil? >> Yep. Review and recommendations for the program of studies for Fitch High School is how we worded it. >> Okay. Thank you, Beverly. >> Um I I think mine is more of a statement than a referral thing. It could be a referral. >> Okay. >> Can I Okay. Um with the warmer weather here, a lot of the students will be um uh you know, the coats will come off, the winter stuff's going to come off. And I hope that the school because I have heard complaints about this in high school about the inappropriate dress of some of the students, mainly the

130girls at the high school. They're wearing um we have to make sure they're not they're not wearing Daisy Duke shorts. If everybody knows what Daisy Dukes are, and that they're not their boobs aren't hanging out and their stomachs aren't showing. So, I I hope the high school is really getting a handle on the dress code and um so our young men aren't distracted. So, I think it goes both ways for men and women, but they're on that and they're doing it in collaboration as a campus. So, middle school and high school working together to make sure we're kind of uniform, not wearing uniforms, but we're in sync with one another. >> Okay. No skin showing, right? >> Okay. >> I I think they've had lots of discussion about this. >> Okay. And if and if

131the students come to school inappropriately dressed, what do you do about that, Susan? >> So, the nurse always provides they have extra, you know, shirts and t-shirts and things that they can just cover up >> or they go home. or they can get it from home >> or I think they're allowed to call home and a parent can bring >> That's true. They can do that. >> Okay. >> All right. So, uh are you pretty confident that your staff at the middle school and high school has a firm grip on this? >> I am. And I'll be doing my walkthroughs just to check. No, >> I think it's worth a reminder given this time of year. Definitely. >> Yeah, it is worth the reminder. They're on it though. They told me. So, we'll be looking

132at that, Phil, when we meet with them next. >> Okay. Thank you. That might be the first time Daisy Dukes has been set at a board meeting, too. So, I can appreciate the history here. >> All right. Any other um for referral tracking or for future topic? I see Andrea's leaning in. Hearing none. >> Motion to adjurnn. >> Second. >> Matthew. Second. All those in favor, please say I. I. >> I. >> Oppose. Abstain. We are gone. Thank you guys. >> Very productive and very efficient team. >> Yay. >> Good night to everybody. >> Good night everybody.