001I'm going to call the meeting to order at 602. And the first um the first thing on the on the agenda is the call to order. I'm sorry, is the pledge of allegian. And I was going to ask Mrs. Johnson to do that, but since she's not here, Mrs. Bulman, would you do it? >> Oh, of course. I guess I have to stand. I'll stand and be a miniature. Um, I pledge algiance to the flag of the United States of America and to the republic for which it stands. >> one nation under God, >> indivisible, with liberty and justice for all. >> Thank you. And the next thing on the agenda is the recognition and participation of visitors and delegations. And do we have any are there any visitors or no delegates? No. That's interesting.
002Okay. Well, then my biggest challenge I'm going to do it. Okay. This this this is for comments from citizens regarding agenda items and other subjects of concern that lie within the jurisdiction of the board of education. This is the portion of the agenda where the board welcomes the comments from citizens. Each presentation should be limited to five minutes or less and citizens should if possible submit written comments. Presentation should be related to matters pertinent to rotten. Board members will only ask questions to to clarify the speaker's presentation and cannot respond during the comments of citizens portion of the board meeting. Citizens should should state their names and addresses for the record. We have anybody? >> I do not see any. >> Okay. And I uh I understand that there's not a student um report, correct?
003>> So um is Mrs. Austin here yet? >> Not yet. Um, Mr. U Dr. Pia, do you want to begin? >> Oh, that's Danner is here. >> Well, let's >> I think we could wait until it's his time. >> Okay. >> Yeah. Susan Susan's report actually starts with the enrollment uh comparison. >> Oh, okay. >> And we do have Tom here. Uh I think he's going to share his screen. Correct, Tom? >> So, we could begin with that. So, thank you. >> Can everybody see my screen? >> Yes, Tom. >> Yes. >> Perfect. So, we wanted to kind of give an overall snapshot of what enrollment looked like this year and also discuss a little bit of the changes that occurred over the year. Um, this snapshot takes place from 101 really to the end
004of the school year. 101 being the date that we report students as being a part of our district uh for the state of Connecticut. So that's why we use that as kind of the official start date. Um but to start and give some overall context, um kind of a really interesting piece of balance from this year, uh students who transferred out, so this is after October 1st, uh maybe before the end of the school year, 375 students transferred out of Graten. Um a little over twothirds of those were outofstate transfers. So students transferring out of the state of Connecticut. So we can assume a large proportion of those were probably Navy families um being redeployed. About a third of those were instate transfers. So some were you know majority are New London, Norwich, Stonington, local
005areas, but anywhere within the state would be considered an in-state transfer. Um but then we also had 374 students transfer in. So we were a net negative one over the whole year, which is about as close to balance as you can get over the course of the school year. Um, a lot of those are new incoming pre-K students, but overall our district remained really balanced throughout the school year in terms of our overall enrollment, which is really nice. Um, we also wanted to show some overall context just in terms of the increasing diversity of croten. So, going back all the way to 2012, and this is looking at the elementary population, um, this is looking at the percentage of students who identify as non-white. Um, so you can see there's been a substantial increase since
0062012 of that proportion and and we are at the elementary level now for the first time actually a majority non-white district for this year. This would be the first time of kind of officially looking at our enrollment in that way. >> Um, we didn't get those two screens, those things. >> I know. I apologize. I I added those with with Susan and Phil today. I apologize for that. >> That's fine. >> Kind of my weekend project. I apologize. >> We We will send them out though um >> when we send out the minutes so you have the full >> Absolutely. >> Thank you, Susan. Nice to hear your voice. >> Susan, did you want to say anything before I continue? I know you didn't get to come in at the start. >> No, I think
007that um you know, we wanted to take a look at it both in the fall and the spring. And I would say the overarching goal for Grten public schools and the Graten 2020 is that we really want our classrooms and our schools to mirror this community. And while we've made a lot of gains with the magnetizing of our elementarymentaries and the one middle school and one high school, when we get to the end, you'll see what a perfectly balanced school is. And we're even trying to get it better in the classrooms in those levels. But we still have some more work to do. That's why we'll have a lottery every year. So, Katherine Kolowski is an example and I would say that um they have about 30% of students that are not in their neighborhood.
008So, that we are bringing kids in from other parts of town and have been. So, we'll just This was the fall data in October, the October one numbers and then we can kind of show you how it compares. um and they are um white non-Hispanic hovering like 34 close to 35%. So we'd like to see that number get closer to the 48% um mark that the rest of the schools are, but they have a little ways to go. >> Yeah, absolutely. to to Susan's point, there there wasn't kind of a really for the for the amount of turnover that we have in the district, there really wasn't any major shift within Katherine Kaskk's enrollment. Um, but to her point, our our hope is to balance Kathern Kaskki more. So Kathy has a higher proportion of
009non-white students than our district average at the elementary level. So we'd like to bring in um you know more uh more balance to that building overall and we can do that through the lottery system. As Susan's saying, we have a lot of demand at Kathern Kaskki. Um, but we don't have a lot of demand to leave Kathern Kaskki. Most students want to stay there. Um, and the only way we can open up seats at Kathern Kaskki is if more students want to leave. So, the biggest thing for us is to make sure that we're, you know, also advertising those other schools. And we'll touch on that with NEA later on. Um, to make sure that we have availability at Katherine Kaskki to meet the demand that we have without the throughout the district. >> Susan,
010I have a a couple of questions about CK. >> Go right ahead. Well, when I look I know CK has a whole extra wing of classrooms compared to Northeast. They were built the same time and Katherryn Kineski had it's a much bigger school and yet their enrollment is much less. And when you say that there isn't room for more students to go in there, that that's perplexing to me. Um because it is down. I would love to see their class sizes um I'd like to see all the schools class sizes um as at you know like June the June 1st enrollment um because I just you know I'm just curious as why their their number is only 349 students northeast which has one whole less wing is 403 >> and I don't know what the
011wing is that you're talking about. I remember there were additional classrooms at CK. I'd have to actually go see Well, when they were building when they were building the two schools, >> they ran out of money at Northeast. It was $20 million. So, they lpped off a whole wing of the school and did not build it. So, it because it was supposed to be exactly identical to Catherine. >> Right. Right. I do remember that part that they were supposed to be the same. >> Right. And that didn't happen. So they have much fewer classrooms at Northeast Academy yet there are many like 50 more students. So I was just curious why >> I would say they've been mostly pretty close through the years. The thing that um that is really nice about CK and NEA
012is they have the additional FTE and K in one which really gives us the opportunity to add more kids in. But we have to be very careful with that because we can't put a standard class of 22 in K and one because then when we go down to the three FTEES in the grades two through five you get too many students in the classroom. So, it's a real fine balance, but we really monitor it very carefully. Um, all the >> their enrollment has consistent consistently been a lot less than Northeast Academy. And >> yeah, we'd have to take a look at that. >> The question is when Tom said that, well, there isn't room to add more there. I think there's a lot of room. It's at Katherryn Kowi to add more students. if you
013look at the number at Northeast Academy which has far fewer classrooms. >> So that's something that I would like to see the class sizes. >> Okay. Well, we'll look into that. >> Thank you. >> Yeah. I will also say just just anecdotally looking quickly, I I believe that they are um the exact same number of FTEEs. So you're not talking about any additional teachers at >> Cath larger larger class sizes versus smaller class sizes. >> No, no, no. I agree. But I I know I guess my point was it might be a physically larger building, but in terms of actual classrooms. Um it's the exact same in terms of FTEES, >> right? But it has many more classrooms than Northeast Academy. I don't I'm not worried about the um the FTEEs. I was talking about
014how many children will be in a class. >> Okay. >> The only classroom that I know is an additional classroom at CK is they do have a steam lab. So, they have a classroom, but I'll I will look at that more carefully and get back to you. >> Can I ask a question? >> Oh, Bev, go ahead. Oh. Um, >> I can't see any I can't see anybody, so I can't see your hand >> with the screen. >> Yeah. Oh, there you go. Go ahead, Beth. >> Okay. Thank you. Um, what what do you mean by black, not of Hispanic origin? What's the purpose of that? >> That's a state those are state definitions, Bev. So, they come from the Connecticut State Department of Education. That's how they're classified. >> Tom, do you have a
015better answer than that for me? >> Uh, yeah. So that's um students who identify as black. But >> I know I know I know that. But what's the purpose of saying black not of Hispanic origin? Why don't you just say black, white, Hispanic? And you don't have any spot for other like say supposed to identify with black and white. You don't have a place for two two ethn ethnic groups. >> So So there's a difference there. So there are there are different um ways we report the federal way and the state way. This is listed as the state way because of how we report to PSIS. So on federal there there are two or more race categories or other um also Hispanic is an ethnicity not a race. So therefore you can identify as black
016and Hispanic. So this is separating that out. So if you identify as Hispanic even if your race is black you'd be listed as Hispanic here but not black if that makes sense. Um so this so it's just two different ways that we can report it. and I chose to report it in the state of Connecticut way, not the federal way. >> And the state doesn't say anything about other or two or two groups like I'm I'm mix. I'm black and I'm white. So you're making people pick what group they're going to join. >> So So the how the state of Connecticut looks at it as is a primary. Uh so you choose a primary or the first race you identify with or you identify with and then from there you can choose multiple. But this
017is just how they record it. So they would run with the federal, obviously if you chose more than one, you'd go with two or more race category. >> All right, that makes no sense to me. We should try to talk to the state about if somebody's mixed, even black and Hispanic, they should be able to list both race. Why should I have to pick one race? A lot of parents complain about that, that they're forced to choose one race over the other when they have a father and a mother equal, but they have to choose a race. And um you know, maybe that's something you all can talk to the state about. >> Yeah. To be clear though, Bev, I just want to make sure you're clear. We're not limiting the family's choices. The families
018can report as much as they want. It's just how it's reported out in the state settings. >> How old how old is this uh how long has this been going on um this from the state in this way? >> Uh I I can't answer that question. as long as I've been doing this. >> When have you been doing this? >> Uh, so at least 10 years. >> Okay. So, 10 plus. >> We actually have the Connecticut State Department of Education um team coming to speak with us on Friday. So, we will add that to our list of things to ask them about. How about that? >> Very good. Thank you. Yeah. >> And let me know the response that they give you. >> I would certainly be happy to do that. >> Thank you, Susan.
019>> Is there anybody else who has questions or or comments about this? >> I think Dean had his hand raised. >> I don't know, Dean, how I can I can't see you, so I I so Mark, I don't know. Is there a way for you to uh >> Oh, I'm sorry. Yeah. No. Okay. No, I had my hand up before so >> Yeah. Yeah. And I can't see it, so I'm sorry. Can you let us know when their hand is up, please? >> And I was muted, so that's partially >> Someone stopped sharing the screen because I see the same things you do. >> I see. >> Okay. But can you at least hear me? >> Yes. >> Okay. You can the dula tones of my voice or what matter. >> All right. I've got
020a couple of questions. One is um identity versus classification. Many many many years ago I did a refi. I'll never forget it was a woman I think in West Haven and I was asked by the lender because lenders are asked to collect statistical information. It was a she was she was refined on her mortgage and I was asked how I would identify the borrower and the borrower was asked how she would identify. So there were two different stats that were collected. I'm in the room with a black woman. So if you ask me what she was, she she looks physically black, right? That's how you would that's how I would classify her if I had to classify her. So I check off black, but she's from the Dominican Republic. She checks off Hispanic. So, you
021know, whatever the government wants to do with that statistic. So, I'm I'm I'm aware that people may be identified by others one way, but self-identify another way. And I'm curious as to whether these stats represent people's identifications or maybe the district's identification. So, the district may be saying that student is this, that student is that. The students may identify different. So, are these numbers in line with how people identify or are they how the system has identified the kids? I'm not sure how the stats were were gathered. That's my first question. >> So that is by um how the family identif selfidentified at the time of enrollment. >> How they check the box off. Okay. >> Yep. So how they check it off. So if they they like I kind of said before, they choose
022a primary um you know way to identify and then they can choose unlimited secondary. They could choose you know five races if if that's what they wanted to, right? Um and then within there then the system just picks up the primary in this case. Um or with the federal reporting it would be the two or more race categories. >> But the problem then comes you said families that you said it right now. Families can choose as much information as they want but our district will pick the primary information and that's how the student gets classified. So the family has to decide what do we put down as primary moms or dads. Um, the second question I have is Susan, I think you had said before your goal was to have all the schools reach I
023think you said 48%. Did you mean 40? >> Yeah. >> Did you mean 48% non-white? >> Well, whatever the the districtwide number is, we want to get as close to that >> in the schools as we can. So right now we really in that graph that you saw a couple graphs ago, you saw that we had increased number of students of color who are non-white. So that numbers, let's say 50%, I think we're close to the 50/50 mark. So we really want the schools to be more like that. You're going to see that at the middle school and the high school, we're spot on because of our one middle school and our one high school. And for the elementaryaries, we do have some room to go. and it might not ever reach that perfection, but
024if it's at least plus or m minus 10 or 15% um or you know, then we're we're doing pretty well. So, um >> here's here's my issue with this and how this is being structured. Um I I did a quick literally back of the envelope, you know, through the schools and what I get is just a hair over 51% white and 48.9% others the non-white. if this is this is the divide we're going to use and my problem with how this is being structured if this is actually going to be some sort of a concrete goal is we're literally making the stats and using the stats from a white centric point of view so that as long as the school is 48% something other than non-white we're cool but within that 48% we don't seem
025to care whether it's black Hispanic American in as long as it's nonwhite. And I I think that that's a very artificial divide. If you really want to really value the categories uh that the state or the federal government puts out, if it really matters, then we should be looking for all of the balances within each category. That would be the ideal, not just who's not. That would be the ideal. every one of the categories. >> But the state, I have to tell you that the state, the reason why we put in our Grten 2020 plan was, if you remember, Claude Chester was significantly out of balance and we were called on that by the state of Connecticut. And so they and they were looking at that as white and non-white when we got that classification.
026So when the state is looking at it, they're looking at it from that lens. But I would agree with you that if you really wanted to have the perfect balance and the perfect mirroring, we would look at the total percentage of students in these different categories and you'd love to see that divided out kind of equally amongst the school. That would be real perfection. >> Actually, I wouldn't because I consider these categories themselves to be artificial. Basically to say that somebody is white and therefore they come with these characteristics and someone's black and therefore they come with these characteristics is racial reductionism. You're black and therefore you're like the following. >> People are not people are not recipes. Just because they're a color or an ethnic group, right, >> doesn't mean that they're in that
027box. >> But it's a starting point that we use statistically for government purposes. But the reality is the kids are the kids. >> That's right. You know, >> that's right. But if you if we want to stay in balance according to what the state guidelines are, we really need to have it mirror the what the community numbers are, too. >> I've got no problem saying we must be in compliance with what the state requires. But beyond that, let's just be honest. Uh you know, these are artificial to a large extent very artificial categories and carryovers from another era. But thank you, >> Susan. You want to continue? >> No, actually, I'm gonna have Tom continue. >> Well, >> Andrea, can I ask another quick question? >> Oh, absolutely. Thank you for letting me know that.
028>> Um, when you say 30% of the students are not in their neighborhood, do you know what neighborhoods these 30% of these students are coming from? >> They're from across the district. Pretty pretty evenly divided. >> Okay. CK was our very first magnet school and um had tremendous success in growing the magnet. Um and then Northeast Academy came along and we're still they're kind of a newer magnet. So they really have a ways to go. So >> does this help us with state funding or is this um this something that we do because the state does this? Well, I think partially we're an alliance district because of our diversity and socioeconomic status. All of the other districts, most of the other districts in what we call our district reference group >> are similar. Um, >>
029fortunately, we've had really good performance data. Um and we were one of the last ones that were recognized in and remember they were um talking to me about the graduation status but because of legislators and some testimony that I wrote we were able to stay in as an alliance district especially based on COVID not knowing you know what the real true results would be. So um we have another five years that we're considered an alliance district. >> Okay. >> Thank you. I I do have to say I always hated segregating the races out. I always thought that we should say United States citizen, noncitizen or American, non-American. I hate that we seate the races out like this, but that's just my personal view. And I know we do it because the state and the federal
030government requires us to do it, but I don't know. I just never liked it. Well, you know, and I also want to make sure that it's fair and equitable in the classroom and that our all students have access to those higher level classes. And our data team does a great job looking through these different lenses, boys and girls. Gender is another one that we do so that we make sure that you we are um fair and equitable um with the resources. So um I would say that it does serve us well. um as a district that we can really analyze the data and make sure that we are taking care of everyone. All right, I am going to proceed to the next building. So our next building is Charles Barnum. I know Seth is here.
031Um so as you can see Charles Barnum, um this is how they started off in October. total enrollment of 331 and by June they had risen slightly to 338. Not too big of a difference in terms of um you know each group kind of the disagregation relatively stable enrollment throughout the year. Any questions or concerns around Charles Barnum, Mystic River, um, as you can see, you know, Mystic River is is very close to that district average in terms of, um, kind of proportionally how it is structured. Um, that being said, it does have a very large, um, Hispanic population compared to our other buildings. Um, Mystic River started with an enrollment of 525 and ended with an enrollment of 541. That is not surprising um as we do have a substantial amount of preK students
032who join us after 101. So, the majority of that increased enrollment came from increased prek enrollments throughout the year. As Susan had alluded to earlier, the the building where we have the most room to grow is at Northeast Academy. Um 71% of our student population, Northeast Academy at the beginning of the year identified as white. Um and in June that really didn't decrease at all. So we show roughly stable enrollment at Northeast Academy. Um, you know, as we talked about earlier a little bit with Kathern Kaskki, I think the biggest key here, um, is that we have a lot of demand for students to go to Northeast Academy. We have very little demand to leave Northeast Academy. Uh, which is great that our students love it and our families love it. Um, but if none
033of our students from uh, who are districts of Northeast Academy want to participate in the lottery to go to other schools, we have very limited ability to open up more seats for other students throughout our district. So, we're really hoping to encourage more students uh to apply in the lottery going forward so that way we can offer more seats at Northeast Academy. Susan, >> we also have within the um the program for the Graten 2020 when we had both um Kalenberg's help with looking at these numbers and also Malone and Mc Broom. We have two areas that are grandfathered. So, there's an area in um well actually three. Brandi Avenue, which is really close to um Thames River, those children often go to CK or they were previously there. So if you have a child
034coming in new, a new family, new kindergartener, they would be then um placed at Themes River instead of CK. But because we do keep siblings together, that's going to take us a little more time. The same thing is true in the neighborhood that now goes to Northeast Academy but is in walking distance to Mystic River. And so once that starts to shift and those new families come on board and you know you don't have the sibling need to go to Northeast then more of those students um will be coming to Mystic River. And then there was another area at the Claude Chester um on Pquanic side that was grandfathered, a small neighborhood probably towards the back of Claude that um was also supposed to go to Northeast Academy and be grandfathered in. I don't know
035if that makes sense to you, but um those systems take a while to to get in place because you want to do it kind of slowly because you don't we didn't want to just redistrict kids and move them from their home school to a different school. We wanted that to be the choice of the parents. So eventually as new families come into those three um areas, we will be able to see a shift too. Are there any other questions or comments? >> I have a a a question or a comment. Um so Susan, what I'm gathering from this Northeast Academy um slide is that the pe the students that go to Northeast Academy live in that neighborhood and they don't want to go to a school outside of their neighborhood. >> I wouldn't say that.
036I think that they um they are mostly we do have like I said they were our second magnet and I don't know what the percentage is. I could find out for you what's the percentage of magnet students but um you know and and what's the area that naturally goes to northeast because I think once they get into northeast they want to stay there. >> Yeah. You don't know the percentage of students like he said 30% of the students at uh Kathern Kaskki um were not in their neighborhood. Do you know that for Northeast Academy? >> Yeah, it's much less than that. Maybe 15%. >> Okay. So then most of their students come from that neighborhood, >> right? Or have y >> or have. Okay. >> But there are those grandfathered in areas that are so
037supposed to make a shift. So, um, between that and the lottery, we are looking for improvement. >> So, we don't make them go to other schools like because I thought I heard at one time that the that the Brford Manic kids had to go to Things River. >> No, they can. They um are really they were split between originally the neighborhood was split between CK and Claude Chester. So many of those children went with their peers. We wanted to keep the kids together in school pods. So they went to Mystic River. >> Yeah, that's what I >> But they could apply to the lottery and get into Thes. >> Okay. >> Grand Avenue is the one right across the street. Um that was the one that would be grandfathered in to go to Thes River.
038>> Okay. But those kids were not allowed to go to their neighborhood school unless they chose to go into the lottery. Well, no. That that would be their neighborhood school. >> That would be their their district. >> River would be the neighborhood school for those Grandfoot Manor kids. >> Yes. Because they were at Claude Chester and >> Claude neighborhood school. >> Claude Chester was their neighborhood school. That was the districted school for them. So, we wanted to keep those students together. >> Okay. So, so >> with their Claude peers. >> Okay. So, district school and neighborhood school, two de two different definition. >> Yeah. Because now it's hard to say that any of our schools are neighborhood true neighborhood schools because we only have five, no longer 10. So, we don't really have, you know,
039we might have schools that have close proximity and then some who are further out, but um let's say their circle of friends has been wider because widened because of you're going down to five elementary schools for the whole population of Graten. I I do believe Northeast Academy though because they have fewer classrooms and they do have quite a few students who live in that area. There are a lot of there you can walk very easily from a lot of the homes around Northeast Academy to Northeast Academy um if it's you know less than a mile. But um but there are a lot fewer classrooms so you don't have the choice of having those open lottery seats like you do at CK. And I believe they had to redistrict from uh Claude Chester at I mean
040from the the students the CK there were just the population was such that there were too many minorities. So they redistricted those students to Claude Chester and some to Mary Morrison at one time. So, yeah, that was probably before Mike and I got here. That I think that happened the year before. Um, I want to just make it clear that when you're talking about much much less classrooms, we're talking about physical space. Northeast Academy and Katherine Kolowski have the same number of home room classrooms based on their FTEEs. So in other words, you have four kindergartens, four first grade, and three second grades, three third grades, three fourth grades, and three fifth grades. So the same number of home rooms, >> but we don't know what the class sizes are. So you can have >>
041the class sizes are kind of the board related, >> right? >> So that there there it's a big difference. >> Well, I I will make sure you get the class sizes. >> Thank you. to show you. Yep. >> Any other questions around Northeast Academy? >> Yep. >> Uh so themes River um again very close to kind of the district overall averages. They started the year at 520 increased to 530. Again we have a prek program at Themes River. So we expect increased enrollment throughout the year. Um Tom, can you tell me which are the is it one elementary school or two that has the pre uh kindergarten class? >> Two. Mystic and ths. >> Both of them. Okay. >> So, the two newest buildings. Yep. >> And these enrollment numbers include that. So, when you're
042thinking about 530, that's including those prek students who are who are half day in a lot of cases. So, uh, you're talking it does bump those numbers up substantially. >> Any questions around the river, >> right? Gren middle school. Uh, as Susan said, one middle school nearly perfect balance. Um, you know, 51% white. Um, that that is as close as we can possibly get as we only have one school at that level. Graten Middle School's enrollment started at 9006 and dropped to 8.95 throughout the course of the school year. And that is typical. That is not an outlier for Grat Middle School. All right. Fitch High School again nearly perfect balance. Fitch started at 1,062 this year and went to 142, which again is fairly typical at the high school level. >> Andrea, I have
043a question. >> Go ahead. Yes. >> Um the the 20 there are 20 less students in the high school. So um can you do you know why these students left? Um, was it were they ever expelled or you know the 20 students seems to be a lot to me compared to all the other schools. So I was just curious if you knew whether or not 16 year olds were dropping out of school or what what is the reason why there were 20 fewer students? So, typically we see in the leadup to 10 one uh the the magnet schools send out kind of a last wave of seats um with the idea that they're hoping to get as many students by that 10-1 date for funding purposes as possible, but not all of those actually get
044fulfilled by 101. So, we still have kind of a backlog of students who got seats who may not have officially moved yet to a magnet school, for example. Maybe a seat opens up at Marine Science or something. Um, so a lot of those are just magnet movements which we see generally at the high school level as students transition up to 9th grade. We do lose substantial number of students to those magnet schools. So most of that is because of that. It's not it's not because of expulsions or or students necessarily, you know, being outplaced or something like that. The majority vast majority of that is movement to magnet schools around the area. >> But wouldn't they do that before 9th grade? Not I mean this is 20 less fewer students through the year from October
0451st to June 1st. >> Yep. Absolutely. But when you're talking about incoming ninth graders, as I said, you have those schools trying to get to their max enrollment. So they're still releasing seats all the way up until 10:1. So you still have a lot of students who just didn't get their paperwork in yet. They may have, you know, told somebody you or learn, hey, I'm coming to you that last week of September, but it takes a few days to get that process going. So some of these students may have less on 104 for example um and they still count for that. Um so we >> can oh sorry >> I can add to that too Tom that we do have a lot of transiency beyond the military. We have the military and that does impact
046the high school but we also have the Norwich, New London, Ledger, Graten, sometimes Stonington where families even if they have high school students 9th, 10th, 11th, typically not 12th but you know in the other three grade levels where they do have to go to their districted school. So, um, if they make a move and with the housing the way it is now and the the escalating rates, I mean, it's really tough on families. So, they might have to find a home in another area to be able to afford it. And then that would cause the family to have to move sometime during the school year. Are there any other questions for >> I have a question if I might. >> Go ahead, Matt. >> Thank you. Uh, I share some of the concerns that Bev
047and Dean raised about the utility of these classifications. I appreciate the effort to overcome whatever structural problems we have, but I'm not quite sure how we're served in unifying our country by saying we want to get away from discrimination by immediately classifying people. That being said, whether the politically correct word is underserved or at risk or if there's some other word I'm unaware of, I'm wondering if we can use these classification, Susan, in some way that lets us track graduation rates uh over a four-year period so that if we have I'm just going to pick the number a thousand kids uh come into the middle school or a thousand kids come into Fitch and you'd have to make those choices, we can really track whether our success rate is uh is equally distributed amongst all
048kids or if there are some classifications I hate the word uh that are more likely to suffer or not. Is there any way we can use this data? >> So absolutely as a matter of fact that was what it exactly what I was talking about when I said to make sure it's fair and equitable. So whether you're looking at attendance, whether you're looking at graduation rates, whether you're looking at who's in the honors classes, the college level, the higher level classes, whatever the case may be, we always disagregate our data so that we're trying to make sure that it is fair and equitable. And there are times when it's not and we have to do something about it. Hence was the action plan that you saw put together at the high school and even the
049middle school is is talking about it to make sure that underrepresented students, those who, you know, are not showing up to those classrooms, students of color in those highle classes will know that they can do that and we support them in doing that in taking those classes. So you're exactly spot on that we use this not just to put kids in you know uh you know cubby or to put them and to but we use it for data collection and to make sure that we have fair and equitable practices. >> So um do does the data currently exist? I I haven't seen it but that doesn't mean it doesn't exist. >> I think we've shared it with you. We've shared it with the board disagregated. Yes. >> Okay. >> We have shared different data. >>
050I'll follow up because somehow I'm not connecting it. But thank you. >> Okay. Matthew, are you talking about specifically three and five year graduation dates uh rates disagregated? Is that what you're looking for? >> I'm saying if we have a thousand kids and I don't know whether you'd start at middle school to track it over the full secondary cycle or or just start it when they come into Fitch. If we have a thousand kids who come in and we can say that of those thousand kids who come in uh this year they fell out into uh into the whatever however they fall out and then we look at them when they gra we look at the class when we graduate and we have to subtract out those who left and add in those who came.
051I'm not sure what the formula is to see is our success rate uh achieving the goal of equity and fairness that I know we want. So, we keep track of all of that data very carefully, especially being an alliance district. That's part of the meeting that we're going to be um involved in on Friday with the state department is looking at all of that data, performance data, attendance data, graduation data, and um you know, and then, you know, talking about action plans. >> But to your question, Matthew, we do have that data. We're happy to share it with you. >> Thank you very much, Tom. >> Well, that's what I was going to ask also. Can you share that data with us? >> Yeah, absolutely. So, graduation rates trail by one year. So, it's last
052year's graduation at the current graduation. Uh, but we can certainly provide that for last year and then during this year we'll get this year's graduation probably around mid year. >> And then that would be juxtaposed against the same class when they entered the secondary. >> That is correct. >> Thank you. >> Are there any other questions, comments? I believe Dan Dean has his hand raised. >> Thank you. All right, we lower the hand. So the disagregated data um does it does it divide by boy girl? >> Yes, we do gender as well. >> Okay. Because I I remember looking at it last year and the boys in Groten are disciplined at least the discipline that you would have to report to the state are disciplined at a rate of 2.4 times the girls rate of
053discipline. >> Shocker I know. Also, for many, many, many years, there's been a trend where the girls academically simply beat the pants off the guys. So, does the action plan, and I I suppose I could look for it, but does the action plan address uh what I think uh could be there, maybe I'm wrong, maybe the boys are not lagging, but academically, boys dropping out, boys lagging behind academically, boys being disciplined. Does the action plan go by gender? >> Yes, we also look at it based on gender as well. Okay. >> I would also add socioeconomic status is a major disagregation focus for us as well. >> I think the problem with socioeconomic status is you rely very heavily on on families self-reporting what their status may be and people tend to be ky about
054that. So >> uh that's not entirely true anymore because we do get direct certification list from the state of Connecticut. So that does uh flow out of kind of all related services through the state. Um so most of that is not self-reported anymore. state reported >> well above a certain level probably if you're not engaged with the state at any point that doesn't necessarily make you a 1enter. >> No, absolutely. That's true. >> So the data is still kind of soft. >> Yeah. There's a large variation once you hit a certain threshold between to your point not kind of qualifying for services and then there's a huge range between really middle class and a 1enter. Absolutely. Are there any other comments or questions? >> I don't see any other hands raised. >> So, Susan, shall
055we move on? >> I would think so. We can do that. Now, we had written down that we were going to talk to you a little bit about the the reading data that we collect as a district K through 12. I did not send you the slides because I wanted to really explain them first. I wanted you to know that we use what they call Fontis and Panel um assessment toolkits to use our own internal data and we use running records and we have highly trained um literacy coaches, specialists, consultants and classroom teachers who are constantly monitoring monitoring students reading growth throughout the year. Some students might need more assessment than others because of their intervention programs that they're in there. We do these FNPPS three times a year typically with COVID. I would say
056that it has hindered us. So we as we looked at the data, we wanted to present it to you in a way that might make sense what happened, you know, as precoid or as pre-COVID as we could get and then what's happening this year. So, um this is a K8 um instructional level expectations for reading and they go A to Z. And in kindergarten, we're looking at, you know, possibly three, even four levels. We do have students though who get through more than A through D or E at the end of the year. There are some students who come in reading higher than that in kindergarten. Um, but most of them are in like pre- primmer level and in those low A's and B's in the alphabet and then grow um throughout the year. And
057that's typical of every grade level. First grade tends to have the most level growth. And I'm going to show you a little bit what that means and kind of describe to you the the level of text and what's happening. So >> Andrea, Andrea, I I really can't like do this by looking at this little screen. I really would like to have this discussion after we receive this information and could look it over ourselves. This is really difficult to see on a little screen and to talk about >> but I think you need to hear not everybody is an educator and you need to hear the background of >> after we get to at least look at it in in front of us like in black and white. I I'm not saying that I I don't
058want to be the one, you know, disagregating the information, but I would like to look at it before we have a discussion or we hear we hear about what you know what is listed there. I I just can't see it at all. >> Are you talking about you can't see the form? >> Right. I mean, and it's just something we should all we should have ahead of time before it's on the agenda. So, would you rather have me take this down, talk to you a little bit about it, and then put up the graphs and charts? >> No, I'd rather have it sent to us so we could look at it ourselves first. So, we we have some knowledge of what's of of, you know, I mean, we've seen this in the past. we have
059an idea of what's going on and it would just be nice to have it in front of us rather than trying to >> Can I just orient you to the show though so that when you receive it you'll know what you're getting? >> But don't you want to talk about it after? >> Oh, I do. We can bring it back again to discuss. I just want you to be oriented so you know what you're looking at. >> Sure. Here's my suggestion. I don't I don't know if if you know if if the board agrees that's fine. If not, that's fine, too. However, I wonder if we could uh get a general idea of what's going to be on this and then have this sent to us. >> Yes. >> And and then maybe take it
060up at a CO. >> Perfect. I like that idea. I hope others do too. >> Perfect. Thank you. >> Yeah. I would say Susan, I don't know, that might actually be advantageous because some of the the secondary data we wanted to share, the ESPback data is still embargoed. So, it's possible if we wait closer to September, we could present it all at a CO. That might be beneficial. Susan, if you just give give us a general uh update. >> So, this this tool that you're looking at right here is what all of our classroom teachers and literacy specialists use to figure out where kids are in their grade level. So these A through Z indications or reading levels help guide who's below who's um approaching who is there at the at the benchmark level and
061then who is excelling the level. So they use that as a guide and like I said it's from GA grades K through eight but in K5 in the elementary we use it pretty fidiously. We use it really with fidelity and we use it three times a year for the um actual FNP progression, but we also do these things called running records where a teacher will sit by a child and listen to the child read and really um see where they are in their level. And it's really based on things like word count, number of different words, number of highfrequency words, the sentence length, the sentence complexity, the word repetition, and really the the content of the story. So, in the very beginning when you're in kindergarten, you see, and you you all probably know this
062even when you're reading to your own children, that the books had lots of pictures in K&1. They had a lot of repeated language. Um, the story content was pretty simple. Um, but really something that little children could relate to. And by the XYZ area, which goes all the way really to the adult level, you see much more um, you know, difficult content and context. Um, and it grows with the child. So, it really um, improves. And one of the things I put here, and if you want to switch to the next slide, I loved this. These are the parent guides to guided reading and reading levels. And when we do um instruction in reading, we go to a next higher level. It's called the instructional level. And that's what the FNP scores are based on,
063instructional levels. And then there's the guy there's the um independent level where you have students reading a lot and practicing their reading and building their fluency. So that's a probably a level below the instructional level. So it's really important for the teacher to know where to instruct and it's also important for the kids book bags or book buckets to get the right level reading when they're reading independently. So these are just some tips for families and I gave you a sample of the K version which is you know the earlier levels. Um and in the middle you can see some of the the kinds of books like in this one this is L and M and this is more of our um second grade um version and things like a Abe Lincoln catus Ameilia Bedilia
064are books on the list that are recommended. Susan, let's not get too deep into it. >> Okay. I just wanted to frame it out that you can see and then you know what are the kinds of questions that parents can ask the kids when they're reading at this level on the right hand side on talk about it. >> I understand I understand that Liz has her hand up but I can't see it but Jay emailed me. I mean he >> Thanks Jay who's got my back. Um, when you send this out, Susan, um, if you go, Tom, could you switch back to the first screen, please? Would you please, um, you know, the first screen with all the letters? >> Yeah, >> I have no I have no clue what those things stand for. And
065could you please add, you know, like a key so I know what it what those letters stand for? I mean, I I just see a bunch of A's and zeros. So that's why I think the parent hand guides are really important. I have one for each of the levels. >> Well then can we have this so that we can read >> this what we use. Yep. >> Yeah. But I just you know I I'm with Rita. I have no idea what I'm looking at. And you know, >> well, that's why we're doing it this way that we're going to get an overview and then they're going to send all of us the >> and then if you read the parent guides, it'll really give you a lot of level of specificity and what happens at
066each of these ranges of levels. So if we continue on >> Yes, let's >> um and then this is more of your fourth fifth grade level and we can keep going. So I'll let Tom take over from here. I wanted to show we we discussed how we would want to show this data and we would want to show a cohort group. So these are our our cohort. This is our kindergarten cohort um from this year um term two and term three and um we also went back for those children who were still in school who were in school with us to the term two of 1920. It ended term two because as you remember in March we were all um you know remote learning automatically if you remember that 2020 year. >> But I think
067we're getting too deep into this. I think we really need to have this to examine before we we continue. >> Okay, let me just let's take you through so you can see where the cohort actually starts. So in first grade and green is the good green is for go. The yellow is approaching and the red are usually typically either special education students, students that need support, students who need intervention. and our first graders were not in school with us the last time the FNPs were taken. But if you go through the grades now, you'll see the true cohort. So the second graders were in kindergarten and you can see that um it you know it's it was really to me um not as bad as what I really was thinking when they were out for
068basically this last year was hybrid year, remote year. this year was very much influenced by um the pandemic and the quarantining and the illness. >> But Susan, unless we we we have the substance, I think I think if you go through and say this is this is what you're going to get. You're going to get the uh >> yeah, >> just go through it. >> So, we'll just flip through them now that you know that you're going to see the cohort second. Next will be the third grade who was in first grade and then we'll see fourth grade who were second graders before, you know, we went out. >> I I think that's that's all we need to see is we know we're going to get these. >> Yep. >> Okay. >> I I would
069just like to make one point. Um to be clear, these are not matched cohorts. These are rough cohorts, meaning we did not match students over the years. So um this is just how this grade level performed in 2019 2020. It is not the exact same students. So, as you know, we have quite a bit of turnover. I just want to make sure. >> But these are the things these are the things that we should be talking about after we have Yes. >> after we have the information. Yeah. So, let's let's just move on to to the next one because we know we don't want to waste all of your valuable work on something we don't have in front of us. >> I just wanted you to be oriented because if you had received it and
070you said, "What is this A through Z?" >> Yep. Yep. >> You know, I wanted you to be familiar. and the parent guides. I'll make sure you get one of each of the guides so that you can kind of see the growth and development and I, you know, and see what the children are, you know, reading and how it differs, how it changes and grow. >> That's great. That's that's really good. Yeah. Is there anybody else who wants to >> who has a question or a comment? >> Okay, then moving on to um the assistant superintendence report. >> All right. Good evening everybody. Um I I'm just going to give my monthly report. Um I I took some I try to take some time over the last few weeks to to visit the different programs
071that are going on and or at least check in with the uh people who are the program director. So I'll just give you a brief overview of of what I've been doing, you know, since the summer started. Um with our uh ESY program, we have on average about 120 to 130 students in prechool through high school attending our e extended school year uh program. The standard session ends this week. Uh we do have 54 students in our ABA program and transitionmies who will continue through August 11th. Uh each day there students are given breakfast as they enter the building. Uh they typically participate in a morning meeting or shared lesson before working on their IEP goals and objectives individually and in small groups. Uh students do also receive related services such as speech, OT, PT,
072and counseling. Um so most of our most of our students do take the bus to and from school. Um and we also have two buses that drop students off at Camp Button and Camp Discovery after school. Uh so that comes from Natasha Zanelli who's our ESY program director. Uh doing an excellent job with that program this summer. Um the STEM themed summer camps that were happening at Charles Barnum, I've reported on those before, uh those have concluded. Uh but um approximately 400 students from all areas of Graten attended those uh two weeks of camp. Uh teachers from each of Graten's elementary schools led classes uh on hands-on STEM activities and a wide range of team building experiences. Uh week one themes included designing bridges, exploring wind power, catching invasive species, and building rockets and rovers.
073Uh the week two theme included creating bubbles and bubble wands, engineering racers out of recycled materials, building earthquake resistant buildings, designing parachutes, and the one I'm very sorry I missed. engineering ice cream. Um, in addition, students explored computer science and coding. They had visits from Connecticut Science Center and presentations from our own aluminum falcons robotics team. Um, and this is all coming from uh Ben Moon and Christina Post who who led the program. They said the teachers did a fantastic job of highlighting the areas where math is used in science and engineering activities. Um, survey results from families indicated a high degree of satisfaction and a desire to continue to offer more summer programs like this. And staff surveys also indicated a successful learning experience and a desire to participate again next year. Um, so
074that's always great. Um, and hopefully we'll have some picture. We, um, he did send a link of a file with some pictures uh that Mark had taken while he was there. So, um, so we'll try to share those with some of the board notes, upcoming board notes. Um, Carrie Carter reported on the GMS summer steam camp that's winding down and also ends this week. Um, and during the four weeks, they held two sessions for students. In those sessions, students participated in math, language arts, and steam activities. Uh the math and language arts sessions were designed for catching up students um filling in some gaps and also for those who just wanted to stay sharp with skills over the summer. Uh the steam sessions were more enrichment and included activities such as dance and fitness, team
075building, arts and crafts and earth science. And in addition, we also had a portion of the blues and beyond program here, which we've had in the middle school for the past couple years, uh, which incorporates, um, music themed, uh, lessons to teach, uh, history. So, um, they they visited our program each, uh, Thursday to end the week on a high note. >> I see that Mrs. Vulman has her hand up. >> Yes. Well, you know, my question is like you said for for there was at least two weeks at the Grten Middle School where they had, you know, they addressed some of the math and language arts learning loss, but again, not anything in our elementary schools. How did the district address learning loss in elementary schools this summer? Steam is enrichment as far as
076I'm concerned. And that was two weeks. And I I just felt that all along we needed to have you know I don't know you at one time you told me that there were going to be tutors. >> There were there were we have our our math and literacy specialists and other any teacher could um could offer their services as um as tutors for this summer. >> And how many students are getting tutored and how does this how does it happen? >> I can get you I can get you the numbers. I can definitely send those uh this week because I don't have them in front of me, but they were identified by each school's uh data team um in terms of um whether they um had some gaps in math or language arts. Uh those
077sessions are done. There's one-on-one tutoring going on and there's also small groupoup tutoring going on and it's being done both in person and via um via Zoom. >> Yeah, I really be interested in receiving that data. >> Absolutely. Yeah, you're right. I should have I should have incorporated that and that is ongoing. Um that's been going on since the end of the school year. So I can definitely get those numbers and even get um some reports back from those tutors. >> Wonderful. Thank you. >> I wonder if we could make it a pro a practice that if you're going to talk about something that the data gets to the board before you could do that. Beverly I see your hand is up. >> Thank you Andrew. Um Phil. >> Yeah. Uh, could you go back
078to the beginning of what you were saying because I missed some of that. You were talking fast. I couldn't get it all about the trans the transition classes. What exactly are they? And then you use some abbreviations and I didn't know what they were. >> Oh, okay. And I tried to take out as many of the abbreviations as I possibly can. I think you're referring to when I said uh there are 54 of our students that are in our um applied behaviors program and transition academy. Those are students, those are some of our uh students with autism. Um and those students who have other um behavioral issues, emotional behavioral issues. Um those students do stay on um for additional help um until August the 11th. I I believe the the um abbreviations I did mention
079um that they work on their IEP goals, their individualized education plans. Um which um all students um that receive special education services have um and then I mentioned >> what was ESY? >> Oh, extended school year. That's the that's the program. And then I >> that is specified in their IEP. So in their final year IEP that's discussed who who is going to require summer school and the transition um academy actually is housed up at central office. Um those are our students who are beyond high school. So you know those are our students up to age 22 um who you know continue a program in the summer. >> Do they go all day or half a day? It's a half day program in the summertime. Y >> and they go until August 11th. >> Yes.
080>> Okay. >> Yes. >> They all have jobs too this summer. >> So, you know, that whole life skills and getting jobs, they have had different jobs even in during the school year. So, >> and you said you had 54 students in this transition academy. >> No, that's between the um autism program and the transition academy. Thank you. >> I apologize for for for speaking too fast and I will try to keep note of that. Um finally just two more reports. One from Fitch High School um from between Adam Diskin and Joe uh Aaresi. Uh they said that the summer school is progressing nicely. They began on July 6th with students taking Apex learning courses. Um those are online courses and other students taking in-person learning classes. Uh to date they have 126 students attending
081summer school. Um approximately n well not approximately 90 students are are um involved in over 178 apex learning classes. Um and 62 students are involved in 14 in-person learning classes. And again I'll send you these numbers and and um so you can uh see them. And those numbers don't add up to 126 because there are some students that are doing more than one type of learning uh this summer. Uh but they are anticipating that 93% of the students enrolled in the Apex learning classes are on track to earn the credits that they signed up for. Um uh and again the Apex program and summer school give students the opportunity to receive credits that they lost over the last couple years. um progress in the in-person learning classes um is all positive. Students are engaged in
082completing the required work and the anticipation is that they will pass those classes. Um and then the final report I asked uh Ernie to uh give me an update on how uh lunch services are going. Um and everything is really positive. you know, um the bottom the, you know, in terms of the time at Butler, uh they serve snacks roughly 275 daily. Um at Mystic River, they serve roughly 85 to 90 breakfasts daily. Um at the high school, um they probably they said they're they they have up to they have enough to feed everyone who's there, over 125, but are currently only serving about 40ish a day, breakfast and lunch. um at that location. Um GMS also, they have enough for everyone who had signed up, but they're currently only serving about 15 uh daily
083uh which is breakfast only at Graten Middle School. Uh the community and recck sites uh that we've spoken of before uh where um they're throughout the uh community. Um those are doing extremely well and serving about 600 breakfast daily and about 750 to 850 lunches daily. um he's he made note of that. So, uh that's a quick snapshot from Ernie in terms of um the food services. So, I know his people are working really hard uh to make sure um that it's available to everyone uh that wants it. >> Definitely. >> Thank you, Andrea. Um Phil, in the high school summer school classes, what classes have the highest what subjects have the highest enrollments? What subject do you see the biggest need for student that students are taking >> the makeup credit? I'll have to
084get that information from the high school. I don't have that. >> Um, but what I'll do is I'll include that when I send the uh the numbers that I just read off to you as well. I'll include >> Okay. Thank you. >> Are there any students who are taking college level courses this summer? >> I don't think that's reflected in in in these the apex and the in-person learning. Um, it states that the apex is used to make up credit. I'm not sure if the in-person learning is is college level, but again, I will verify that with Adam Diskin and Joe. >> I thought there I thought that college level courses were available. Maybe not through a Apex, but they were. >> Okay. Yeah, it could be. It could be. I'll verify it. >> Any
085other questions or comments? Okay. Well, then it looks like Mr. Knight, you're on. Hello everybody. Um let's see. I'm going to share attachment number two here real quick. Um this here is our object code summary for the new year FY23. You'll notice in the uh in the uh left hand column at the very bottom, that's our that's our new budget number of 79,157,271. Uh if you go all the way over to the right, uh we're currently um have a projected unexpended balance of $2,680. Uh it's really early in the year. Uh most of the line items are at budget. Uh the one item I or couple items that I will draw your attention to is under um other benefits. uh we had an additional teacher and two par one uh retirements that weren't contemplated in
086the budget. So there is an increase to the uh retirement uh severance expense. Uh but there's a corresponding uh decrease in salaries as we will replace those three positions uh at a lower rate. Uh so at this point uh we would put a conservative number in there of a reduction in salaries of just over $30,000 and that's kind of what's uh what's driving that uh that difference at this point. Uh other than that most lines are are at budget so it's uh it's it's it's pretty early in the year. Um so not not much not much to share really. And I'll I'll take this down. If no questions, I'll I'll move on to the health insurance uh claims report. Yep. Okay, that's attachment number three. Um here it is on your screen. Uh this is
087through May of 2022. Uh you'll notice that for the month um we're at 128% of our u anticipated uh monthly amount. Um this uh this compares with last year. Last May uh we were at 104%. So so May is typically a heavy month in regards to health insurance claims. Uh on a year-to-ate basis we're at 97.8% 8% of uh of anticipated or projected. Uh so pretty sure we'll end up uh the year somewhere around uh around this number. Uh depending on how June comes through. Uh last year June was was a lower month. Uh that that may uh happen again this year. We we'll have to see. Uh but uh I think uh we're in very good shape uh for this year and uh looking forward to next year. And when you look across, if
088you look at it at at an annual basis, December tends to spike for whatever reason. And also, um May, I'm surprised June doesn't when people are getting their regular well care, but you know, >> yeah, that that's that's the way last year uh played out. These past few years are they're not typical. Uh, so it's hard to make uh uh judgments based upon uh uh those, but um um I can't imagine that it's going to push push us over the 100% for the year. So I I think we're I think we're in in good shape. >> Are there any questions, comments? I saw Matthew. >> Uh great job, Ken. Uh stipulating that we have roughly a quarter of a million uh I don't want to say unex well it's budgeted, so unexpended budget. what happens
089to any unexpended budget at the end of the year once you get the June figures whatever it happens to be. So um um at the end of any particular year um uh any unexpended funds uh you know we we'll meet and determine if there are items that need to be uh taken care of. Like this year uh for FY22 we we were able to uh pay for the um the plans for um the culinary arts uh at Fitch High School that we tried that we attempted to get the CIP for uh from from the town. Uh so you know we can utilize funds in that way. We also make sure we um we uh put funds towards the health insurance uh reserve to be sure that's kept healthy. But any any funds that aren't used
090uh they they just go back to the um um uh the general fund uh with the town. >> Thank you. >> Any other questions? >> Okay. Thank you, Kim. >> You're welcome. >> So Mr. Kilpatrick, you ready? >> I am. >> Sure. >> Uh so uh the first uh part of my report will be uh regarding the school facilities and and list of some of the major projects that are going on uh because we are doing the uh the usual things that we do every summer as you as a principal know former principal know Dr. Arian. Um so uh that actually uh this past week has actually moved a major project up on our priority list. Uh we without going into too much detail, we have a uh a situation with our server room here
091at the central office that we need to address uh with it overheating. So Dr. Kennedy and I have been working on that. We have a plan. We've talked to Ken and Susan about it. And so we'll be working on uh taking care of that uh in the very near future. Um uh additionally uh one of the other big items that's on our list for this summer uh at least uh uh if the town continues to insist that we get out of the frame building, that's the wood frame building at Pleasant Valley. uh will be moving uh that will be a major move for us uh and the maintenance department moving uh 10,000 square feet of uh storage uh items into 5,000 square ft of portable buildings that we have here at the central office. So,
092um I I think we'll uh probably do a lot of callulling uh and uh either selling off uh via uh uh through the town's website or um maybe some things might actually be uh too old to use. Anyways, so we we'll be calling those items and moving the rest here to the central office. And in the meantime, our carpenters and maintenance men are working on preparing those buildings so that we will have platforms to uh to load things into the buildings. We've installed some overhead doors to get uh get larger items into these uh what were classrooms at uh at uh Cutler Middle School. So, um over at Mary Morrison School there, um we're we're awaiting we're working on uh the final approval from the fire marshals so that we can move robotics um treehouse
093and of course ECAT into that building uh as soon as possible. So, uh, we've finished up our our portion of the work there and we're just waiting for him to find time to come over and give us final approval so we can move those groups into that building. >> And can I just add Treehouse is just the administrators. Um, the treehouse program will continue to be at each of our elementary schools, you know, before and after school. >> Thank you. >> Thanks for that clarification. Um uh also um at Charles Barnum School uh the trailer the job site trailer that we have at at uh Charles Barnham school that ECAP was using uh seeing as they're going to move to Mary Morrison uh will be uh de uh deconstructing uh what we uh all of
094the uh additional items like fire alarm, electricity, and everything that we uh we put into that so that it can go back uh and uh save that uh rental uh income that we've been paying for the last couple of years. So that'll be going down. Um just met with Dr. Kennedy this morning at Kathern Kaski and Charles Barnham School, but we will be doing installing Prometheium boards throughout the district. I I can't remember the number that he said, but uh it was probably uh 25 to 30. the average is probably 25 to 30 per building. So, um that's a pretty big project that we got coming up. Uh also at Kaskki school, um we are working uh with the building official and the fire marshall to determine whether we can divide a uh music room
095into two spaces so that they would have band on one side and general music on the other side of that classroom. Uh so, uh that's coming up. uh additional training. Uh we we'll be doing a lot more training uh with our maintenance staff on the two new elementary schools. While we had some um training with the uh contractors before they left, um uh the uh shakedown crews of I guess that's a naval term, but uh our shakedown crews here uh in our buildings uh take a little longer than just a couple of weeks. a new building uh really uh takes uh well over a year to really get everything running uh exactly and making all the adjustments that are necessary and also making sure that our maintenance people that we have here on staff are
096up to speed on all the intricacies regarding all of these uh items. uh uh the DDC system which is uh the computerized uh portion of the heat and air conditioning for instance it controls all of that. So we have to make sure that we have a couple of people that are fully trained on those and uh able to use those electrical plumbing so on and so forth. Um as well as uh making some repairs. Uh while a lot of that stuff is still on warranty, uh I've always taken the view that if we can fix something quicker than the two weeks that it's going to take for the contractor to get here and and it's a a minor issue uh financially, we we just try and get those things done uh and save the major
097items for the uh for the contractor with the warranty issue. Um also um without uh divulging too much uh um uh certain information uh critical information, we're working on safety and security issues at at all of our schools as well. And of course um we have that uh major uh HVAC system at Fitch High School which uh uh takes care of most of the new section of the building along with the uh auditorium. uh which is uh in um it's at it's at a it's in a state that needs to be replaced and we've got that on order. It was supposed to be here last month. Uh the last I heard is that it will be here toward the end of August, maybe early September, but we're uh really pushing them to get it here
098sooner so that we can have that ready for the beginning of school. Um it's going to take a a large crane to install that. So, um, we wouldn't want to do that while kids were in that portion of the building. So, we're hoping to be able to get that done before school. If not, then we'll have to find a, uh, maybe a Tuesday afternoon or something to get it up on the roof while the crane could do it while the kids aren't in the building. Something like that. Um, >> I know that, uh, Jay Olaf has a question. >> Hi, Sam. I'm just curious on the subject of the the new buildings other than that those very minor issues that we've discussed on the the previous punch list which seem to be mainly centered around
099landscaping. Has anything else come up especially with regard to the flooring issues? I think there was a flooring issue at GMS and also at one of the new uh elementary schools. And then as an add-on to that, do you have any sort of high level update on the solar project? >> Um the solar project uh we're still uh the uh the last thing that happened on the solar project was that the uh contract for the uh the PPA the um the contract went from our attorney uh to their attorney for final comment. So, uh, that just happened the day before, uh, maybe last Friday or, um, this afternoon. So, it it just went to them and we haven't heard back from them yet. So, that's where we're just waiting for them to make final comment.
100I think we had pretty much uh, everything uh, wrapped up with that one. There were just a couple of minor issues that everybody seemed to agree would not affect the signing of the uh, PPA. Um and the other question Jay I'm sorry I >> just if anything else has has come up um with regard to uh punch list items and uh and specifically in the area of the flooring issues at GMS and >> right um as you said most of them were landscape issues on the list uh the the flooring issue that we had at Graten Middle School did not uh did not happen Again, they they took care of that last year. It was in um in a part of in the floor in the lowest level and they thought it might have had
101something to do with the uh um the in flooror heat there. It may have been raised the temperature may may have been raised too high. So, they lowered that and we haven't had that problem again since. But, of course, the heating isn't running right now. So, we'll see that again uh and make sure that everything's good when we get to the winter months. Um and um Graten Middle School. Uh one of the one of the big things at Graten Middle School, and I see that I just got a notice this afternoon regarding uh Thes River is that the uh in in the heating system uh in the ceiling of of the classrooms, they've had some uh couple of small uh drips of um glycol, which is the uh fluid that's going through the heating system.
102So whether um whether it's just tightening up a valve or uh or or whether it's some other type of leak, I I don't know. We haven't gotten down. It's the head custodian uh sent me the notice as he was leaving this afternoon. So I'm going to meet him down there tomorrow morning, take a look at that. But we've had some more at the middle school and there was an agreement uh that the contractors are going to come back for a certain period of time. So, uh, I'll be working, uh, on getting them back to work on the ones at the middle school. It seems to be, uh, a longer term problem than anybody anticipated, but that was not a an installation issue at the middle school. It was actually, of course, you we all remember
103that that building was built during COVID. Um and um one one of the theories um is that these things were being uh uh pushed out out of the factory uh as quickly as possible with maybe less um employees at some of these factories. And uh so some of the uh welding uh andor soldering um joints were not uh done or or maybe not inspected the way they should have been. So uh th those are the types of things that are happening with that heating system. So we're trying to keep an eye on that and take care of them as quickly as possible because they it does happen in classrooms on occasion. So we get in there pretty quickly and get that uh get that taken care of. But that's uh that's about all I've I've
104had uh regarding problems. >> I'm sorry if I could just follow up. So there were also tile problems at one of the elementary schools. I'm thinking things. And those had to be all ripped out and reinstalled. Have we seen a recurrence of that? And number two, this glycol issue. I mean, how long, you know, is this warranty going to uh cover that? Well, I I uh I'm going to have to get together with Arcadus and and find out what that agreement I don't remember exactly what it was. I know it was longer than a year that they were going to come back and take care of it. So, I'll I'll get back to you on that one. Uh and the flooring issue, whether it was or or miss, >> I felt it was at both
105schools. I I think mostly it was at one school, but either way they they determined uh in the project Rick determined that they were going to take up all the tiles and redo all of them rather than finding out that it was going to happen once we open school. So all the tiles were replaced and we don't have any of that lifting problem. I I wouldn't say that I don't know of any but but it's certainly not throughout the building. So, it it you know, there might be an occasional tile somewhere, but I haven't heard about it either. So, um that that was pretty much resolved by getting uh new tile, a different brand, different colors than were originally planned on, but uh it was all reinstalled uh prior to the opening of school. Well,
106it was finished up after we opened school, but most of it was done prior to the opening of school. >> Okay. Thank you very much. >> You're welcome. Are there any questions? Any other questions or comments? >> Okay. Second part uh is >> You have more? >> Yeah. I Yeah, I have a report on on the on the uh going green in the uh in in the uh cafeteria or the in the food service department. So, I wrote down here that we've gone green and we'll continue to go green. But uh some of the things that we've done to go green is that uh through the CIP we're able to add dishwashers uh to all of our CL all of our buildings. All of our kitchens have dishwashers now so that we're using the trays
107we're washing the trays and the utensils and they're being reused on a daily basis. Um, we do have some fiber which are um kind of a a paper product um almost a cardboard feel to them. Uh trays that would be used in the event that a dishwasher broke down, but we don't use them unless that were to take place. We haven't had that problem yet, but we do have those on hand. Uh there was a ban uh from uh that the town banned uh the use of foam and we have done uh Ernie Ernie says that we do not use foam any longer. Uh we did have some plastic cups that we used for fruits and um other small items like that. Those have been eliminated and now we're using a biodegradable sandwich bag. Um
108and it it and and every time Ernie tells me about one of these things, of course, he complains because these items cost about three times as much as the items that he was using before. So all these things uh come at a cost. Uh and uh I guess uh you they they can charge what they want because you need to have it. So uh that's part of the deal. Uh there is still some limited use of plastic in the kitchen, but it's used uh to uh maybe uh to cover food to preserve it. Uh, so there might be some plastic bins to uh to preserve food or a plastic covering to wrap a plastic wrap to put over the top of an item just to preserve it. But that's the only reason that we would
109be using any plastic within the within the food service department presently. >> Any question that comes up from the state or the town, we will work on that when that comes. >> Questions, comments? Okay, I think now you're done. >> Thank you. Okay. So, we're moving on now to um committee reports and I've got the first one and that is that there three um policies coming to you tonight and we've been working very very hard on the u accelerated uh courses that we were thinking of of offering to the um middle school and and actually through the IB program. So 6 through 10 but we really are the state says has its own ideas but to make them fit our concepts of how we want to address children's needs that's where the language has to
110really struggling with that so that we get it correct. Um Beverly do you want to add anything to that? Beverly here. She may not be here. Well, then >> can I just add that I took back the um committee's work to Erica and we looked at breaking it apart because it was so comprehensive. We felt it was regulations and policy woven together. So, we were able to split it up and I'll make sure that she gets the committee um all committee members a copy um of the it's a one-page policy and then it's like a page page and a half of rags. So, I did take your good advice and we restructured that. So, I'll make sure you get a copy. >> Thank you. And um that's something that I I I'm glad you brought
111that up because we have policies that have the regulations in them and I think that we should have a common practice and that is to have policy and a separate set of regulations. So thank you for >> Okay, Susan, did I miss anything? >> No, that was perfect. >> Okay. Um Jay, finance and facilities. Oh, no. I'm sorry. It's Liz Blo. We just met uh the hour before this meeting. So, um that was kind of fun. Uh and I just wanted to give the board a heads up uh that we of um will be bringing to you in the near future. Two new uh elective courses that will be at the middle school. One is personal finance and one is about a microscope. And it's all elective short um very short snippets. there they have
112their elective courses they are in conjunction to with their of course core requirements. We also approved uh the updated version of the introduction to economics course and so that that will be offered in the spring of 2023. So January 2023 um and we have uh are looking Dr. Piaza has been working and is continuing to work on a program of studies audit to make sure that all courses are board approved curricula. And we have uh he's also written out for us very clearly and the pro the uh timeline and calendar for the review of curriculum as well as um for revisions as well as for new courses that will be um adhered to as much as possible. We're going to make sure that you know these this is one of our charges is to make
113sure these things follow the proper process. So, um we're working on that. We're upcoming is looking at P6146 graduation requirements. Some of the language in there and some of the ideas, some of the things are are a little wonky. So, that's we're going to look at that and send that back to the policy committee. and we have um quite a bit we've been doing, but we're looking at also the Grten Middle School program of studies will be also going through an audit. Um we're also going to be exploring um financial literacy across the Graten Public Schools curricula and um a comparison of college prep versus basic. And this is all listed on our referral tracking sheet. So, it's been very busy, very productive. And Andrea, did I miss anything? >> I don't think so. >>
114Bill, did I miss anything? >> No, you covered it. Thank you. >> Okay. So, now moving on to finance. >> Yeah, we uh did not meet uh since our last meeting. >> Communications Matt? Uh >> we have not met since last meeting. Okay. >> And Jay, you were going to speak to negotiations. Well, all I can say is we've met twice. Um, Rita can um maybe elaborate on this, but we discussed uh basic strategy, we set ground rules, and we set future dates. >> Yeah, I just might want to add it's with the AGSA, the administrators, >> the negotiations, >> right? Good point. And I don't think the town council RTM board of ed leaison has has been meeting. >> But but I I have something from learn. >> No, I know that. I know
115that. >> I thought you skipped over me. >> I Oh, I skipped it. I'm so sorry. >> That's okay. I um since I wasn't at the June meeting, I wanted to um just talk a little bit about what went on at the June meeting. And I mean, I wasn't at to report on this last June. So, there was a legislative update that I thought was very interesting. It's public act 22-80. And this bill requires schools to ensure all employees are provided 30 minutes of lunch. It it also prevents any school teacher from having to teach both remote and in person at the same time. There was another bill that which was sad that it didn't go through because it had the support of CAPS and the um CABE and the CA and this was to
116take the responsibility for districts to pay tuition to any magnet schools across the state. So I think they allowed this only for some of the cities but not um Graten not not most of the towns in the state which would have been great if we wouldn't have had to pay for magnet funding for out of you know out of district. The other thing um I wanted to mention is that um the director Mrs. Kate Ericson. Her contract was extended for a year due to her outstanding performance in recognition of the unprecedented and difficult challenges faced in the pandemic year. And I also was reelected as the secretary of the executive board at learn. That's it. Thank you. >> Well done. >> I'm sorry again. >> Oh, no. No problem. I think that I don't think
117the A GSA GAO uh board of ed met at least summer. No. >> And uh gotten scholarship, Mrs. Porter. >> Um our next meeting isn't until this the fall, so September, Octoberish. Haven't received conf confirmation about those dates yet. >> Okay. Can you tell me uh who the head of that that was? >> There's a new person coming in and I'm not sure who that is. Okay, thank you. Athletic fields, is that Mr. White? >> Yes. So, they're still in obeyance as the town continues their visioning of um what they want to do with the Club Chester property. >> Okay. Library. Is that Matthew? I think. Oh, Trails. I don't think we have a I'm sorry, Matthew. I don't think we have a representative on trails. >> I am. I was named to that. >>
118Oh, you were? Well, then >> yes. So, uh, they meet quarterly. The next meeting is September. >> Okay. And library that you >> library, uh, I think you'll be glad to know that the library now has two student representatives from Grten. Uh, I've got both of their names, Kaylee Allen and Ada Goautier. I hope I'm pronouncing that correctly. I tend to deform everything in French. Uh I just don't recall which is from the magnet school and which is from Fitch, but we have two student representatives to give us input on the library. >> Thank you. >> And the state council of uh educational opportunities for military children meets twice a year and we'll be meeting in October if we continue in in the same way. So now we're going to the action items and u
119I need a motion for the uh consent agenda. >> So moved. Second. >> I'll second. >> I'm sorry. It's virtual. We're supposed to say our name. I'm sorry. >> Discussion. Any discussion? All in favor? >> I >> opposed. Abstain. The motion carries. Okay. Uh so we're moving on to old old business. Um and this is is the u um policy regarding uh gifted and talented. And if uh is uh is Denise here? >> No. >> Okay. So, this one is ready to go. So, I'm asking um I don't know. Is Beverly still here? I'm going to ask her to to read the motion. Well, in that case, Dean, would you read the motion >> for the lady? >> All right. Uh, move to approve policy uh slashregulation 6172.1 gifted and talented as a second reading.
120>> Second. Thank you. Okay. Discussion favor. I >> I opposed >> abstain. A motion carries. >> No discussion. >> Did we have did I miss that? >> Um >> yeah. Uh just for those uh who might be watching at home, could I say that we did have a a very lengthy and robust discussion about this for the first reading >> um and then it came back and we've all had the opportunity to read all of the changes since then. So it's not as though we're just >> um you know running through this. I think this has been subject to uh quite a bit of scrutiny. A actually we we had a very robust robust discussion here and at the policy meetings and there were there were so many things that I just objected to and
121I said that uh I I would be the only one voting no on my own policy committee. So we we uh we got it down to where it it's best for our kids in God. >> Right. and and uh a lot goes out to uh to Denise and Susan and her team for uh addressing all the issues I think that we brought up at the last meeting. >> Yes. >> so um so the next um is the uh eligibility to participate in intercolastic athletics and this is another one where we had some robust conversation on. So Mr. Whit would you read that? I move to approve policy P6145.1 eligibility to participate in intercolastic athletics as a first reading. >> second Liz >> discussion. >> We do have Mark Romano on if you have any questions
122our athletic director for the campus of Graten Middle School and Fitch High School. I have a question for Mark. Um, according to the um, CIA rules, is um, are there grade requirements different than the grade requirements that we have for our high school? That wasn't our policy previously and are they always required then if they're fall below the recommended grade requirement to have extra help after school? >> Nope. So uh the first part if they or excuse me the the second part there if they fall below the grade requirement we are offering um Falcon Academy we are in constant contact on a bi-weekly basis with our coaches and student athletes uh to get them into Falcon Academy to get them more support um you know a couple times a week and then we also re-evaluate
123during that time. Um, but once they're deemed ineligible, uh, it's until the next grade report comes out. So, it's roughly the the whole entire quarter. Um, >> I see. But I mean, it was it, um, there was a I believe it was a C minus or a D that if they received that grade, then they had to go to the Falcon Academy. >> Oh, I see. Sorry. Um, Fs and D's. >> Fs and D's. Okay. So, and is that what the CIA also recommends? uh from the CIC there is no recommendation on specific uh grades. It's just more of a blanket um requirement just passing four classes. >> Right. So don't you think we since our policy is different than theirs, shouldn't our pol shouldn't that be stated for Fitch? I mean on in our
124policy >> meaning the Fs and Ds. >> Yes. >> I think the CIA, >> right? you know, like our policy is obviously a little, you know, we've upped the ante a little bit in regard to our student athletes, which I think is a great thing. Um, you know, I think some students with FS and D's, you know, some may not be contributed totally to this student. You know, there may be other issues. Um, you know, could be, you know, one grade throughout the, uh, first couple weeks, which in turn would give them maybe they didn't do too hot on it, you know. Um, so I don't know if I mean that's something we can continue to explore and and evaluate. Um, but I'm not sure at this time if that's something that we would want
125to put in there. >> I think though this doesn't seem to come with a regulation. I'm looking and a regulation would be how do we actually manage the policy at the school level. So that's something that you and your team could work on for us, Mark, and and put into place those support systems that we have, that communication system that you have with coaches and teachers >> and students and families because that really does state how much care we put into this to make ensure kids are doing are successful. So I would that would be my recommendation is that we create a regulation that is the facilitation of the policy. How do we facilitate the policy? Well, this was we we we always had this. I mean, remember with Beverly being um years ago, we
126had large very uh large discussions about this and it was decided that that Falcon Academy would help those students that are falling behind. And I really think that should be part of our policy since this is a first read. I'm going to go to to Beverly and then Dean, but I wanted to say that this is something that that um bothered me from the beginning and that is that the regulations are in in interwined in in the u the policy itself and I really object to that and particularly now after this discussion. So I'm >> this is a very short and sweet policy. So I think there are more regulations that are actually accomplished like the ones that you talked about with the support system. >> Yeah. >> After Beverly first Beverly then Dean. >>
127Okay. >> Thank you. Um where it says the principal shall publish eligibility criteria. Where is that going to be published and how often is it going to be published? Is it going to be published every year and we're in a student handbook or where exactly is it going to be published? >> You want me Susan? You want me to answer that? >> Yeah, that would be good. It says the administration shall be responsible to determine whether students meet the criteria. I'm looking for the principal and the principal shall publish eligibility criteria. >> Yeah. So that that would be um you know obviously all our sports nights we' go over that with our parents uh communication with the student athletes but that would be published in our student athlete handbook as well as our student um
128our school handbook. So it would be in both both areas. >> Can you >> So that's another area that I think would help us in the regulation if we stated that kind of thing. >> Right. So it should be published. He should publish eligibility criteria in student handbook >> and where else? >> The uh the school handbook itself [Music] >> I'm sure. Would you also have it on the website somewhere under? >> Yep. I was just going to say that uh there there will be a um I believe there's a CIC eligibility brochure already on there, but we would also incorporate ours as well. And um I'm going to go to Dean and then to Rita. And I want to say that this is the one one of the things that uh we we had
129this before us before and this is the same objection that I had and that was that there were there were no regulations. So I'm wondering um where we are with this. I thought we were ready to go but now I'm not so sure. So Dean, >> yeah, thanks. Um, I think we're all on the same page on this one, but just to be clear, uh, because I think sometimes people can think of a grade cut off as from the point of view of the kid may be underwater and maybe shouldn't be participating in sports. Others may view it as punishment for having gotten too low of grade. Uh, and you know, how fair is that, etc. And I I again I think we're all on the same page, but I always want to view this
130whatever grade criteria are set from the point of view of it's not a punishment. It's because we determine that the kid scores whatever whatever the metric is. If we if the kid scores below that, it's an indication that the kid is underwater and maybe athletics should be sidelined until they until they do better academically since that's the prime goal of the school. The other thing I want to mention with respect to grades is we're talking about D's and C minuses. Um I I can see where a kid who may be headed right for a D. In that situation, a teacher may be convinced on their own. Perhaps there's a chat, little sympathy. Could you make it a C minus? That's not impossible. People have done that with failing grades. Don't fail the kid. at least
131you give him a give him the D minus kind of a thing. Give him the D. So I don't distinguish between every time I see a C minus I think to myself that's probably was going to be a D but somebody had sympathy and gave him a C minus. So that that's my com. Um I think Dean, one thing to point out is that the students that are um falling below grade level, they still can participate in sports if they go to the Falcon Academy for an hour after school. So it's not a punishment in so much as that they're still able to participate. They just need some extra credit, >> right? You know, >> and extra help. >> So that's exactly what I'm getting at. If they can continue to play, that's fine. >>
132Yes. as long as they are in fact going to get get their work up. It's not >> right. Right. And my so my question was to Mark I I don't understand in in a where it says it talks about as outlined in the CIA handbook plus one additional full credit for a total of five credits. That's this is not a very it's not very clear to me. Do you mean that if you participate in sports after school, you can get up to five credits? >> Mark, you can explain that. No. >> Yeah. >> No. Um, basically it's the minimum requirement. So, the CIC states that you can earn four credits and still be eligible to participate in athletics. We are saying, you know, obviously with this uh hope in the past that, you know, we're
133upping it to five credits. Um, so a student would be eligible to participate in athletics if they were to earn five or more credits. >> Okay. So, we really should make that a little clearer because it's not clear at all. So it's according to plus you know our particular school and this counts for middle school also or just the high school. >> Uh just the high school. >> Okay. So I mean it would be something we could think about for the middle school also. Is that correct? >> Or the middle school has different requirements uh than the high school um to participate. >> Yeah. And they don't have the Falcon Academy. I know. >> I know that's something that they're talking about bringing to uh the middle school as well though. >> Oh, great. Well,
134so I I feel that this policy needs a little more work effort because but it is only the first reading. So >> great and I couldn't agree with you more. I I really want when we had our meeting, we talked long and hard about how the um the the uh regulations were clearly embedded in in the policy and I I still have an issue with that. >> So, see, and I don't see that they are embedded. I feel like there's more work to be done and that would be my role to have the team from Fitch to really clearly state what are those support systems that we have in place and that would be our regulation, our operations of how we make sure that we're abiding by the policy. Does that make sense to you,
135Mark? >> Yeah, absolutely. You know, I I know a lot of the support systems that we do use, like we said, is the Falcon Academy, the one-on-one tutoring, uh the National Honor Society to support our, you know, student athletes. Um some team Yep. CTL where we're meet they're meeting with teachers or or even again other students. So, I mean, I know maybe not we don't have it written in there, but we are doing all these things already. Yeah, I think we could put it down as a regulation and that would and maybe even to explain further what is this one additional as as and maybe we just tighten up that language as a minimum requirement, >> right? >> Um that we are expecting one more than what CIC is suggesting to get to the five
136credits. >> Yeah, >> I think you're right. We need to tweak the language on the policy and then I think a set of regulations to go with it. >> Thank you. Um, Matthew, you had your hand up, so I'm just checking with you before I go to Beverly. >> Thank you. I was wondering, Susan, uh, I'm sensing there's consensus that we need to do some work on the regulation. Would there is there a critical need to pass the first reading to tonight or are you comfortable with uh tableabling this so that the regulation can be written and we can do both? >> Well, the board doesn't vote on regulation, Matthew. That's the responsibility of you know the administrative team working on that. Um, but I I would say that if we go back um and
137we can bring it back to policy in between to tweak the language, but I do see Rita's point in clarifying what does this mean, the plus one additional and hearing that it's a minimum requirement. So, I might get Mark to take a look at that with me to see if we can fine-tune that and then look at it in policy together. and and I and even during policy meetings, we sometimes will review the regulations so the board at least sees it and can you know suggest make suggestions to it. >> Bey, >> thank you. >> Yes, I was going to also recommend that we send it back to policy and get the regulations. Also, I think it might be a good idea to work on the middle school policy for intercolastic sports at the same
138time. I agree with Beverly. Yep. Okay. >> I I don't think I ever read the motion. Did I? >> Oh, maybe not. Oh, well, Robert's Roberts will have to come and get me. What can I say? >> Well, no, no, but I just meant whether or not I mean, I should read the motion. >> I think you're right. >> We can decide whether or not we could just go back to policy or what to do with it. So to approve policy P7551, naming of facilities as a first reading. >> Oh, that's the next one. >> Yeah. No, you're on the wrong one, Rita. >> Okay, good. Good. No, that's right. I'm reading the next one. Jay Jay, did Jay read this one? >> He did, didn't you? Yeah, you did. >> Oh, you already read
139it. Good. Yeah, I'm already moving on because I feel this the the Jay should go back to policy. Are you looking for are are you looking for a motion to send back to the policy committee? >> Well, we're going to vote on it right now. We're going to vote on whether this um whether we approve, whether we um whether it fail fails, it's going to go back to policy. >> Right. >> Sorry. >> So, okay, we have the discussion. All in favor? Opposed, including me? I >> I >> abain. Okay. Oh, the motion fails and it's going back to policy. >> So, can I just ask a question before we move forward? So, just the way that it is now. So, we're going to continue then with the the passing of the four classes to
140be eligible until this gets ironed out and we bump it to five >> because um with with the fall sports starting, you know, at kind of the end of August, I just want to make sure that I'm on the same page as everybody. >> That is the timeliness and that I think the most essential ingredient and change in this is that piece. That's really the only thing that stands out that's different in this policy as opposed to what we had before. So that is a timeliness issue and um so I'd like for Mark to have it. I mean it's going to take two readings. So sports will already have started. >> Well, he's we're going to stay with what we have because we didn't pass this. It's got to go back to policy. Absolutely. And
141we we tried to to uh address these things and they didn't they didn't get addressed. And again, I'll take responsibility for that. >> So So you're saying that the plus one additional full credit to is something new? >> Yes. >> I don't know that it's new, but it was never written in to the policy that we had. It might be a practice that we've done. >> Right. So, >> so Mark, you're telling us that this has been in place, but there's no but it wasn't in the policy. Is that what I'm hearing? >> I would say yes. Yep. >> Well, then if it's practice, can't we keep it in place? >> I would say. >> Yeah. >> I didn't realize that. Thanks for asking that. >> So, we would continue to work on the regulations
142to clean apps. Is it a clear streamline? you know, if a kid does have a D or an F, what are the supports that are going to be in place and how can we support those students moving forward, >> right? >> And then clean up the language of, you know, minimum of >> five credits uh earned, >> which is kind of kind of what we're doing already >> and that does have to go back to policy. And Mark, before we move on, one of the things that uh you and Mr. Keller talked about was the um how the student is not shunned but is still involved with the team. Could you just say a few words about that before we move on? >> Sure. Um so if if a student isn't eligible to participate um
143per the you know CIA or Fitch High School guidelines they would still be a part of the program. They just would not be able to participate in any games CIA games. >> So they would >> they wear their uniforms? Nope. But >> they would still be be at practice and that sort of thing. >> They they can go to practice. Um like I like I said before, you know what I've seen is their their teammates kind of also hold them accountable and kind of push them as well where you know you've seen where you know kind of saying hey you know we need you come on we you know and supporting them in that sense also supporting them you know uh whether it's with homework or things like that. Um, so I I think keeping
144them involved um in the team, keeping a thumb on them where the coaches are still keeping track of them as well um is a benefit to the student athlete and instead of just saying, "Hey, you're ineligible. You know, hopefully you'll be eligible by the end of the season and then there's no communication or contact uh with the coach at that time." Also, you know, we had this happen um this past year where we had a student athlete ineligible during the fall season and by keeping them coming to practice and stuff once they were academically deemed eligible, they're able to participate at that point in time. Uh the CIA does have a regulation that says you have to have 10 practices of conditioning before actually able to participate in a game. So, in this student athlete
145situation, if they were not consistently part of that program and practicing, they would have missed the entire season. But because of that, they were able to once they got their grades up, they're able to then step on the field and participate at that point in time. >> That's what I wanted everybody to hear that it isn't just looking at grades, it's looking at, >> right, >> and doing what's right kids. >> Yeah. >> Okay, moving along. And I'm glad we're going to get that back. Regulations or not? Okay. So the next one is um Mrs. Wulman I believe >> to approve. The motion is to approve policy P7551 naming of facilities as a first reading. >> Second. >> Thank you. >> So discussion. >> Yes Rita. Yeah, I I really um thought a couple of
146different things about this these this first paragraph. First is um is there another term for sub facilities? You know, it's just such an odd thing for, you know, I I just, you know, I don't know. It just sounds like it's the facility, but it's not the facility. This could be a library. It could be a field that's you know like like the door field which is the high school field at at the high school. Um I I just can't I just don't like sub facility. And also where it says for persons who have attained prominence locally and or nationally. I think the example should not be listed and then it should be a comma and as well as local geographical landmarks. uh to start identifying you know statesmanship, military achievement, political science I and early
147pioneers of the you know there has been so much that has taken place o over the past years where you know names have to have be changed. I think the more broader it says just locally, nationally and geographical landmarks the better. And that's on the regulation side. >> Yeah, but it's right >> that's on the other side. >> Well, no, it's right in the it's right in the beginning though. Well, yeah, but I don't think I don't like that. I I don't I I don't think it should be there at all to to have those, you know, just to say those examples and also that word sub facilities. >> Yeah, I I see what you're saying. >> So, you're saying that the for example is limiting the thought? It it it is it's naming things
148where you kind of have to, you know, very specifically and I don't think it should say military achievement, statemanship, political science. I mean, why even give those examples if you're talking about persons who have attained prominence locally andor nationally or you're as well as a local geographical landmark like we did for Mystic River and Thames River. But I I just question listing all those things. Outstanding presidents of the United States, per pioneers of the community. I just don't think we should even list those. >> Question for clarification. >> Yes. >> I'm not sure what we're reading. I'm looking >> I'm on the back part. I'm sorry. I was looking at regulations on the back. >> Okay. Got it. And >> so we we can absolutely take that out of regulations, but you'll be voting on
149the policy side. >> We're going to vote the policy, but also that that word sub facility, >> which I believe >> Dam, you're on here. Can you think of some another way to call your facilities when we're talking about part of the building and not the whole thing, the whole school >> Or portions thereof. >> Yeah. I mean his schools and school buildings and portions thereof indoor and outdoor. >> That was Matthew right again. >> So Jean >> Jean >> Yes. I just have to click a couple of buttons here. Yeah. I have a uh my my pet peeve is the deemphasis uh the the of the preference to uh uh people who have passed on who have had a uh who've made a contribution to education. I know we had a discussion before about
150Carl Cutler. Uh I realize my understanding is that the naming of a high school that was Robert Fitch himself Jr. uh was not necessarily a contributor but was the son of somebody who was important but nevertheless uh that I personally would like to name schools after people who were educators uh people who we consider to be standouts starting in Grant who's been because otherwise they pass from memory frankly if we don't put up in a transitory society if we don't put up some sort of a monument or name something after somebody who was an outstanding ending teacher, principal, um, somebody who would maybe, if not universally, at least widely regarded as somebody important for Groten school system. I think we're passing up an opportunity. You can always name something after Kennedy or whoever, but let's,
151you know, can we I'd like to focus on starting with our people. I think Carl Cutler, Jay identified Carl Cutler as somebody who had been important. not promoting Carl Cutler. I that's a whole another story. But uh I I would have a problem with eliminating the the preference starting with a you know somebody important locally. >> Oh, I'm not eliminating it. It just >> Oh, no, no, no, no. What I'm saying is on the policy it's crossed out, >> right? >> Well, it is. Yeah. >> So, I I'd like to and maybe it's just the wrong thing to have enshrined in the policy, but why not? We enshrine a lot of other things. So why not put it in semi stone that we would like to start with people who have made contributions to CRA
152school system. >> Oh Dean, can you be clarify for me? What what would you like to see taken out specifically? >> Well, not taken out but I mean left in if the school is named after a person preference shall be given to the names of deceased persons who have made a significant contribution education. I would I would actually >> but weify that by saying brought in education. I don't know if you want to put the deceased part in there. >> Well, I understand. I I remember when we named Kathn Colosski when Katherryn Colosski was with us. >> Yes. >> That I'm not say she's not. I'm just saying at the time there was a little bit of a stir. Hey, wait a minute. You know, she's she's not even uh she hasn't even passed yet.
153When when do we start naming things after live people? >> Well, and she actually was a great contributor to that school. would read aloud and was really part of that school community at the beginning when they get >> I understand but it's it's a deviation from usually we wait until they've you know >> yeah I know >> they're in the rearview mirror a little bit then we name things after people you could also make the argument you should name things after people while they're still alive so they can you know they can bask of the glory of it before they leave the stage um >> or that that someone in the school community might know them you know >> yeah I think if you if you'll take out deceased then um you know do now
154enter the realm of politics small p you know that there there's a fan club for somebody I guess you could say that even if they're deceased maybe it doesn't make a difference but I still would like to have a preference for groten educators >> what if that part was put in the regulations so that we could say that um you know that we certainly could you know name it after a person um who's been in who's had an significant contribution to education. >> Well, what I'd like to know is what everybody else thinks too. Am I just, you know, I'm not I'm not stuck on this. I'm just throwing it out that that's one thing that I noticed is we've lined that out and you know, maybe maybe most of us would like to leave
155that in somewhere. But if not, then I'm alone and don't try to satisfy me. So what are the other comments for this as as we consider either passing it or sending it back? >> I think there are two different things here. I think the the beginning is to name a school and that's what Dean's talking about but in the regulations it's it's talking about the sub facilities but not about a school the school building per se. It it's it's kind of it's kind of confusing >> I think maybe >> so the second paragraph talks about the procedure for selecting a name for a school building >> the committee so so what I'm hearing here is that there are a lot of questions and and it really needs to go back and be and be refined
156so I guess I'm going to call for a vote correct so all in favor opposed. >> I >> abstain. Okay. So, it's going back to policy. >> All right. >> Am I up? >> I think you are. >> Okay. Uh motion to approve the field trip request to White Mountains, New Hampshire scheduled for May 24th, 2023 through May 27th, 2023. >> And I think that um Seth Danner is here if he wants to speak to it. >> I'm here. >> You need a second first though. You need a second. >> Second. I thank you. >> Sorry. Thank you. So discussion set, >> you can start with me. >> So I guess I'm I'm just looking for approval. I don't usually do it this early in the year. U but I've been doing this for quite
157some time and I got it done in advance this year. So um we actually didn't run this program for a couple of years. We did it on a small scale um during the second half of COVID, but we didn't we had to cancel um all of it u in 2020. So, um, last year we ran the full program, uh, several field trips around Connecticut. Um, had started with 30 children in the program. Um, which was way too many. That's all I can say. It was way too many. So, keeping track of all that when we're walking around. Um, by the time we ended up in New Hampshire, I think we took 14 or 15, which is an appropriate number. Um, so still looking to do the same thing. Um we schedule maybe four or five
158field trips around Connecticut all on Saturdays. Um a couple are on half days on Fridays. Uh we go for the afternoon local stuff in Graten. Uh spend every Friday afternoon from 3:30 to 5:30 uh playing games and talking about hiking and doing preparation stuff and slowly build up stamina and confidence as we go along throughout the course of the year. Um we do our best to accommodate everybody. We have so much transition at our school. um that can be tricky. Last year we added somebody um I think in late March or early April and it was pretty much a it was a big challenge because the the group had already established but he moved in and he was military so I have a hard time saying no. Um but we we worked through it. Um
159changed some things. So try and accommodate all that stuff. Um so that's kind of where we are. We do the same thing. We change things every year. New application process this year that they have to go on and pick some websites. We made it a little more web- based because we struggled with um some of the writing. So, we shortened some things up trying to navigate that so it was a little easier for those um students that have difficulty writing because that's not fair to them. So, that's kind of where we are. Um not looking to change a whole lot of things uh for this coming year. Not sure how many more years I'm going to run it because I'm getting old and tired. Um but I couldn't let COVID make me stop. That was
160a that was an absolute no. So, that's where we are. >> Okay. other discussion. I see Mrs. P. No, this is Porter. Is your hand up? >> Yes. >> Okay. >> Seth, I just had a quick question for you. Is this just for Charles Barnum kids? >> Yes. >> And has this ever been expanded to are the ideas, any of the other principles shown interest in creating this type of club? because I I think I look at something like this. I think it's a fabulous opportunity, but it's only for one of our five schools and I'm just I would I just was wondering if anybody else has shown an interest. >> CK um has something that goes along and I know that I've talked with Steve at Mystic. Um he'd like to get something started.
161Uh not to the extent, but I have to say I get asked that question every year for the past I don't know 10 or 12 years and the answer is pretty much the same. All of the schools have different opportunities for their kids. Not every school is identical, and this one just happens to follow me around because I'm the one that enjoys it. So, um, wherever I go, that kind of follows me. And every school I've left, um, one school that hung around for a while, but most of most of the time it just goes away. >> Thank you, Steve. >> I'm Seth. >> I think um, when Mr. >> I'm sorry, Seth. Sorry. >> Oh, when he when Mr. Dana first started this, he was at Fitch Middle and then I believe you were
162transferred when it closed to Cutler. >> Yes. >> And there was a program at Cutler and then there was a teacher at Westside that also um helped out. So that both our middle schools had were involved in this and then when you became principal of Charles Barnum, it went to Charles Barnum. So, I I think it's a fabulous program. And um I have one little quick thing under pre-trip activities where it says meet for two hours each Friday night all year long. Do you mean two hours after school? >> Yes. >> So, from 3 every Friday from 3:30 to 5:30, >> right? I think you know because I think of that as not being in the night. I think of that as like late afternoon. It ju it just seems like I when I think
163of night I think of you know like six o'clock at 6 to 8 or something like that. So maybe you can just put two hours each Friday afternoon or after school or something. >> I can change I can change that. >> Yeah. But otherwise it's wonderful and I'm so happy that you got it into us early. That's great. Thank you. >> So are we are we ready for a vote? All in favor? Hi. >> Hi. >> Wait a minute. Beverly's hand is up. >> Oh, >> I don't see Beverly. I didn't see >> I was just gonna agree with Rita. This is a great program and thank you, Seth, for doing this. >> Yeah. >> Thank you. >> Is this the one that Kathy Wilson used to do also? >> Yes, she did it with
164me. >> Okay. Yeah. Yeah. Good. Thank you. >> Is there anybody else? Because I can't see everybody across the board. >> I'm sorry, Beverly. >> Fabulous. And you even did hike across Graten. I remember one year you had the the parents come out when for June for the the Connecticut hiking day and it was it was just wonderful seeing the kids and their parents doing >> that was a long time ago. I I remember doing it but I couldn't tell you when it was. >> Yeah, it was a while ago. Then all in favor? >> I opposed abstain. Motion carries. >> All right. >> Thank you. Thank you, Seth, for hanging out with us tonight, too. >> Thank you. I know I'm I'm usually um on time and I'm way over, so let's get going
165here. So, the next one is um Oh, I don't have anybody that I ask to do the motion. So, Matthew, can you move the the last? >> It would be honored. Uh, I move that we approve the out of district tuition rates for the 2022 2023 school year as presented in attachment 10 >> discussion. >> I believe we had a discussion at our last CO meeting about the all these rates that were presented to us. >> Yep. Uh is there any other discussion? So then all in favor? >> I >> opposed. >> Did we get a second? >> Uh Liz raised her hand. I think >> All right. Thank you. Thank you. Okay. So the motion carries. All right. Moving on. Letters and communication. So Liz, I know that you wanted to say something. Yeah.
166>> Yeah. Um I I'm sure you're all aware, but it is I just wanted to recognize and to send our condolences as a board um to the family of Elelliana Palazio. She's was our smallest one of our smallest little members of our Grten Public Schools and she passed away this past week. And so I just wanted to mention that um her family is very um very close to that family, very sweet people. And I just wanted to let them know that we send our condolences. >> J, >> I have uh no communications. >> Okay, Dean, >> again, I offer my apologies. I have had trouble getting into my email and so if anybody sent me messages and I haven't responded, I crave your indulgence and your forgiveness. I just But I got it unlocked so
167I'll be looking through it. Bey >> um yes, I I wanted to um mention the the Graten Middle School video that was sent by Mrs. Austin. I thought it was um wonderful. And also that I want to thank everyone who has applied um who has sent in their resumes for the new the board of ed position that is open. I'm I'm happy to see people submitting their you know their interest to um this open position and look forward to talking about it I guess in next month in August. >> Matthew, did I call on you? Not yet, but I'm waiting. Very nice. >> I I second what Rita just said, and I would encourage anybody who has any thought of possibly serving on the board to submit his or her application and attend the meetings.
168Thank you. >> I haven't received any u communications. Have I missed anybody? Okay, then u moving on to uh future meeting dates. I think that's perfectly clear. Susan, do you have anything to say about that? >> What the um the meeting dates? Yeah. >> No, I think that we had moved some Monday dates, the policy and finance and facility to Tuesdays because it worked better for the committee members. So, I think that's just adjusting to our schedule. >> Well, then Rita, I'm giving I'd like to make >> Don't you ever do that again. >> Should I make a motion to adjourn? >> Second. >> Okay. Well, good night. Thank you everybody. >> Thank you for facilitating, Dr. Acriman. >> Good night, everyone.