9-8-25 Groton Board of Education Meeting

001Good evening. Um September 18, 2025. Um and this is a Grten board of education committee of the whole meeting. Um in attendance we have I believe Ian Thomas is online. Dean Antipos, Andrea Ari, uh Jay Whiteloff, Mike Whitney, um Jen White. Is Jen? >> Yeah, Jen White's online. Um and uh Sean Sean Corkran um who is a new board member. So welcome Sean. >> Thank you. >> Um we're very excited to have you. And myself Adrien Johnson. Um we also have Susan Austin and Marie Mancini and Lauren Cassini. >> Oh yes. And Sam. Sorry. >> I don't want to forget Sam. >> All right. Um so the first order of business is reviewing the August 18th meeting minutes. So um anyone would like to make a motion to approve. >> Move we accept the August

00218th, 2025 meeting minutes. >> I'll second. >> Any discussion? So all in favor of approving the meeting minutes I >> I >> opposed abstain. All right. So it's all in favor and um so this is a great meeting because we get to talk about um student data and how we've been doing. um we look at some of the successes and challenges um that we had last year and um and I think we're also going to um talk about the district's dashboard and the state dashboard. So with that um I will uh we're on attachment two and I will turn it over to Susan. >> All right. Well, um, we're excited because as Adrienne is saying, we really want to introduce you to the state dashboard and have that you be have access to it at

003any given time so that you can also keep up with how we're doing. Um, I do think that we need to give Lauren Cassini um, move her on so that she can open up her computer, Mark, and share the presentation. So um so it's a kind of two-part series. This is really the large picture of looking at district data um and also how to navigate the state dashboard and some ideas that we have around showcasing other data that we have beyond state data eventually. So we'd have kind of our own dashboard, but between the state dashboard and those other areas, um it would give really the public full view of everything that's happening. Um we also know that um you know this is a work in pro progress. We really tied it into the strategic

004plan because that plan is going to be our guide into the future. And aligned with that plan is now a district improvement plan which we'll be sharing with you. and school improvement plans and you'll be able to hear from all the principles in the next couple months. You know that template that we have monthtomonth it's kind of chalk full but there's a lot of data. So before we get into budget numbers we're going to be talking about data and you're going to get some real in-depth insight into that and then the whole so what now what are we going to do about some of these challenges? How are we going to do, you know, accelerated learning and do some correction here so that we are still in line with what the state wants every district

005to accomplish by 2030, which is to get to those um certage those target numbers. So you can take it from here. So, as Susan has said, um the purpose really of tonight is to begin to look at some of the data that has now become available um and to also orient you as a board to the comprehensive data dashboard that currently exists through the Connecticut State uh Department of Ed in conjunction with ROE. And hopefully by the end of tonight you'll have a better understanding of how we interact with them to be able to come up with the public facing um what we call ed site which is the comprehensive dashboard. Um so really it begins with the work we did last year. Um, we'll always want to go back to this and you'll notice

006that moving forward as we talk about data and schools present and we present as a district our improvement plans. We will always come back to this our strategic plan which um a large variety of stakeholders worked tirelessly last year um to identify our our major goals, the areas that we really need to uh focus on to move our district forward. and that became what's known as the GR public schools um strategic plan. And from those that plan are our five major pillars. Okay? And so again, you're going to see this during each meeting to orient us to always bring us back to the same um the same page, right? What are we trying to accomplish? What are our goals? Where do we want Brock to go? Right? So, you'll see that our first pillar is

007really to accelerate academic achievement. And we do this um by providing students with standards aligned curriculum. Um we are focused on student centered instruction and engaging learning experiences to support our vision of a graduate right so rising students. The second pillar is to cultivate a rich and vibrant learning environment, our community. And we do this by fostering a safe and inclusive environment that engages and empowers students, families, and staff alike. Our third pillar, strengthen pathways that develop postsecary readiness. Um, we do this, oh, I think I mixed them up, but I'm sorry. uh by preparing all GPS learners to be future ready and globally prepared citizens. Number four, we attract and grow a skilled and supported workforce. And we do this by recruiting, developing, and retaining and celebrating exceptional talent within our district. And finally,

008our fifth um pillar is to improve operational efforts and increase fiscal responsibility. We'll do this by refining and implementing structures and policies that transform district uh district systems and remove barriers for educators and students alike. So again, this is what we'll always ground ourselves in at the beginning of each meeting. >> And Lauren has conveniently placed links everywhere you go. So you receive this both digitally and hard copy. the digital v version is the one you should save so that you can always go back to this and play around with it in the sandbox and really go and check out some of these sites and you can compare us to anyone else you want to compare us to and the state alike. So, um but we will be giving you presentations on that as well.

009And if there's ever anything as you're playing around with this or you're manipulating the the site at all and you come to questions or you're not sure how to navigate something, you can always reach out to me. Happy to sit with you. I love this. Um they just got a new face too. So the whole public facing site um has had an uplift. So it's I think it's a little more user friendly. But you know if you're not on it all the time, if you do have questions, you're always welcome to reach out to me. and happy to stick to you at any time. But what I want you to look at right now is the top part. This tells you that these are key performance indicators. And again, we're always going back to that

010strategic strategic plan. And so what a key performance indicator is, it's our measurement. How do we know where we stand in terms of making the progress we want to be making? So we look at a number a variety of different data points to do this depending on the pillar, right? So, as an example, accelerating um academics, there are multiple indicators that we use to determine whether or not we're making the necessary gains that we want to make or if we need to shift, right? Um and so you'll see that as Susan mentioned, each one of these is a link. Okay? So if you click on it, it will bring you to that particular indicator and the information that you would be interested in getting or looking at under that particular indicator, right? >> And some

011will have 2024 data because accountability index for for one thing usually comes out in the wintertime all the way through spring. So that and the report card are kind of the last harrah on the data that gets released. So you can click on it to show that point if you want just to see how it opens up to the accountability index. >> Oh, it's not allowing me to here right now because I think I put it as a present. >> Yeah, sorry. Presentation. >> Sorry. Let me see if I can get out of here. >> So really quick, do these links work for the public that are embedded in the agenda? Yeah, if they could. Yes. >> All right. So, if the public Yep. >> clicked on the agenda, clicked on the attachment, they should

012be able to follow us around as well. All right. >> And we were even thinking about publishing some of this on the front face of and then also in a couple other places almost having an area to talk about the strategic plan. I think that's already up on the website. Um, but to showcase the data so that people could get there. >> Sis, you got to ask. This is a a g a question that applies generally to the information that's being provided. So this is not just for us, it's also for the public, right? Yes. >> Okay. >> And we know that some of the data is as a state you likes to use the term embargoed some of the data is, you know, is is in the past. >> So is if if people

013say okay, you know, where are we under, you know, they click they look for various data, will there be an indication someplace or a note that says, by the way, this is as of this date. We don't have this is last year etc. So people don't >> instance of that is last year. >> What you'll be able to see is >> can you get it bigger by any chance so they can see that because it actually does say 2024 >> because we know and we and we're reminded >> oh by the way this data is you know 2024 data. It's not 25. You're not going to see 2025 data until February 2026 or something like that. >> Yes. And that's important to note and that is important for the public to know. Um, and on

014the next slide, like once we go through a little bit of this, I want to walk you through exactly what that process looks like and why everything isn't like a major data dump in August so that you can view all the pieces at one time. There's this rigorous process that all of the data goes through from the state from us all the way to the state. So things come in in in pieces. So, as an example, our ESBACK data is in fact on the public site and we can go to that right now and look at it. However, the accountability report, which is what I have pulled up, there are still pieces missing and so this typically will come out anywhere from mid December to really February. It's been a little earlier. I feel like

015it's been more on the early January, late December side, but keep that in mind, right? So what you would do is you could easily look on each page to see exactly what is available. So as an example, we have for the accountability report which I just told you typically does not come out until mid December through February. We still have only 23 24 data in that you can if you look this one's a good tool and while it comes out a little bit later it's the whole picture, right? So, we can look at pieces like just the ESPback right now, which will give you timely information, and we're going to look at that later in the slides. But in terms of wanting to really get a better gist of where our district is, the accountability

016index gives you that big picture idea, right? because it's looking at our performance, it's looking at our meaning achievement, it's looking at our growth, it's looking at our attendance, it's looking at our arts, it's looking at all of those pieces and combining it to come up with a score, right? So, when we think about that big picture, this score is really how we rate in terms of the state. Okay? And I was really impressed when I came to Brten in 2014. The board of ed had a document called the yard stick. And what they were trying to get at was to go beyond academics and see all the other things that kids were involved in that were really meaningful and looking at attendance and looking at other things. So they were really ahead of the

017game back in those days. And then the state, you know, decided to also look at more than just the scores and, you know, look at access to the arts as a a main component. So, um, we're pleased that the state is looking at so many different parts of a kid's life in schools. So one thing that is nice uh not one but one of the things that is nice about at site public is it gives you the ability to look at the information and be able to filter it in certain ways. And again depending on the report you're on will determine what you're able to filter and how. So, as an example, if you were to visit the Smarter Balance page on this website right now, you could filter out how are students doing by

018um bringing reduced lunch, how are how are students doing, you know, grouped out by military. So, there's different ways to filter that on a on a page like the accountability page, which is what you see up on the board. You can choose to look at more than one area at a time. So we can compare Grten to the state right now if that's what you chose to do. But let's say you started asking questions, right? Because whenever we're looking at data, one starting place leads you down a number of rabbit holes that you could go down. And so my advice to you whenever you go on to Edsite uh public, go in with either a purpose in mind or a question you want answered. Because if you just go in, you'll probably end up more

019than likely just overwhelmed, right? So, go in with an intentional purpose or focus or question that you want answered and then come out and maybe you come up with a new question and then from there you can go back in and you can try a different site that maybe you'll find your answer on. >> But what is nice about this, you can on this particular page with the accountability index, you can compare yourself to other districts in our DUI. You could compare yourself to other districts. Let's say um I think this is Nope, that's North Haven. If you wanted to look at North Stonington. So, you have all these different options for who you want to compare to. And if you want to do it over time, maybe I just want to look at last

020year's data. Maybe I just maybe I want to see that trend over time. So, you're able to manipulate the data a little bit better here to give you a broader sense um of where we're at. So, this is just one particular page. Um, let me see. I've lost my PowerPoint in here. Do you have a question? Feel >> Yeah, Lauren. Yeah. While you're while you're working, uh, I'm going to bother you with this. This does when you go to the accountability I know this is the state. This is the SD. >> Yeah. >> This is Ed site. >> Do they have an explanation that's that's clearly found of what is meant by the accountability index? So down below you have they have little videos that can help to explain what it is. So you can

021watch a little video. You can get the two-page FAQ is my favorite. Like if you're just getting into it, that's a great starting place. Either the video or the FAQ. Um if you are really into data and understanding like the formulas, you can find that on here too. Um but >> because if I wanted if I wanted to critique the accountability index because again Susan mentioned you know yard stick measuring not just academic performance but other factors as well. A cynic might come in and say you know anything like the yard stick or the accountability index could also be used and tweaked by including things beyond what people normally expect from schools. academic performance for example to kind of juice numbers to hide things you know I'm reminded of Bill Murray and cattyshack you know

022so I've got on my deathbed I'll have stream I'll have total consciousness I got that going for me you know so what's in the accountability index and is it you know how's how are things weighted so but we don't have any any control over that one because that's the state putting it together and having things I'm just saying if I was to be cynical >> you've created I would say a lot of time on Yeah. Oh, and I have a quick question. Is there is there a way to look at this by grade? I know that NGSSE is five, eight, and 11. >> Yep. >> Because it doesn't give you that indicator or that option on the left hand side there. >> So, because that is because the accountability index is a whole >> Okay.

023It combines everything into >> what you're thinking about is called the the DPI or SPI which would be the district >> performance index or the school performance index. Right? Is that a better way to explain? >> So this is the average of the three grades together. >> I could find the PowerPoint and I apologize. I'm stumbling through this right now. Um I lost my PowerPoint. I don't know where it went. Give me two seconds. >> It's not up there in the panel. >> No, it's not. I'm gonna pull it back up again. I apologize for doing this. When we practice, it worked like a charm. >> Click on those links. I see how they work. >> I think I clicked it by accident. >> The other thing, too, is we've always talked about the goal

024as 75%. Right. >> no. So, it's not a percent. >> No, I know it's not a percent. Okay. So, strike that. Strike that. We've always talked about the the accountability index as being 75. Period. Okay. The the number 100 has never been used. And we're told 75 is not a percent. It's an index value. But when I look at the graph, and again, this is Edsite. This is not us. This is Edsite. The top line is 100. So ideally, they make it look like a 100 is as high as you could possibly go. But in other words, the state will settle for 75. >> Well, I think that's the target. It's eight. So, at the accountability index is 85. I know. See, there's a ton like of >> Right. >> So, the accountability index is

02585 where the DPI that um Mr. Corkran was just asking about that's 75. So, that's specific. >> Okay. That's what I'm thinking about. Yep. >> Because sometimes we have these numbers, you know, we say, "Okay, since 75, it's not percent. It's just 75." And people automatically think a 100. But you know that doesn't necessarily have to be. So when you're creating an index, it could be that 75 in fact is the optimal but on their chart it has the hundred and sometimes people goof in presentation. They'll show something on an axis that actually shouldn't doesn't belong there. But a 100 actually would be perfection then. That's a real number that >> in a perfect world would exist. That's the Yes, that is the >> Well, there are many districts like the new Kanan that I

026knew and love for 22 years >> that are way above the >> So if we're So if we're at 70, whatever that unit is or non-unit is where it's at 70 out of the 100 >> and it would be useful to see just exactly who would be close to the 100 if anybody's close to the 100. What is real life? I don't think >> I've ever seen anyone close to 100, but that's in the 80s. >> Yeah, higher 80s. >> Yeah. Okay. >> So, another link um as an example would be for chronic absenteeism. So, again, remember whenever you go on to the site, you really want to be going on with a question or a purpose. So, if you wanted to compare um or look at our chronic absenteeism as an example, we would

027just find the school we wanted or the district we wanted to look at, which in this case we're going to look at broad. Um, and then you can if you look over here, and again, this is just to orient you to this site. There is so much on here. I just want to give you some little nuggets, some bite-size, you know, ideas. But you can uh filter here, and you can see we can filter by anything from free and reduced lunch to students um that may be classified as special education, gender, and then you can pull up that chronic absenteeism to see what that rate is. So as a district for 2425 and note, right, this is up todate. So this is the most current. It's not we're not waiting on this to be factored

028in for this past school year. So this information is available and we are at 20.1% chronic absenteeism this past year, which is up from our 18. >> Could you define and I'm sorry I don't want to take over. Could you define for our new member if he doesn't already know how we define chronic absenteeism? >> So chronic absenteeism is 10% of the total school days. >> Right? >> So that changes. So as an example, just to kind of help you picture this, at day 10 of school, if you've missed two days because you were sick the first two days or you didn't realize there was school, right? You're you're considered chronically absent. But as more if those are the only two days you miss, >> miss the whole year, >> right? as more days acrew

029your number you're no longer chronically absent if your absences aren't increasing right so that's how that works >> but that's excused and unexcused >> chronic absenteeism covers everything okay however if your child is absent two days every month you know all of a sudden by the end of the year you're chronic it's like we really have to pay attention >> to days off and and yet the state actually provides mental health days as well but they're not free they're not keeping you from being chronic. >> So yeah, >> not here is not here. >> Not here. >> And so then another link that you all have access to and actually I want to revisit what you initially asked me which was does the public have access to all of these and the answer to this

030for communications and climate is no. And the reason for that is all of these other links link you to Edsite public which is a public facing dashboard. Our communications and climate data comes in it's from inhouse. So if you have a GRE public schools email account you do have access to this but not all of the public does. So you as a board do have access to this information. But what we're trying to do is present this information to you in bite-sized pieces so that when those presentations have been done for the board that we can also post it for the community so that they would see this aspect. So this is at this time this would be the one column and you can see um as an example this would link you directly to

031our uh climate survey results that were done again during the 2425 school year. And the highlighted question represent an important piece which is our strategic plan, the pillars of that. How are we measuring? What are our key performance indicators? And so the yellow highlighted um questions represent those KPIs or >> Can you read an example of that for us? >> So as an example um there are trusted adults in the school who I can phone to u for personal or academic support. So again, that speaks to our culture and climate pillar >> and everybody's working on this elementary, middle school, and high school. >> And it is broken out for you so that um you can kind of tease it out a little more your secondary versus elementary climate surveys. And again, if you wanted

032to look deeper at it or had questions about it, I'd be happy to answer that. >> Do you know what grade the climate study starts for elementary? >> It's K. So it's K12. >> K12. Okay. >> And so they're broken out. So in the elementary level, we have two different surveys. We have an early elementary survey and we have an upper elementary. And it's really just um age appropriate questions and the look of it. That's really the only difference, but they are the same questions. >> Um >> and then just to clarify, we are going to have a meeting on that almost where that's just an agenda topic. Correct. So, we're just we're just touching on on how to navigate some things tonight, but we're not going in depth on that. So, because the the

033climate survey is normally like a one to two hour presentation where the board asks a lot of questions, >> right? So, and we have talked about whether or not um how how to actually present that. Does it make more sense presenting it within so the school um improvement plans and when the schools come to report it? Does it make more sense for them to speak to it um specific to their school versus you know how we will sit around the table and we just throw it at you and here's like big picture. So I don't know th those were just some of the thoughts we had. Um you know we were throwing around like what would be the best way to do it so it's efficient um so it makes sense so that we can

034kind of target what it is we're looking at. So just putting it out there >> and how it and how it shows up in their plans >> right >> in their improvement plans their specific >> and again you do have access to all of this as well. So, we might even want to consider taking a look at it and then creating questions around the information you're looking at. I think it's a a another discussion like how you want to see it. I'm happy to do it however whatever makes sense for the board. >> All right. Yeah. I mean Mike. >> Yeah. Just quickly. So those four metrics in the communications climate that that's it's being reported to the state, right? Is do Oh, those aren't? No. Okay, >> I'm really sorry. >> That's for our

035internal use. >> This is for this is um in house. So this is not reported to the state at this point. >> Oh, so that answers my next question was does that get fed into the accountability index? The answer is therefore no >> not yet. Not yet, but >> not yet. >> There is no legislation. Denise was actually here to speak to it a little bit more. So at this point it's not yet. Okay. >> Well, there there was always supposed to be the the state was supposed to come up with this comprehensive survey. We've been waiting and waiting and it never really came to fruition. So, we've but we were kind of shown what the questions were that we should be asking. So, we created our own in-house as every district. So, until they

036come up with their own survey that they want to distribute to all the districts so it's comprehensive, concise and same. >> Yeah. for every district. You know, we're still waiting on that. >> Thank you. >> Yeah. >> Just trying to get us back to where we were. I apologize. >> And so, just going back to this and site public is this public facing data dashboard that houses a substantial amount of information that comes directly from Gra public schools and our CIS. Um we work very closely with them um to make >> I'm sorry this is the landing page though. >> Yes site. >> Yep. So this is the the landing page if you wanted to start at the initial page and then work from there to see the different you know what specifically um you

037want to look at whether it's students whether it's educators uh whether it's um performance versus attendance that's the landing page that'll get you there. Is it >> is it possible to um show us what the landing page looks like or one of the schools or maybe the high school or something like that? Just um so I think most people if they just Google ed site, they're going to click on Grten School District and then they're going to pick their school. But if if for today we can just pick the high school or middle school because they're they're kind of encompassing just to just to give a quick overview of what's there. >> Well, so the landing page for Ed's site looks just like this. It's a it's a new face that it has. And from

038here you could go to a number of different areas. So I think what you're asking is how >> report cards. >> So the report card will bring you to again the um this is the one we looked at together last time >> last year at the end of the year. >> It was maybe mid year beginning. It was earlier in the year I believe. This this to me seems like the the summary if somebody was just curious on how this school was doing with ELA and third grade or or what or overall >> and you'll see 20. >> So this seems to be the most the most >> quick and easy >> condensed information if you don't want to spend weeks on Edsite. >> It's it's uh it's succinct information. It's an overview. This to

039me is something if if someone was to ask me how can I look up information? I'm looking to move. What kind of place do I want to go to? What are the schools like? This is where I would send because it is it's a it's a sweeping broad stroke. The problem with this um in terms of as a board your use um would be that it is static information, right? So, it's not updated as frequently as let's say the other other pages that I just shared >> and it's a whole year old at this point. In some case it is it is but you >> well this is up to this is up to date for um for performance for last it's got all the it doesn't have uh the DPI but it's got all

040the individual Yep. >> So but you could look as an example right here's Charles Barnum quick overview and again this is the one we went through last year. If you just want it all like a one-stop shop this is the best place to go for sure. Um, but you can't you can't filter the information here. What you get is what you get. Yeah. >> But I know as a board you typically will have questions that um you might want answers to like those comparisons, right? So just to give you that tool that if you wanted to go and look it is available. >> All right. So you want can you just scroll down just so just so we can hit what the topics are that are here. So stu do you want to talk this

041about this? But students, it talks about our population. Educators talks about the teaching staff, certified staff, non-certified staff, all of that. >> Instruction um talks about spend expenditures um time with disabled peers. Um and then our performance, which is really the nuts and bolts of where we will head um in a few minutes, right? So notice again, here's 23 24. It's not quite ready for the 2425. Doesn't have that information yet, but it does give you the trend. >> Oh, is that because we're on district as a whole and not individuals? I think this is Charles. >> This is Charles. >> Oh, I thought they were all updated. >> No, not on this page. Not yet. >> As they're releasing the information, they're putting it on. >> Not on this page. Okay. Um this usually

042comes a little bit later like so here is up there. >> So we do have that. So certain pieces again will be enrollment has been up to date. Chronically absent is up to date but the performance is not at this point. >> Did they take it down? I could have sworn that I saw it. >> If they did I did not see it. Um >> when I look I know we had ELA because I looked at ELA and math scores on >> on here on the report card. >> You might find it somewhere like >> you're gonna find it somewhere else. Not not here, but we'll find let's find it for them. It'll be a treasure hunt. >> Pull it up for you. >> So So I'll just make a quick statement that per pupil

043expenditures is counted by the state differently than what we need to do for our budget. Yeah. Yeah. >> So in budget time, those two are never going to match up and it's for logical reasons. >> And now that we have brief, she was able to get every grant in and that bumps up our approval spending because all those doas were added in. >> Okay. >> So um >> that's the problem I have with that. It's done with every school district that I can think of and I'm an expert. But you take the number and you divide it by the number of students you have and you go there you go so much per cubicle. In fact, we all know that a ton of our costs don't scale that way, >> but that's the >> that's

044an average. >> I always take the per pupil expenditures with grain of salt. >> And so, Adrian, this is probably the page. Is this looking like it to you? >> Where did you go? I didn't. >> So, I apologize. So, under assessments, >> y >> I went to smarter balance and I went to achievement. And this will have for you and it this you can sort and filter which is nice. Okay. So here's state of Connecticut >> and can we add grant to the state? >> So no this on this page again right it's this page you cannot have a sidebyside with another district. That's why Lauren helps us make those great presentations because she gets all those questions that we have like I want to see Graten. I want to see the state. I

045want to see Graten compared to our dur our neighbors. You know, what does it look like? >> So, >> oh, just parenthetically. I'm sorry. Go ahead. >> Oh, no. I was just going to say I'm I'm almost positive I saw it on the other and maybe with the redesign they pulled it out for a little while. Um because that's that. >> Yeah. >> I wanted to just add parathetically if you don't know Sean what a DUI is. >> You know what a DUIG is? A DRG >> District reference group. So they'll the state collects and categorizes schools into it lumps them into different district reference groups which are called DUR. I think we're in Durk G. It's an attempt to group schools according to >> economics, demographics, etc. Yes. >> Similar districts >> again with

046grains of salt. Right. So we're often compared with Vernon, for example, even though it's not a neighbor of ours. >> And so this is where you could find information specific to Smarter Balance. You can choose it by what you want to look at subject. You can choose it again by you know one of the demographic groups or subgroups and you would click on it and it would give you the information. But this is not um one of the pages where you could do a sidebyside comparison. Any other questions? Any other place to go on? So, as I was saying, it's important to go through um these sites with a focus our focus in mind. I think it's important to share with you how exactly we get uh this information how the CD BS >> CSD

047>> it's a it's a rough night um how they get the information related to GR public schools okay and so when I tell you there is an enormous amount of information that data that's collected on a daily basis, whether it's at the school level, um whether it's moved to the state, whether it's come back to us, we work side by side with the state to ensure that the data that you're getting is timely and accurate and then published um for the public. Okay. So, what you see here is literally the process that um that we go through to get that data onto that edite public and onto Edsite secure. Um, and it really begins at the building level or I'm sorry, yeah, at the building level as well as the district level and the day-to-day

048collections that take place. Um, I'm not going to go through all the steps, but basically we collect it in inhouse and that's everything from attendance to coursework to teachers to um discipline in school suspensions, bus suspensions, you name it, we're collecting that information. And then at at one point there is um there are certain uh dates that each one of these reports is due by. And so we do an initial submission um and after that initial submission we work with the department of ed uh to make any necessary adjustments. So let's say there wasn't some of the information wasn't available through CT sets which is our special education um warehouse right like so if it hadn't been uploaded there yet we would have to make corrections um we go through that process then we certify

049it then the state gets a hold of it um and then after that it becomes frozen where there no more uh um modifications or revisions can be made and then from there it becomes published to So, it's a pretty intense pro process that each report goes through. Let me just see if I want to show you. Why is this not >> Oh, yeah. There's all the dates. >> These are what you see here. all the reports that we work with the department of ed to give them. And here are the dates, okay? When it's open, when the we initially submit the information, when we have updates, and when it's completely frozen. >> Okay. >> This information is available publicly. >> Oh, yeah. >> So, if somebody wanted to investigate, why is it that we're looking

050at 2324? there's an explanation if they wanted to. >> Yep. All this you can pull this right up off of the um ed uh state department of ed website. >> But it collects, as I said, everything from discipline to our language learners, the assessments that they take to appeals process uh to our food nutrition information. Every department and every school is responsible for a significant amount of data that eventually comes through here. We clean, we scrub, we send, they send back, we work together. And it's typically things like concurrent registrations, right? Where we have a student registered in Graten, but they're still registered in another district, which happens frequently with transient populations. Um whether they didn't unenroll in one district or um yet, right? So they maybe didn't want to enroll in that district or

051that district didn't know where they were and then they popped up in ours so that we can sort through that figure out okay where is this student actually so we don't lose kids in the process. So it's a whole system of trying to make sure our information is again timely and accurate >> and lots of checks and balances get it right. >> Lots of checks seems frustrating. It seems like it's so long. The staff actually sees the data now. Oh, it's so timely. Like they'll see they've given the tests and they can see how their kids did. You know, you get those results, but only um people who would have access to student data. >> Just three people. >> Yeah. Well, the principal, the teacher, >> right? >> Yeah. I So, just to go back

052a little bit, I did I look back at my email because I I I emailed everybody when data was when the ELA and math data and science data came up. It was on the report card page. So, can we ask um >> why >> somebody at Edsite? Yeah. When it'll be put back on that page. >> Yeah, I can ask that. Um I know you you beat the state in informing. Do you know? I'm impressed. I was >> Well, I knew it came out in August. That's why I was and I I wanted to look at the link that I sent for the just just for the public to know. I I saw the link came up and I sent a link to the board saying the new data is out. Um so um but

053uh but yeah the the link went to the report card. It didn't go to one of these other sites. >> Interesting. >> That is >> so yeah if we could ask the state when that's going to be back >> back up just because in my eyes that seemed like a much easier way to get a um a view of the school like an updated view of the school. >> Check in on that tomorrow. What about I'm I don't know what is happening here and I'm really embarrassed and I apologize. There we go. I'm going to keep this But you can't see it now. Yeah, >> I might have a copy of all, but go on the way back sheet. Excuse me. >> I can't wait to get home and see it. >> Okay. And so,

054as we just saw, um, one piece of information that is up on public, it was no longer embargoed is our district level um, state assessment results. And so, what you have in front of you is an overview of performance over time. Right now you're looking at English language arts grades 3 through 8. Okay. So this would be ESPAT. Um and you'll notice the different highlights represent cohorts of kids. So as an example if you look at ELA 2022 that highlight of yellow at 52.6%. If you follow that highlighted yellow over the years that's the same cohort of of kids. That's the same grade level of kids. is pretty wrapped. >> That's a quick procedural question. I'm absolutely okay with going through this on on our agenda. It just says data dashboard. The attachment has this

055I don't know. Are we kind of hiding that we're going through like could it be perceived that we be hiding that we're going through this year's data without having as an agenda item? That's my question. It's it's clear. It's already in the attachment that's included in the agenda. The d the agenda heading is just data dashboard and we're we're stepping away from the data dashboard at this point. I'm just asking >> it's so I see what you mean in my opinion. Um, this is data from the dashboard just organized slightly differently. And we're not going into this as although I want to go into this, I don't I believe that we're just talking about the data that came off the dashboard as an overview and we're going to have an in-depth meeting to go over

056these scores. Is that my am I understanding things correctly? >> Yeah. And I think that Pan Marie has also published uh really a comprehensive um look at it in a August 29th memo that was sent out. So this is actually part of that district data looking at it over time. >> Yeah. >> Just to give you kind of a a a look at both yeartoyear and also cohorts. >> Yes. Thank you. And I I appreciate the memo and and I appreciate these slides. I just actually so I guess u maybe we're in line just want to make sure that there's a future agenda item in a meeting where we're we're going through through these results because you know a student performance is is key >> to yeah to me we need we've got like four

057or five nights worth of meetings in this data. So um um and I and to my recollection of last year we we did like we spent an entire meeting talking about the climate survey which when the climate survey was done in what May or something April or May >> the presentation or when it was administered >> it was administered >> yeah it was administered back in April through May it was a it was a window the window I'm trying to remember April and May >> and I think that if I think back two years that might have been the end of August when we went over that we had an whole meeting to talk about the climate in the schools which we had a much different time then because we were we were just out

058of that that time when the schools were closed so that the climate is changing a lot but um but so I I'm taking this data at like tonight's meeting as we're just kind of touching on it um because this data came out on the dashboard but I think it was in the agenda packet accessible through the website >> okay >> it's I I think it's in my I I mean, I don't know if anybody has a different opinion of it that we're too far out of >> I'm I'm with Mike that as tempting as it is to get into the data, I I think we should probably save that for the meeting on the data itself. >> Yeah, I agree. >> But I don't want four or five meetings on as you meant broader. >>

059That's a different one. I think it's one of the most interesting ways to showcase the data is school by school and tied in with their school action plan and you know what they've seen and what they're going to do about it. you know what you know what's on the horizon um for all that and we know that this board has really really supported the district in looking at um reading through the science of reading lens looking at it elementary middle school um and you know that work is being done under an Marie's leadership and the math is also being examined very carefully and there are some pilot and some information that teachers are going to try a lot of professional development around mathematics elementary and middle school and even high school. So, um that part

060we're really excited about and we really think that that's going to make a difference. Even though this program in ELA is brand new, we feel like the teachers have really embraced it and have done really good work for the first year and they're going into their second year and that it'll get better and better, we think. Yeah. South. >> I'm sorry. Should I continue or is that like a good Are we stopping here? We don't I missed that. >> No, I think we can review the data um just broadly because it's on the dashboard and we didn't say that it was just the state dashboard because I think we can also talk about um the district like tying into the state dashboard. Um, so are we gonna we're going to put this links into the

061state dashboard on our district pages. Correct. >> Which I'm not following. I apologize. >> Are we are we linking some of the um like so we've also talked about the dashboard for the schools? Are we linking are we linking these two things together? This the performance dashboard for the schools. I think that's actually a future agenda item. So I'll leave that. the future. We've we've talked about taking our presentations and making them more public facing on the website so people can look at it and then we haven't talked about it school by school, but we can certainly talk to the principles about how that could look. >> I think that's on the referral tracking sheet, isn't it? Just >> on the on each school's individual website. Is that >> we'll talk about it's on the

062tracking sheet. I don't have the tracking sheet with me, but I'm pretty sure it's on there. So this is the ELA um English language arts performance over time. I mentioned you know the colors are coded um to ma to match cohorts over time. Um you can see that based on this grades three and to four and then grades four and five had increases in their overall growth in LA. Um, also fourth grade from 22, um, since 2022 until now, um, we're now back where we were. So, we're making increases. We're going back up in the right direction. Um, and it we always use that 2019 benchmark. It's a particularly good year before COVID hit us. And then, you know, we had two years without real viable state testing. >> Nothing happened on the 2020 year.

063We were all at home. And then you get back to 22 and and looking forward at how kids are progressing. And ultimately, we want to get back to 2019 and beyond. Want to hit that target, too. So, this is just showing you in percents. >> Yep. And so, here is a spa ELA. I'm sorry, math performance overtime. Same thing with the color cohorts. Um, one thing worth noting and remember this is uh it's the percent of students meeting or exceeding benchmark. One thing worth noting is sixth grade to 7th grade um the 24 to 25 school year they had an increase of 12 points over 12 points um in growth. That's an impressive um aid right there. Or >> are there any questions on this slide before we move on? >> I'm going to hold

064them for another meeting. >> Yeah. >> All right. >> Yeah. I >> even if if this piques your curiosity, I always love it if you want to send some questions ahead of time and then we can actually, >> you know, plan our presentation around some of the questions that you have, too. long as we don't hold in informal meetings online. That applies to anything where we start to shoot messages to each other about stuff and we wind up effectively having them that violates freedom of information. >> Yeah, we could we could uh >> not that we've done that yet, but >> send a question to the board chair and the superintendent. >> Yeah. One way or you can include the the vice chair if you'd like. >> Right. And and you have this information. So,

065like I said, play in the sandbox, you know, tap into those links and and check out what all that you can see there because that might also you'll go in with a question, but it probably will also um promote other questions as you go through, >> right? >> So, for me broadly, I'd like um us to, you know, focus on the challenges as well as highlighting the successes. Like for instance, some of those cohorts went up, some of them went down quite a bit. And so at least equal time so that we can, you know, um put our our resources efficiently to helping improve the school system. I >> mean, one thing that's been is the state level data and our data in sixth grade. And yeah, they moved from elementary to middle school, but

066you know, we're really really trying to get to the root cause of why is there such a tremendous, you know, decrease? Yeah, that was going to be my my question and something we should talk about, which is a substantial decrease from fifth to sixth grade districtwide in math and science and >> or in math and well in in everything and and obviously middle school is just a big transition in itself and that's probably >> um big part of it, but maybe you know >> what we're planning on you know what we think it is and how we can improve. >> Yeah. Um so this is our uh science assessment generation science assessment and just for your reference that it's only um given to grades 5, 8 and 11. So that's why you would see those

067grades present. Um but you can still match those cohorts. Um we see that in grade eight recognizing right that there there's work that needs to be done there. There is a substantial um dip from fifth grade a science assessment to when they took it in eighth grade and then from 8th grade to 11th grade they held their own there was a slight increase and one of the um areas is grade five in 2024 was right back at the 2019 percentage which was good and we slipped a little bit but um you'll see school by school how there are so many differences. So, we're going to tap into those success stories to find out how we can be successful across the district. >> And Katherine Finowski, um, Northeast and Thes all were, uh, they had some

068some really impressive science scores. And so our SAT data, so this is the 2026 cohort, so our now seniors who took SATs last spring. Um you can look at over time how they progressed. Um and they've done a nice job um holding their own and then making some increases. So from beginning of 10th grade when they first took it in the PSAT when they took the true PSATS the end of 11th grade you can see there's a 6 point uh percentage point increase there um year-over-year and and in relation to the state we're above the state in performance time over time and really this is just our roadmap to success, right? So, everything we do comes down to our strategic plan. How are we working and what are we doing um to ensure our students

069and GR public schools is successful. Um, and in order to do that, we have a district improvement plan that has been created. And off of that, school impro individual schools have created their own improvement plan which outlines the steps, the action steps that they will take to make those gains, always tying back to our pillars, our five pillars. And all of those things are measured by the key performance index and the state data. And it links to our principal's goals and um our teachers goals too. Not necessarily, you know, just the data, could be culture and climate, could be other goals that they want to work on. And so coming up will be the district and school presentations on the performance data as well as um improvement plans. So those are in the next over

070the next several really the next two months I think it stretches out. >> All right. So do we have a plan? Are we is it on the schedule to talk about the climate survey? >> I think um when you and Beverly and I meet hopefully this week look at the template figure out what comes next. >> All right. >> Yeah. um because some of those there was a lot of questions with how the data was um presented last year um in those meetings and so it would be great to look back at some of those notes um because I I know there were lots of comments I think Dean actually had had a few on different ways um of understanding so we'll say in the in the categories of um approaching standards or meet standards

071there's questions that was there's a huge range um in scores in that group and is there a way to understand where the kids are in that group? Are they almost at standard or are they further down? So like in in last year's meeting, that's just an example, but I think there was some um I think there's lots of questions on um on how the data could be shown differently. >> When we get to the growth, that's what we really are looking at. What every child has a target and they're expected to grow, measurable growth. And so them knowing the targets, the teachers knowing the targets is really pretty essential. And you know, what is it that they didn't get the year before that we need to make sure they're getting this year? Um, so there's

072a lot that goes into that analysis and how close are they to the next bend. You know, like we want to see kids who are in the two range getting into the three. You know, you want to see that measured growth so that they might not go from a level one to a level four in one year, but they could. You don't know, but you want to see them grow over time. >> Yeah. Thank you for the presentation and assembling the data. Uh it's helpful. Um just I want to make a statement about the uh Gren Public School strategic plan. Um it's not been voted on yet by the uh board of ed. So we we still have to do that before it becomes effective. We discussed it at the cow meeting on June 16th

073of this year. Um but uh it was never voted on that I can tell and then the the last one was voted on in a regular meeting of the board of ed on May 22nd, 2017. So it's clear that um it makes sense to me too that that our our procedure is to vote on the new strategic plan. So, I think we should have a vote on that. Not today. We can't cow. >> I don't remember it being voted on, but I guess it was in 2017. >> Yeah, I I looked I just looked it up. Yeah, it definitely is. And and and it makes obviously to me it's obvious that the board should vote on a strategic plan because, you know, we're the we're we're the strategic body hopefully of of um of the

074school system. >> Well, we get to vote on custodian appreciation day. I mean we should be able to go on a strategic plan. >> Um but custodians appreciation name might be more important I would say >> actually not the custodians. I'm just saying you know we're more than just a ceremonial body. >> Yeah. Um do you want to make that referral to to Bev and CC me on it? >> I I I'll refer it but I think we should do it right. >> It's something that's been talked about a couple of times in meetings. So, I think just putting it in an email as a referral for discussion. >> Yeah. >> And hopefully a vote. Um, >> yeah, I guess. So, it's just a misstep, I think. >> Um, could I just jump in real

075quick on that? >> Yeah, go ahead, Ian. >> I just wanted to voice support for Mike's suggestion. And, you know, maybe that's something we just put on the uh agenda for the end of the month uh regular meeting uh for the September regular meeting. Thanks. Yeah, I I definitely support the board voting on it as well. But all right, any other discussion on the data dashboard? All right, we will move on the location of the robotics team. So, who wants to >> Well, I can start. I think I wrote about it in boardnote um for you to talk about um our meeting with finance facilities. It was really facilities focused and we actually did a walkth through at Fitch of the Automotive Center and the wood shop and another computer lab, a few other rooms.

076We were poking around and checking out the facility. Um, we had both coaches in attendance, Jerry Fus and Chris Jenkins. Um, Adrian joined us and the team which was Dean and and um, Jen and >> Jay was there too. Um, and basically, um, Chris Jenkins actually stated it, but I've said it before, that fire marshal, um, Bednars was the one who is in charge of that Mary Morrison site, and he has been over there and he had from the start of us even looking at another site other than Fitch had said that Fitch High School is the only school that's appropriate and safe to house the aluminum Falcons robotics team. Um and you know he was pretty adamant about that. And so when we were looking at this space, one of the things that has

077happened is um the robotics has had the closed down PV space for years now. I don't even remember when you moved them in there or when they moved in there, but so they've been able to use the whole vacant school which you know um has not been in use except for their use. And I've always had concerns about them being out because they robotics team takes this serious. They work all kinds of hours and so late at night they always have mentors there, but they're in an old abandoned building and it's offsite and um kids have to drive there and sometimes they're driving late at night. And the new coaches though have really kind of brought it back and they've, you know, made sure that they closed off some empty spaces and they've kept it

078more in the gym and a couple other classrooms, but there were things that were happening prior to them poaching that were really concerning. So, um, we're still dealing with some of that. So, I I'm always a little bit hesitant to put kids in a build an older building and especially a closed down building where we're not sure about the atmosphere and the climate conditions and how safe it is um to be actually physically in there. Like I drove past SV Butler today just to see the grounds and you know it's you know I wouldn't go in there uh myself unless you know I knew that it had you know was okay safe to go in. So there we have a lot of questions still. I know that a fire marshal um we did discuss that.

079We've discussed other buildings that were closed down like Claude Chester and SB Butler and Sam actually said that um Claude Chester the gymnasium doesn't have the supports that we need for um you know any kind of manufacturing and I don't know that SB Butler would either but we would definitely have to involve the fire marshall to see to look in there and I don't know I guess I can turn it over to Sam. That's just kind of the introduction to our visit to Fitch. >> He's got his hand up, I think. >> Oh, Ian, you have a question. >> Yes. Uh, thanks. Just a quick note of parliamentary privilege. I just wanted to call attention to the fact that both Chris and Sherry, the two coaches are in attendance in the attendees tonight. So, if

080they wanted to, you know, if the conversation went that way, we could elevate them up to uh, you know, join as panelists and and engage in the conversation, too. Thank you. Thank you. >> Um, yeah. Can we um elevate them? I don't know who's back there. If it's Clint, um, can we elevate them? >> Yes, I'll do that. >> All right. Thank you. >> Sam can go in the meantime if you want to. >> Um, yeah. So, Sam, I guess you can talk about what we talked about in the in the meeting on Monday. um as far as the schedule and and the likelihood of getting or when we could get robotics team into Vitch if that's the plan. >> Yeah, I I don't have a definite date yet because I just saw the list

081of things that they want in that space and um where they would like in that space. So, I have to look at that a little more closely before I come up with the final date. Um, from what I understand, they need to be in there by the middle of October. Um, and so we've worked to that end. Anyways, >> we actually have a timeline that um, Coach Pis had put together and um, we've had several meetings. We we will continue to have like weekly meetings um to just assess the situation, see I know they did a lot of packing over the weekend and so they they really accomplished the go the goal and there's probably a lot of boxes. So I don't know if you've been over there after the packing to see what we're

082talking about. But some of the heavy equipment would have to have a specialized we discussed the specialized moving company that would we would need to move the equipment over. >> So our lathes and milling machines are pretty heavy that our guys wouldn't be capable of moving. And uh while the robot team did it the last time and they did it with certain level of professionalism. Um and I know of a couple of companies that I'd be talking to about moving that heavier equipment to the Fitch High School site if that's where it's going to end up. At any rate, um I've um I'll look at the plan. I I've seen that there are a lot of things that they want to bring to Fitch High School and we have to uh discuss that with them

083as to exactly um definitely exactly what they need in the space in order to operate immediately. Uh with some things maybe being held aside uh due to space constraints etc. power issues, but um our issues we can resolve over a period of time, but um we'll be able to set things up fairly quickly. In the meantime, we still have a lot of moving out of that space, stuff to move out of that space. We're um purchasing a container for some of the snow removal equipment. I know that went through this morning. Um so um once I have a date on that uh then we can we can step out of that out of the space so that we can make room for them. >> Right. So do we so do do we have at this

084point a date when the space will be clear or or it's just still unknown. I I don't have a definite date right now, but I will I mean we will be done in time to get them in for whatever date they say they have to be there, which what my understanding right now is they need to be in there operating by mid-occtober. So, >> all right. I thought it was a little bit more, but maybe we can ask Sherry, but first I'm going to um Jen has a question and then Dean. >> Um yes. So when we met um we had asked for a schedule. Um it looks like we do have one. I was wondering can you share some of the key dates um as to when they need to be in um I

085know Sam just mentioned that um we still are waiting for the container cuz um I guess it just got approved this morning. So I don't know um what's the timeline for a container to be delivered. So if you could if you have that information would like to know that information. Um and with the exception of the snow removal materials have all other items been removed or are in the process of removing? Um I think those were filters um paper boxes etc. So, can I get a status update on that? Thank you. >> Yeah, when I have a timeline, I'll give it to you. I'll be in touch with >> Yeah, I Matt had some responsibility in there of um working with the department chairs to get the paper voted up and I think the air

086filters is probably >> okay. So, um, we're, you know, I've got a weekby- week list that Sherry has shared with me. Um, you know, clearance and coordination kind of, um, this week, um, move schedule and communication, like trying to really orient and figure out when the move is going to take place. Um, and then, you know, executing by hopefully the end of this month. So, you know, we're working on that to get that done in 3 weeks, four weeks. >> So, >> yeah, I I thought we had a much more um I thought the schedule was a little bit they were going to try to get in there a little quicker from the meeting last Tuesday. >> Well, that is what I received. I'm sure >> I have limited resources. >> Yeah. which I thought

087we were gonna have a schedule Friday or something >> between absenteeism and uh others out for other reasons. So, um, we're dealing with that as well. Uh, as far as, um, an alternate site, which has been talked about, um, as far as SD Butler is concerned, um, I I don't believe that we should do anything about SB Butler, certainly before we even had a ruling from a fire marshall in that district as to whether he would allow it in the building in the first place. Um, I know Bridge has already said that we couldn't have it in Mary Morris and uh the city of Graten has allowed it in Pleasant Valley. Um, probably because it was there before that fire marshall got there. I don't know. I don't know the timeline of when he started

088over there, but it's been there as long as I've been there uh for the most part. Certainly, if we're going to move it to another site uh outside of the high school, which is not preferential, but uh if what needs to be done do anything without uh ruling from the fire marshall >> and I just don't I really want the kids to have a home base. I don't want them moving like it this you see is tremendous costs and manpower, woman power and getting it done, the job done. I don't want them to, like me being the Navy junior, move every other year with this kind of equipment. Dad thought it was hard enough the way he did it with 18,000 pounds. But, um, you know, I just really want them to to have a

089home base and to be, you know, in a good situation where they can be safe and secure at their own high school. But we can certainly, you know, if the board wishes us to to look into this, we could have the fire marshal. I just don't know who would want to walk in without knowing the condition of the building. >> I I have to It'll be Dean, then Ian, and then Mike. Um >> I have to assume that town must check on the building once in a while. I mean, I I can't imagine that they just shut the doors and mothball it. >> Well, they're heating it and and at at one point, I don't know if the fire department is still doing, but they were doing training in there on a on a monthly

090basis. Um, I'd have to check with a fire monitor. >> I mean, if that's an if it's an option in >> Yeah. If it's an option to me, it seems that um, we would just explore it and maybe just that's a meeting with you and the fire marshall and the coaches of the robotics team to see if it's even a viable option. Um, and I don't know if the coaches of the robotics team have any um, thought on that, but just thinking before we do the move, we might as well weigh our options and and maybe it's just not a viable option because the fire marshall and we can just dismiss it and move on. >> Fire marshall go in there with him and see whether he would >> mean I guess uh, we should

091ask we'll see what the we'll finish the discussion then we'll see what the board feels about that. Dean. >> So, couple of things. One, uh, I haven't spoken with the Bquana Bridge fire marshal about this. Um, I can imagine I already know I don't have to imagine that he put the kibos on the use of Mary Morrison and whether a variance could be gotten or not or the answer is no on Mary Morrison because of the lack of a sprinkler system and and and it would be uneconomical and it wouldn't even we couldn't even do it in time uh to get the season rolling for Mary Morrison anyway. So that's the end of Mary Morrison as an option. I don't know why the fire marshall would have said, "Oh, you should go to Fitch. Fitch

092is," even though Fitch is still within his district, why Fitch is the better option. I don't think it's for the fire marshal to have said, "This is where the robotics team ought to go." It is within his purview to say, "Uh, yeah, Mary Morrison is out unless you have a sprinkler system." I can see that. So, I I'm I'm not sure about a recommendation from the fire marshal as to where they should go. Now, as far as where they should go, my impression from the meeting last week was they needed to move. yesterday, quote unquote, yesterday. Maybe not with the quotes. Uh, so now I'm hearing mid-occtober. I mean, ultimately it's up to them. It's their schedule, but it seemed to me that we are past the point where uh we should be looking at

093SB Butler. I mean, if SB Butler works, that's great. But at this point, it's September what September 8th. And you know, we will talk to the fire marshal in in in Mystic Mystic Fire District, you know, and we will look at it and we will send an advanced team in. We will send the Chernobyl commandos in or whatever's got to go in SP Butler to take a look at it before the the rest of us look at it. I think we're past that. Uh be great if it worked, I suppose, because it would obviousate the need for cleanout uh rooms in in Fitch, but we've been talking about this for a long time. Um, and I was expecting a schedule of some sort by Friday. I don't run this thing. I was hoping, but I

094have no power. I'm just I'm impotent in that respect. I was hoping we'd have a schedule by Friday. We don't. And you know what? At the end of the day, if the robotics team is cool with whatever's going on, that's fine. That's their business. But, so I don't want to be outraged on their behalf. But, um, I am not happy for what that's worth. I am not happy where we are. It's September 8th and this has been a topic for a long time. Um, you know, I think we all knew where they were going to come. I know Fitch wasn't necessarily their favorite place because, you know, because the rooms are spread out, but it seems to be the only physical option that's available. Um, can't stay at Pleasant Valley. Mary Morrison's out. SP Butler's

095a big question mark. Uh Claude Chester is an out because it's structurally unsafe for what they want and structurally inadequate for what they want for their purposes. So that's out. Um so again September 8th here we are and and what I'm hearing frankly is more of the same which was which is you know we'll get back to you now. I want to >> schedule >> now I want to hear from the robotics team. >> I just said we have a schedule. Okay. Give it to me. >> All right. >> After our meeting which was the end of the week. So, >> doing the best we can. >> Adrian, could I uh jump in? >> Done. >> Am I up yet? >> Yeah, I'm done. >> All right. Yeah, go ahead, Ian. >> All right. Yeah,

096I just wanted to uh to align my comments. I'm not going to reiterate all the points that Dean made, but I agree 100% with his analysis and his uh his frustration, I guess what I'm reading, and frustration with the lack of urgency that we're sensing here. Um I also had the feeling that we were much further along in coming to a solution. Um I heard you know some stories that that yeah they had found space at Fitch. I'm presuming that the fire marshall um basically gave the okay at Fitch because Fitch has the fire suppression systems that can handle such an event. I believe it's the auto shop area that that we're looking to populate with the robotics. Um again I you know I I heard I would want to see a timeline um and

097and and whatever resources we need to dedicate let's get this thing done. Um it has been lingering for quite some time. I think we need to attach a lot of urgency to this. The robotics team is is operates at a high level. Um they're well regarded. They they they do very well in competitions. uh they are great for you know skills and um you know technologies training um so you know I I I'm astounded and I definitely would want to hear from um the uh the coaching staff as to like what their ideals outcome is at this point. Um I don't see the point in trying to find another temporary solution. Let's just double, triple down, devote the resources that we need to get it done in time for them to have a successful season.

098Let's support them as if they were the football team or the baseball team or the basketball team. Thank you. >> Thank you, Ann. Um Mike, did you >> Yes, I did. Uh it's just uh for the sprinklers at Mary Morrison. There's been talk about the portable sprinkler system. Um at at some point the fire marshall is going to be asked about that. Was he asked and he did say no that would not be enough? >> You said no to Mary Morrison school completely >> and and was he asked about the portable sprinkler? >> He asked about the portable sprinkler and he gave him the >> I gave him the information but he still said no. >> Okay. Um and then uh speaking towards like uh SP Butler or Claude Chester um though those are both

099under town control their town buildings right at this point and um as is um Pleasant Valley. Pleasant Valley though they've been using it for years. I did not find the clim that to be a climate controlled area. It was very very cold uh musty um was not not somewhere that um I I want to have uh children in. Um and so that that really needs to be if if we do explore these other options that has to be paid attention to uh in a very important way. Um uh then I just throw another option out. If you want to pursue it, you can. But there is the old Fitch Middle School which is now the Graten Community Center. um it may or may not have space there. Um and then um the third thing though

100is uh they also need at late not not October but later in the the season they need uh space um seems like gym space at time like time in the gym. Is that something that's going to be afforded to them? >> We were talking >> basketball season is >> well no we were actually talking about laying out space right in that auto shop. um they can do a half field which is pretty comprehensive that they can use a half field. So instead of a full gym it would be like half size. >> Will they discuss that? >> Will they be able to use the gym if they don't? >> Well I guess I mean back in the day they had a closet and they had the robotics the robots and they were going up and

101down hallways. So whatever we're coming up with is a lot better than those days. But, and I think Sher, you can answer this, but I think you might have taken them to the smaller gym and use that. But the problem is they would like to have a field space with that they can set up and use over and over again, not take down, set up, take down. So, that's what I was hearing, but I don't know. Sherry, you can correct me. >> Oh, yeah. Sherry or Chris, do either of you have any comments on that? when while while we're waiting for them while they were at Fitch, it was t it was taking a lot of time from their uh from their daily schedule to go from the space they were in to go down

102and set up because they would have to set up every night and then break it down each night too so that school could continue on the next day. So that was one of the problems there at Fitch High School previously. >> Yeah. I mean from from my understanding um like it was very unworkable given the the level of the robots these days to go back to that model like the setup and or at least it would be >> excessively cumbersome and burdensome on the um >> on the whole program um >> and and the the new space is the auto shop the garage is heated right like >> oh yeah >> yeah just making sure >> um all right so um Jen And I see your Oh, yeah. Oh, yeah. Sherry, do you want to

103I see your mic is on. You want to >> I'll wait till Sherry's done. >> Okay. I'm just going to comment on the question of the the gym and um how the team used to operate. Um when they were there before, the team was also much smaller. Um and we weren't able to do half of what we're able to do now. So we have grown um tremendously since then and um have been much more successful with having our own space and being able to have a field. Um so it would severely um impact you know how far we've come and the growth we've made for our students to not have that space. Is is the is the auto shop in the entirety uh large enough for production and for the field or a practice field?

104I guess I would say >> it would be large enough for our machine shop and half a field which we can certainly manage with. Um >> we also talked about the shop because you said parents will do some of the work shop with kids. >> Correct. >> So we looked at and then there's a business department. They have other departments that we could use classroom space and you know they would probably need computers. We saw a computer lab that's not used >> well often during the day. >> We've um we've been told otherwise about that computer lab space. So um I'm not really I'm not sure. Um I guess there are classes going on there during open house. Um there were teachers in there that said they run classes. So, um that is one question

105we have as far as those additional spaces um where we'd be able to set up our business students um because they do kind of need their own dedicated space. They do have a lot of equipment that would need to be set up. Um whereas our software students, they work off laptops. They could sort of sit in any space. They could use, you know, the media room or somewhere um because they don't have, you know, a lot of equipment they need to set up and and keep there. They basically work off laptops, but that business um our business team would need some sort of space. >> Okay. Yeah, I think I remember you saying that. >> So, but yeah, I think there's I think we need to clarify though um that computer lab because it sounds

106like it is being used during the day, >> right? and and um just my own opinion, but if we're talking about um turning the wood shop into something else, that requires a whole different discussion on the wood shop first. Um so um >> I think they were talking about using the wood shop as a wood shop because they do set up and and have woodworking. >> They would use it as a wood shop >> in the in the project. >> Needs a little cleaning up, but >> All right. Yeah. But so it still wouldn't be the machinery the machining space. They'd still need a machining space. >> No. Yeah, you can't put the machinery in the same space as the wood shop. >> Yeah. Yep. Um, and then while we've got you, do you mind

107giving us and just reiterating um because now we've got everybody's in attendance for what your schedule is and what kind of the hard points are in your schedule because um just so we I mean so we don't we'll just go back to kind of what you had stated in the meeting last Tuesday um for when your times are when your recruiting is and when you need to get started with with certain things just so we know kind of what your needs are for the program. >> Yeah. So, typically we begin midepptember. So, we would be starting next week bringing in our returning students to um get our recruitment going, get the shop ready for an open house. Um we typically schedule our open house for the first week in October. So, we then invite any

108interested students and families to come in and see the space um and give a presentation on the team. Uh after that we have a window a week to two weeks where new students um get registered or the team get registered with first robotics. And so that takes us to about midocctober where we then bring in all students who have applied and registered for and their families for a new member orientation meeting. And then that following week, so the end of October, our new students are are in and we start our um we have yearly required safety training that we have to complete. Um and then we try to get that all done by the end of October so that November and December we have two full months to properly train all students in their sub

109team areas before we kick off our build season at the beginning of January. And then January through March, that's six weeks. You have about six weeks uh to get the robot designed, built, wired, programmed, uh troubleshoot, practice, drive team um practice uh before competitions start, which um are typically the beginning of March through midappril. >> All right. And um I just wanted because I was so impressed with this when we had talked about it. Um, so you start on the design of the robot and get it complete to a working model. And is it six weeks? >> It's about six. We six to eight. It all depends on when our first competition is. Competitions start that first weekend in March. We won't we don't yet know um what competitions we'll be in. Uh they have

110a preference selection that opens in the next couple of weeks. So we'll um in the next several weeks we'll find out what um events we'll be in. But so yeah. So we could if if we're week one that would be the first weekend in March. So we always strive for six weeks. It could be depending on you know when our first competition is it could be eight weeks but we strive for six weeks. That gives us then um two weeks to make sure our drivers are trained. We have time to troubleshoot and practice on the robot before our first um our first competition. And it also gives us a little wiggle room because if we have snow days and we lose a day or several days, um that puts us in a tough spot. So

111we we really try to stick to that six week schedule. >> All right. Well, well, thank you for that. >> Yeah, you're welcome. >> Um Andrea, >> yes. Um I I'm adamant that it belongs at Fitch High School and nowhere else. However, I'm unclear on exactly what uh what is standing in the way of that happening. And um I I want to know not if we can do it, but how we're going to do it to accommodate this. And um I'm just unclear on exactly what it is that's standing in the way. I hear a lot of things but >> so we do have a detailed list from Carrie um she had created about week one which is this week the next week the third week >> that's a schedule >> it's a schedule of

112what needs to happen so they had to finish packing Pleasant Valley so they spent all weekend I think and then they got to go back so they have some more packing to do we have to call um the moving company that is capable of moving these really heavy pieces of equipment >> and figure out when to get them in. There's a few things that Sam has to remove. I mean, they've done a great job all summer. They've worked on this place. If you could have seen it before, you know, they got rid of a lot of stuff. So, there's a few other things. Um, but doesn't mean that we couldn't start bringing some things in once we get the moving company. Um, >> do we have the space? That's my my question. Yeah. If we

113don't, what are we going to do about that? How are we going to ensure that we >> once we clear the garage out? There is space. Um, but it's also the space that is going to be used for the new uh shop that Electric Boat is going to be putting in. And so, um, may it look like it's a temporary move until that's >> built. We'd have to go somewhere else in the meantime. Well, I don't know that we would, but we we do have a consultant working on this project who will be coming down next week, I think, to take a look to see how we can do both. >> So, in other words, that >> getting them in there is is cleaning out the rest of the garage and then moving stuff over,

114then running electrical, whatever else we have to set up machinery. >> Okay. So, what I'm hearing then is that they will go to Fitch High School. >> They're going to Fitch High School. Yeah. >> Okay. Well, we've been asked though to look at bring the fire marshall in to look at SB Butler. So I >> he identified it, right? >> Sorry. >> He identified Fitch High School as the place >> where it should go. >> The fire marshall who's responsible for Mary. >> Did you do that? >> Did say >> Yeah. Fish High School. I I I thought I heard you say it was the only place to go. Frank was at Phoenix and he was amendable to us moving there. >> I thought maybe did I mishare you? I thought I heard you say

115Sam that he said it was the only place to go. >> I didn't say that. I I don't think I said that. >> Well, he he did say which high school is the best most appropriate. >> The superintendent said that >> that was what he told us that it's the most appropriate space. The others were K5 marshal was always the fire. >> Sorry. Can I just get a point of information there? >> Um, say >> yeah, >> a point of information. >> Um, the when you say the fire marshall suggested that space, is it because there's fire suppression equipment already in place? >> Is that the reason? >> Yes. >> Okay. So, that takes away that that that solves a problem that that the other places all have. And the other question I have is

116who is suggesting SP Butler and why is that getting injected in at this late hour? I I think we should just >> we need to focus on one solution and get it done. So, we had that meeting. We had parents, we had students, we had board members, we had community members and we they were throwing around some other ideas and um they had mentioned Claude Chester again which we were told absolutely was structurally not capable and then the question came up about SB Butler, you know, and so I think that was um >> so >> brought to our attention. Ian, I I brought up the idea of SB Butler because I have concerns that the robotics won't be able to fit in the same space as the manufacturing center. So, this may be another temporary

117solution going because it well, it is going to be temporary because they're going to set up and then they're going to have to adjust around whatever that becomes if we change the manufacturing center. So my reason for bringing up um using Butler was maybe that could be a longer term solution or at least more than a year or two. Um it because to what I had gotten from other meetings is that robotics really won't work well if manufacturing if they if manufacturing is in the same space. And I assume that they're going to lose the field with manufacturing in the space, which is a big big issue from from my understanding. >> Okay, I have some more questions, but I don't want to jump anybody else in line because I know some other hands were

118raised. >> Let me um let me >> Yeah, if Jen still has a question and then Jay and then we'll go back to you if that's >> we need to promote Jen again. She dropped off. So, um Mark, if you could promote her again to bring her back. >> Oh, >> all right. Oh, yeah. We did. Did we finish with you? >> No, I you I'll wait for everybody else. >> We can go back. I don't know if we actually ever finished. So, okay. >> I should have asked you. So, if you have more things, let's Why don't you waited a long time, so >> Thank you. Well, I heard the superintendent say that we don't want to do this again. And I heard um Adrian, I just heard you say use the word temporary.

119So, and the superintendent uh indicated that it's at high cost. And of course we don't want to um inflict that on the on the taxpayers. So that's why um I'm I'm adamant about it being at at Fitch and keeping it there because at when we sell um SV Butler for apartments as it were, it's going to come back to us again. And that's why we have to find a permanent solution effort. So that's all I have to say. >> Is Jen >> Jen >> is Jen back up? Jen, did you >> Yes, I Yes, thank you. I ended up getting disconnected and then having to join rejoin, but um um I do concur with what Dean had said um because I thought we would be further along. We I thought from the finance and facilities

120meeting that we were going to try to get them in by the end of the month. Um so coming up with midocctober. Um I think it's late based on what was communicated there. Um I'm not sure if Sherry or Chris is still, but if they're in agreement with that mid-occtober, I'd like to hear them say that. Um, but I thought we were trying to get them in for September. Um, >> we know that they have to be in by midocctober, but we do have to rely on a moving company. So, it really is at the, you know, >> at the ability to get packed up and get them moved over. So, um, I know that Sam was going to reach out to this moving company. We finally figured out who moved us before. >> So,

121um, >> okay. So, even if we call, right, because they're probably busy, so we call, we set up a date, right? Um, maybe it is mid-occtober, whatever the drop dead deadline is, but we can't wait till October to call. >> No, we're not going to wait till October. >> Okay. No, the next thing on our list, but we have a list and Sherry was very good about putting together a comprehensive list and I can certainly send it to the board if they're curious about what the list says. >> Yeah. No. Okay. So, um >> I'm probably going to send a note again to Bev to ask her to for a status update for next week as well so that we could just keep pushing this along. That's fine. >> Okay. Thank you. >> And I

122did put it in board notes, so I'm happy to do that as well. >> Yep. No, I saw it. But I think it's just better if we do it um at either our c, you know, like our meetings. Thank you, >> Jay. >> Yeah. So, I just wanted to say that when I was at the the meeting and um the idea of SP Butler came up, um I agreed that it is another temporary solution, but so is where we're moving it at Fitch because they're going to have to be moved out of there for the conversion to the manufacturing center. And so, they're all temporary and obviously we all want something permanent eventually. Um but um of course it's completely up to the town council. I mean the town council would have to agree to

123let us use that space and then we would have to pay. Um but my idea was rather than move them in and out of the auto shop. I don't know if that's the idea that you had when you suggested it. you know, just let them, if it is approved by the council, go and get this manufacturing space finalized before we bring them back to their permanent home, but you know, obviously there's a lot of questions. The fire marshall may walk in and say that the facility isn't appropriate. I don't know if it's any better sprinkled than than Mary Morrison or not. Shannon has the group that's putting the ideas together with EB and the consultant I think meeting next week. So to do another walkthrough of that space and to to look at it because

124the vision was always to have manufacturing center for students to learn by day and then you could certainly use the space for robotics in the you know after school. So, you know, we just have to work out the details, but there, like I said, there is a a wood shop. There's uh and I know they told us otherwise, but there was a computer lab, so it might be just a scheduling issue because I don't think it's used all day long. It's used for a period or two >> and and wood shop is only used for one or two periods. So, >> and and just so um everyone here understands robotics um there's a lot of setup time um and some projects take multiple days. So, there's concern that that model may not work being a

125manufacturing center during the day and robotics in the evening. Um because if it takes two hours to set up a lathe to start milling a piece and then they can only work on it for an hour and then have to disassemble it to get it back that that becomes very cumbersome for robotics. for that. That was >> and they have their own machinery, but in this plan with um EB, we're looking they're going to help us with grants to get new updated equipment so that those would be probably what the kids would use by day in the courses so that they would have their machines. >> Just the opposite problem though. If the if the if the class if the students in the class during the day are setting up to run a uh on

126one of the CNC machines that they takes the time to set it up, it may be a three or four day project on that machine. >> And if robotics wants to use that particular machine, so they're gonna have to work that out if they're going to use the same equipment >> and we might have multiple pieces of equipment through this grant. So that that would be doable. Adrien, uh, can I take my turn now or is Jay done? >> Yeah, Ian. Ian and then Mike. >> Um, yeah. See, so this is part of my frustration with this whole situation is that I feel like we already had this conversation and I feel like we already heard that it was it basically was not a tenable solution to have manufacturing and robotics share a space. And

127I thought we're moving towards a a a separate solution like where where there would be space for the manufacturing. I don't understand why we keep coming back to this idea that was already pretty much discussed and debunked stating that you know for all the reasons that everyone just said you know the manufacturing program is going to have a lot of preset up and multiple day projects. I understand how that works and I respect that and and the robotics are going to be in the same camp, you know. So, they're going to have their own inherent like infrastructure where where I don't see I I don't understand why we keep coming back to um this this inherently unstable and tenable shared space solution. Let's, you know, when I heard that that that we're looking at the

128auto shop, you know, my understanding was that that was going to be the dedicated space that the half field setup was the compromise the robotics team was making in order to to to take their space and and make it work in Fitch. Um, maybe that's my misunderstanding, but like I there's so many moving parts here. I think we really need to get things like hammered down and written out so that everyone understands exactly what's happening so there's no confusion about computer labs, no confusion about wood labs and and I don't want to see the manufacturing program and the robotics program share space or mix equipment because I just don't I just see problems occurring because they're going to be doing two different things all the time. Robotics is all robotics all the time. manufacturing. They're

129gonna be doing different projects with different classes, you know, and and and I don't want to have the instructors of that program in conflict with, you know, the the robotics team or vice versa. Like, it's just I I don't I don't understand why we keep coming back to that. So, I I would really need we need to move away from that and start mapping out how can it work in separate spaces, however adjusted and is is the manufacturing Um, is that a thing that's happening imminently or it sounds like it's still like in the planning stages? Thank you. Did I get an answer to that question? >> It's absolutely in the planning stages. That's exactly where we are. >> So, it's still like a year or two. >> We have a consultant who will be

130out here next week working with the team. So, and she's got a very detailed plan. >> Okay. So, the robotics team, is there a space at Fitch that could be 100% devoted to robotics even if it includes only a half a field for practice? >> We've looked at the wood shop and the auto shop. Is that a space that could be 100% theirs? >> I'm sorry, I missed that. What? >> No, >> I don't know that it could be. >> All right, so we're It doesn't sound to me like we actually have a solution in hand. >> We have a temporary solution, I think. >> Right. And and and but that just puts us back in the same loop again. Um well, >> we'll we'll have more information when this consultant comes out to assess

131the situation because she's built these places before in Rhode Island. >> What's the >> Right. So, what's the time? When is that deadline for that plan to be submitted? >> She is coming next week >> to survey. When is she issuing a proposed plan? she she has a she has a plan of all the things that need to take place to create the manufacturing center. So, um we're going to review that next week. >> And and so the moving company, have have they been contacted or they just been identified? >> They've been identified. We met last week at the end of the week. All right. Have for now. Uh I just I just again would urge urgency like we owe it to the team to do better and and I just don't it just seems

132like we we never quite get traction of this >> despite it being a known quantity for over a year and a half two years. We are putting them >> this change was going to happen. >> We are putting them front and center. So, >> but we all have day jobs. I have to run a district. I've got to get buses in and out. I've got to make sure kids are safe and secure. That's what you hired me to do. But I'm also taking this very seriously and I want our kids at Fitch High School to be safe and secure as well. Even though it's an afterchool program, it's a very important afterchool program, but we have to prioritize what gets done. Sam has had a full plate in this place with less people to help

133him out. So, I've got to look at the staff and what their priorities are, but we have actually got a timeline in the next three weeks. So, you need to trust that we're going to do the very best we can do and I need to run this district at the same time. >> All right. So that timeline uh was that going to be shared just so we can get a sense get some sense of like how far along we're moving and that we're staying on >> I can I can it's a Google doc I can share it with you. >> All right please do. Thank you. >> Does that include all the machinery up and running that timeline by the end of October like installed and running? >> It's got to be run before the

134end of October. >> No I know it's from midocctober seems like it's possible although much later than desired. I mean by the third week >> but fully installed and running so they can do their safety training in October >> is that >> yes >> just a quick note parliamentary privilege I I again I just have to um I'm sorry I have to step away um I'm not going to be able to join for the rest of the meeting but I thank you all for the information and um I I would encourage you know just I've already said what I got to say about it and I hope we get to a resolution uh sooner than later. Thank you all and good night. >> Thanks Ian. Is there anybody else? Mike? >> Yeah. So when the

135consultant comes um is part of the design parameters that you're giving them shared use with the robotics team. That's good. Um even though we've heard of the obstacles for that. But my other thing is um is there some certainty we can give the robotics team? It's crushing to me to hear it's a temporary solution. Um, and that they'll be without a home again, but uh, they can count on having it for this season, I would think. Right. >> I want it to be a permanent solution. So, I'm hopeful that this consultant will be able to help us make that happen. >> Okay. And but then is is there going to be a manufacturing center being constructed next school year? Uh, because even when it's constructed, I would think there'd be a problem. like but basically

136how many se So this school year seems like it's a guarantee that they would have this space. Um next school year, next season, is it a guarantee for them or is that up in the air? >> I don't think we have a schedule for an electric boat yet on that. >> Is it plausible that be on the horizon for next year? >> The the program would start next year or the construction start start building the manufacturing center. >> Yeah, I think >> it took Coventry two full years though before it was fully accessible. >> Yeah. So, my concern is like the accessible part, right? But but when it's starting to be built, um I would I would think that there would be no activity during that time, right? So, like no one would be able

137to use it. Um >> and there's still some question as to whether for instance question as to whether they're going to build them as needs and have some classrooms some space up above in that area whether that can be done or not. So that hasn't been determined yet. >> Again, you're building mezzanine. Um those aren't cheap number one and and and again nobody's going to be working underneath that while you while you're working in there. So right while that construction is going on, I would say it would not be operable. So >> yeah. So that that's my >> it would be nice if if they did the construction of the manufacturing center after robotics is done, but I don't I don't know what their schedule is. >> Yeah. So that's that that's my concern that

138this is a a one season solution and um and then next year we're going to be going through this again. Uh this is not a talk about the manufacturing center, but you know, could they build something new? Uh because the one in Rhode Island is beautiful >> build us a new build it and they will come field of dreams. >> They want to talk about that. I already have that planned right up here. So >> yeah. Yeah. >> I mean the band won't be happy because it would go where the band practices. The band would have to go all the way down to the football field and practice on. What unit was that Jay? I don't remember. You were there later years later than I was there. So >> I don't unit we call it.

139I don't remember what you was there. >> There were portables there. >> There when you were there. Okay. >> Yeah. >> Well, kind of where the ninth grade wing is, right? Or the ninth grade wing was. >> You know where the greenhouse is now? >> Yeah. >> Just beyond the greenhouse out in that area out there. So, this was the reason in my own mind why the Butler um idea was thrown out there because maybe it can be a short-term solution um for more than a very short term. Um we can talk to the town about it if any. And so what I was going to wait is for the discussion and say but that this may be a waste of time talking about Butler unless um >> fire marshall agree >> once the fire

140marshall agrees. So if the board feels that we should talk about Butler. I would say the next step would be um to see um what Chris and Jer and Sherry think about that and to have Sam meet with the fire marshall and see if there's um a space and and obviously all I think that if we're talking about Butler at the same time we need to be cleaning out the auto shop because we can't >> there's no time to slow down >> the plan for going to Fitch. Um but the butler um thing, especially if we don't have to put sprinklers in it, if if we just have to do some electrical that we can get done quickly, maybe that could be um a slightly longer term solution um until we actually have a real

141space for robotics. So that so that's my thought and >> sounds good. At some point, I'm going to ask for to see what the board's interest in asking Sam >> to speak with the fire marshal um and the robotics coaches. >> But we can't vote here, right? >> No, but we we could do how does the board feel? We don't have time to vote, but I I think could see how the board feels about about just instructing say I mean, this is a small thing. Well, everything's a small thing, right? when you when you have like when you work 14 hour days. But yeah, go ahead, Mike. C can we ask about the the Graten Community Center? Just I don't I don't know if it's got sprinklers or not. I must admit >> if it's

142June. >> Yeah, exactly. >> They we've asked about gym space because they really need gym space, you know, they need something for the field and those gyms are being used 247, I think, over at No. So >> that part, yes. But there's uh there's many other spaces in there. I I mean I'm I'm just suggesting it because of its location and the fact that it is staffed at night when when people would be there. It's open. Um it it it may just it may just not work at all. >> Yeah. Yeah. Exactly. >> So, >> and that's exactly why I supported your idea last week to at least look at Butler. Um, but I I think even before we bring in any fire marshal, we need to obviously we have to get permission from the

143town to even explore the idea. Um, because they own it and we have to find out if they're going to let us use it. Um, but I'm I'm really concerned about not having any space at all. Again, anything we do is temporary. I'm concerned about that not having any space at all next year >> and maybe for two years. Whereas Butler, you know, when we look at the timeline of building reuse, we were going to be at Pleasant Valley for a year. >> That was five years ago, I think, or six. >> But and it takes time, and I understand that it's it's nobody's fault. There's a process that that has to to go through. Um and u so that that's why I thought your idea had merit and I personally support um exploring that

144further just to know options. We did ask about the um community center. I I was told that every available space that is safe because there's an entire building on the back that I believe I don't know if it's legally condemned, but it probably should be. There's an original building back there, right? It was an elementary school. >> Yeah. And the floor tiles are are suspect. >> Yeah. So that whole section in the way back is not even >> you can't even enter it. So >> yeah, >> but it probably cost too much to take it down. >> The D the D-wing the D-wing I think >> it was originally an elementary school. >> Yeah. So long as pitch is designated and we're moving in that direction and that will be the space I would be

145amenable to using SB for it the temporary whatever temporary time it took to for us to get you for us to get Fitch the permanent place. Well, I think as far as as far as Fitch is concerned as a permanent space, it's all going to be uh we're going to have to rely on the consultant that's coming in next week to find out whether they're compatible, my opinion. Right. She'll she'll know better as to whether they would be compatible. >> All right. But this Yeah, but this is getting into this this whole tight schedule. Um and it still doesn't solve the where does robotics go for a year or two during construction. Yeah. >> So, um, so I think that if the board feels, um, it would be talking to John Bert and the mayor

146maybe, um, to see if, if they would be open to the idea, if they are, you meeting with the fire marshall and maybe including uh, the coaches um, to see if the space would work for them. >> I just those can be two different meetings. >> Pretty much the same space they're in essentially at Pleasant Valley. It's a big gym. >> All right. >> Well, an an elementary size gym, but it's about the same size as Pleasant Valley. >> All right. So, I guess um on that, who would support requesting that they pursue >> I would probably start with John Bert. I'd probably talk to Mr. Burke first and and and then the fire marshall um and get in there and take a look at it and have him take a look at it. >>

147Yeah. So I think that if the board feels like we should do that, the the intent would be for the administration to just do those steps to see if it's even a viable option >> relatively quickly. >> Yep. >> All right. So how do we feel >> should work on the two on on these things concurrently. >> Yes. >> Because one thing we know is can be made available even if it is long-term temporary. >> Hopefully they'll be able to live together. I have my feelings about that. Um, but yeah, at the same >> at the same time, yeah, phone calls could be made to John Bird, uh, the fire marshall or whatever it takes to have people, John B say, "Yeah, sure. Go ahead, look at it. We'll give you the keys." Have the

148fire marshall come over and say, "I like, I don't like," or whatever. And yeah, take a look at the physical space. I don't have any any idea that the roof's fallen in on SP Boulder or anything like that if it's in decent shape. Otherwise, I think the space is there for their operation. It's not being used for anything else. So, um, yeah, and it takes forever, it seems, for us to get rid of our surplus buildings. How long is Pleasant Valley? You're right. Been on the I remember when we shut it down. Uh, but any event, uh, so yeah, I'm in favor of moving on these things concurrently. I think it's doable and and I'm respectfully rescheduled when you got your hands full and I know you got your hands full as well, but um,

149it just seems like we're we're we're we don't mean to say it this way, like we're orphaning we're going to wind up orphaning the robotics team. we will not >> which has been a jewel in our crown frankly >> now we don't mean to do that but we're going to wind up doing that >> because at the end of the day we probably don't have the physical space if in fact they have to live separate lives from the manufacturing center that's planned for the future well where that where's that going to happen what happens when we don't have Butler what happens we don't we don't have the community center what happens if we can't use the senior center what happens if what happens if they got to have a home and that might mean an

150expansion not a huge on. You heard it here first, folks. It might mean an expansion to to fetch of a of a sizable room >> suggested >> to to make make home for both or just say folks, you're on your own. You know, let's call just call it what it is. So, um that may be what's necessary, but right now they have to have a season. And I'm concerned about losing a season. And there might be a belief that, well, they can go without a season. They can always start up, you know, have a blank year and then start up again. >> We won't let >> I I That's not a great idea. >> We're not going to let that happen, >> Andrea. >> No. No. How do you >> How do you No, no,

151no, no, no. >> No. Um, how do you feel about um requesting the administration to explore the idea of Butler while concurrently full moving full speed ahead on getting them into Fitch? Well, I wanted the other thing, but anyway, well, exact exactly what I said, right? That I would be as long as switches is the designated space to be, I would be amendable to exploring, you know, having the the fire marshall say yes, no, or whatever, and listening to the consultant about and the fire marshall. So, I guess all right, Jay. >> Yes, Mike. Uh, Jen, did you >> Yes. >> All right. Is there anyone else online? >> Sean, >> what's that? >> Yes. >> Oh, I'm sorry. All right. There we have it. >> Okay. >> I will clean out the garage. I

152will talk to John B and >> Yes. All right. And then >> one hand we'll hear an update board notes. >> Yes. >> All right. >> Now, >> yeah, >> on on Friday. All right. Let's see. There's a big white space in between number four and number five. >> No, I'm just kidding. Yes. Any more discussion on robotics? All right. >> Motion to >> second. Oh, got it. >> All right. Just I I don't I don't know if I don't know who got it. I'll give it to you, Jay. But >> yes, Jay. It's definitely J. Anyway, it's further away.