11-28-22 Groton Board of Education Meeting

001All right. So, Susan. All right. I would like to call the meeting to order >> and it is 6:01. Yes, I can. >> And I'd like to first start with the pledge of allegiance. The flag is over there. And how about Zoe? You can lead us in the pledge. I pledge algiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. So this is our regular meeting November 28th and the first order of business is um to have the election of the officials starting with our board chair. Would anybody like to entertain a motion? >> Are you or a nomination? >> A nomination. >> I do. Too late. Okay, fine. >> But I'll defer to you. Go

002ahead. I'd like to nominate Kim Shepher Watson as our board chair for another year. >> Like to second that motion. >> All right. Now we're all in all in favor. >> So you can ask for discussion. Oh, discussion. >> Are there any other nominations? Are there any other nominations? >> I'm sure nominations be closed. >> Oh, thank you. >> All right. >> Is the time can I deliver a message? >> Yes, there is time for communication. Jay White off can't be here today, but he sends his support through. >> Now we need to take a vote >> on having Kip Shepard and Watson. >> Tech technically I move to close nomination. Second that. >> All right. >> Discussion on that. I don't vote on that one in advance. discussion and vote to close nominations. >>

003If I'm if I'm correct, Joan, >> all in favor? >> I >> Okay, now we get to the good part where we um would entertain the motion to have Kim Shepard Watson as our board chair. As the board chair, >> can I move that? >> No open nominations now. You just You're just moving to move me, right? >> Yeah, you're the only one. shortcut for that. But >> what is nice though, Liz, is that if we run into trouble >> I got it. I understand. >> That's right. >> Going through. >> All right. >> Okay. So, no other conversation about that. I think you can close >> the discussion and then go to vote. >> All in favor? >> I. Any opposed? Anybody on the screen? Any abstension? All in favor? Now I'm turning this

004meeting over and I'm changing my seat. Thank you everyone. >> Yay. Yay. >> Yeah. >> Now you class. Now >> congratulations. >> Um thank you. Um, and I I am going to tell you is that um it is it is actually an honor to serve with this group of people. Um I have learned a lot about the district. I've learned a lot about me. Um and I think that we are just really a fine group and looking forward to the next year and getting in continuing the work that we are doing. I am just going to try to change the screen because it's really hard. Thank you. I just read out um so that I can see the board member, whoever is on for board member. Oh, there's Rita. >> Hi. >> And Beverly's on

005there, too. >> Hi, Beverly. >> I just came in. So, I missed the vote. I just came in. Well, that's okay because you're now going to step into the vote. Um, we now have to close our um for election of officers. Um, and I open up nominations for the vice chair. >> Um, Kim, may I please um nominate Andrea Arian for our vice chair? >> Can I have a second to that? >> Second. >> Is um any discussion? Are there any other nominations? Following Dean's rule is Is there any Is there any other nominations? Hearing none, I close the nominations. I am going to just move forward and say all those in favor of having because this is the shortcut because it is just one person that has been nominated. Um all those in favor

006of having Andrea as the vice chair, please say I. >> I. Um, well, we all said I, but I'm just going to go through it. All those who >> How many times do I do this? >> Agree. >> Oppose. That word left me. Oppose. >> And abstain. All right. So, we um, Andrea, congratulations. >> And I look forward to our continued work together and you uh, putting up with me. >> I just wanted to echo what Kim said. This is a wonderful board that is and I've been here a long time so I know. >> Um we are going to be going into recognition and participation of visitors and de um delegation. We do have a lot of people that are here who I would not consider um to be visitors because there are our

007district people that we um just really enjoy. So I don't see anything else here. So I'm going to be moving us on U before I get to comments for citizens, I'm sure we all looked at the agenda and um it is really packed. I want us to have really good discussion. I really want us to have thoughtful discussion, but I also don't want us to get stuck in going off on these paths. So, I'm going to ask that you hold me accountable to keep um to keep us on the agenda. Once again, I don't want to stifle any conversation. That's not my point. But I just want to remind us that this is a big agenda tonight. And Susan and I actually p aired it down, believe it or not. But this part of the

008agenda is um the portion of the agenda where the board welcomes comments from citizens. Each presentation should be limited to five minutes or less and citizens should possibly submit written comments. Presentation should be related to matters pertinent to graten and board members will only ask questions in order to clarify the speaker's presentation and cannot respond during the comments of citizens portion of the board meeting and we ask that the citizens um state their names and addresses for the record. Miss Joan, do we have anyone that um would like to speak? Do you know of? No, I do not. >> Is there anyone on Zoom that would like to speak? >> And I don't hear anything in the I don't hear anything in the chat. >> I see. >> I think the sense would be see

009anyone. All right. So, we are now on our student representatives and it's so exciting to see the three of you. Um, so I once again if you could just kind of reintroduce yourselves, your name and then your your grade and then what you got to talk about. So I'm gonna start with you Isaiah. >> Okay. I am Isaiah Anderson. I'm a senior at Fitch High School and I just have three quick things to share. The first is at Fitch High School winter sports are starting. So that means tryyous and practices are this week. My second thing is on Thursday we're getting a visit from middle schoolers at our school. And Mr. Shermano has kind of talked to us about putting a presentation together for different things. So we're talking about sports, National Honor Society, drama

010club, and our IB program as well. >> And then Friday, we have a fundraiser of one of our teachers. We're taping him to the wall. >> Who's that? >> Mr. Ganazu teachers. >> Brave man. Brave man. >> Mr. of the year, you get to do that, too. >> Yeah. Well, that's well and my understanding is that did you go to a portion of the Cape conference? >> Yes, I was there. >> Okay. How was that for you? >> I enjoyed it a lot actually. It was nice talking to different students from other areas who also invested in their communities and >> so who um what other towns of what other towns represented by kids? >> There was Southernington. >> Anybody local like local like we are local? Everyone was like >> minutes to an hour

011away. I felt bad saying that I only drove like 5 minutes to >> There were 22 other students though. I heard 22 or 24. >> That's great. >> Isaiah, we want video evidence of this taping now, please. >> Okay. >> All right. Um I'm Kate Sashi. I'm a senior at Fitch High School. And I just have a few quick things to share about the music program at Fitch and then some of the clubs that we have going on right now. Um, so in the music department, which is something I'm part of and I'm very proud to be a part of it. Um, we have a carolling group who our first so-called gig is at the Nautilus on Saturday and we're singing a bunch of fun Christmas carols. So, if y'all can make it, uh, we're

012singing at 10 in the morning. If you could be there, that would be wonderful. Um, but we're really excited. We just had rehearsal tonight, which went really well. Um and then in March we are going to Hawaii for a trip to sing at the Pearl Harbor um memorial. And so we are working on fundraisers for stuff like for um you know bringing that cost down. And we have a pancake breakfast um on Saturday, December 17th and a movie night which is open to all ages which is really fun. So a bunch of kids and families can come on this Friday, December 2nd. And then for some clubs at Fitch, um INF Infor is kind of our everything arts um club and what they're working on right now is their holiday jubilee competition which is accepting

013all sorts of writing. So narrative, poetry, music, anything like that. Um that's a competition which I believe they will announce the winners once we get back from our holiday break. Um and then Key Club just finished up one of their fundraisers with the thankful bags. Um, and all their proceeds went to UNICEF. So, that was a really cool fundraiser to see happen. And it's cool. >> If you want to send me the list of all those opportunities, I'll get them out in boardnotes, but I'll also send out a school messenger that goes to all the elementary. >> Awesome. >> Family get them for the video. The ELF is coming up first, but I'll send out all that stuff so we get people there. >> Send it to S Austin. the rest, you know. >> Um,

014well, he's making it fun because usually I write, you know, notes on my hands. >> So, at any point you want me to move him to a different seat, just let me know. >> Um, I'm Zoe Tas, my dad, and I'm a junior at Fitch and they kind of covered a lot of the the clubs and the sports, music. Um, but Isaiah did bring up, he reminded me of something, the kids in the IB program, or anybody that's taking an IB class. Um, IAS, their internal assessments are coming up soon and I've heard they've been going pretty well. You know, students sourcing out surveys. I've taken a few. They look really good. Um, and midterms are also coming up. So, that's kind of, you know, everybody's kind of getting ready for that. Um, >> almost

015like back to normal this year, huh? >> Even in midterms. >> So, when's when are midterms? >> Usually what January mid January >> second week Mr. Keller, if you wanted to do away with those this year, I would not be mad. >> Could actually be a discussion we involve our students in someday in the future at least once. >> I >> freshman year. >> All right. Anything? Oh, I'm not doing that. I'm not doing that. Sorry. Um, we just had someone who's asking for capturing. Tap captioning. Thank you that word. Um, and Mark, I don't know if you can do it from where we are, um, where you are. Um, >> it's not something that's automatic like they have in Google Meet. Someone actually has to type it in. >> Okay. So, I am sorry

016we do not have that capacity. I apologize. might be something that we >> I was going to make a request to have the assistant superintendent's report before mine. Um >> we have people here who can only be here for a short time. Yeah. >> Rita Kim. Yes. Um I just had a quick question for Isaiah. >> When you mentioned that um you were having the eighth graders um you're welping them. I think it's Thursday and you mentioned IB um that you were going to talk about some different programs. Would you also include the all the different AP courses at Fitch High School >> when when you speak to the eighth graders? Okay. Thank you. >> We're talking about our IB and AP. Yes. >> And AP. Yeah. I just heard IB, but like I'm online,

017so it probably isn't that clear. Thank you. >> You're welcome. Um so Susan um is asking that we move uh the assistant superintendent um report because we do have people who are presenting and while we're talking about um agenda changes is that I am going to ask that we move um if for people's approval if we remove the um number six um out of the new of our new business which is the possibility of going into executive session and the ratification of the stipen if we can just move that towards the end so we can get it through everything else and then end the meeting. So um I meant to pass that on to Susan and my brain just didn't compute. So if people do not have an issue we are going to go to

018the assistant superintendence message right now and then also take number six and put that at the end of our new business. >> So we have nothing I could share yours too. Okay. >> So, we're gonna start >> we're gonna actually start with Ann Keith >> Ann Keithn >> Robbotnik who's gonna um share her screen. Mark, I I believe we have access to share, right? She's going to share from home. >> Yes. Can I do that, Mark? >> Yes, you can. >> Okay, perfect. Hello. >> Hi. >> Hello. >> I'll just let her. So >> Ann is responsible for a lot of things, but one of the things is the IB careers pathway program, which was authorized over a year ago, maybe even a year and a half, and um we're working very hard to get

019it rocking and rolling for next year. So, >> thank you, Susan. Thank you. Yes. So very quickly because we were authorized June 2021 and we are all set to get things rolling for the school year 2324. Um just a quick overview that the IB career related program is an international education program that really combines the aspects of the diploma program with career related studies. So the students actually really get a lot of hands-on for employment going out of um high school if they choose to do that. Um students who participate in the IB career related program also end up going to college but it really gives them that real world experience. Um >> can you put that in pro power school mode and so we can see sorry there we go. There we go. Thank

020you. Thank you. Okay. So just really quickly um let me just go over here the framework here. So the core components of the IB career related program is really their four components of the personal professional skills course. They have a service learning component which is 50 hours. The personal professional skills is 90 hours which will go over three semesters. Um service learning is 50 hours, reflective project is an additional 50 hours and language development is another 50 hours. And these um the way the IB career related program goes, we have a lot more flexibility than the diploma program. So the way it'll be unfolded next year, um students who choose to go this route, their juniors or seniors, uh juniors, I'm sorry, they will start in their junior year, they will all take the personal

021professional skills course and I will be embedding the service learning, the reflective project um in there for their language development. they could either take a class um or they could do some other creative way where they're learning the language of their choice. So, it's really going to be one-on-one with the student and how they would like to pursue that part of it. Um this is I'm sorry, is there a question? >> Okay, good. >> Oh, thank you. Perfect. Thank you. So, this is where we're going to run with for the 23 24 school year. We're going to start with nursing business and project lead the way. So every student who decides to take the IB career related program has in addition to taking those four class those four components that I just referred to those

022IB core they need to take a minimum of two IB diploma classes related to their program. So for instance, if somebody is in nursing, they may take biology or psychology or chemistry. Um the diploma classes relating to the nursing program. Their um CRS is career related um study would be diversified health occupations which is a precursor to the CNA class that we have. So that's how their route will be going. Um, if somebody's in business, again, two diploma classes. So, again, they may take something as B, uh, IB, business management. They may take, um, something along the lines of maybe IB history, something that interests them. Um, again, they take the IBCP core and then the class that I'm focusing on is personal finance because we have a relationship with Charter Oak right in the

023building, which is a wonderful thing. Um and then moving on to project lead the way. Again two diploma classes related to project lead the way. Um again the IB core and then the classes would be project lead the way. And that would definitely start even though the IB career related program starts in their junior year. This definitely for project lead the way will be a nice leadin from the middle school to the high school. So they'll be taking it for four years. This is just examples on uh different industry that we can partner with which I'm currently working on now. Um and then again just what makes the IB uh career related program student unique knowledge to real world scenarios. They have academics and career related skills. Again everything IB here think critically. This is

024the learner profile research communication and perspectives. Um, so I'm really excited to start this next year with those three programs in the hopes that we could expand it to the teaching pathway that we're working on at the high school. I am I have a meeting uh I think it's December 19th with the counselors to just educate them and how to handle a student who comes into the office and say this is the information that we need. This is how we get them on the path for the IB career related program. So, we are moving and shaking next year to get this all done. So, we're very excited. Is there any >> Thank you very much. >> Thank you. Any questions? >> You have any questions? >> Thank you. >> I had a question for Susan.

025When we chatted about eight or nine months ago, I mentioned the idea of community service being wrapped into careers pathway. whether it was a mandatory x number of hours or whether it's just something we encourage. But I think part of the outcome that I'd like to see all of our students have is a commitment to community and have that it's a learning skill. It's a learn behavior. Is there any way of wpping some of that into >> Well, I think um Ann, you want to talk about the service project that >> Yes. Yes. Absolutely. So um if a student chooses to do the IB career related program, it is mandatory that they do a service learning project which encompasses 50 hours. And that service learning project is something that they find interesting where they're going

026to give back to the community in one way, shape or form. So it is mandatory for those kids. Um excuse me. Um, as far as anything outside the IB program, I'm not aware of. I know Chelsea's working on some great stuff though. >> Perhaps this isn't being venue, but could we discuss that for beyond at some point? >> Um, Chelsea's going to actually share a couple ideas, too. >> Thank you. >> Um, Liz. >> Yeah. Dan, yes. What's your projection of of numbers of students that may be involved with this program? Well, it all depends too on the marketing. That's why I want to go into the counselors to educate them. And um there is a Zoom going out on Thursday to talk about this. Um we're marketing, we're talk, we're actually also working with

027Rebecca Beas to get this out. So my numbers for the nursing program, Project Lead the Way, I think will be relatively high because that's already a established program. >> Yep. >> Business will come around. But from talking to other schools, excuse me, that the numbers in the career related programs start to be much higher than the diploma program and then at some point they even out. So it's a great opportunity for the kids who want to take those higher level classes but they don't want to be full diploma or have a real interest in careers right after co uh right after high school. Can you give us when when this gets going when you will you please just let us know what the numbers are starting to look like because I just like to see

028how it goes in comparison to diploma please. >> Absolutely. So students pick their schedule I think end of January so I can have some preliminary numbers then I'll be more than happy to share them to you. >> Thank you an >> welcome. >> Thank you Ann. I know you have another engagement and >> I do. Thank you so much. >> Way to Chelsea. >> Nope. I question another question. One more question. >> Sure. >> And at the curriculum council, the sub group that I was in indicated that there was a problem sometimes with mandatory courses in the project lead the way and that sometimes students get u shut out. Can you speak to that? >> Well, Dr. Acriman, that's where I really need to defer to TED um regarding this because I'm not in administration

029and I'm only the coordinator for this. So, I really need to educate the counselors and say these kids really need first priority if they're this is what they want to do. This is a priority for this student versus somebody else who may not want to take this. So, I really think we need to sit down and look on how we schedule students um depending on what their wants are moving forward because we don't >> we also hired a consultant to help us with the schedule at both. >> Great. Thank you. Yeah, I mean we really need to kind of shift the way we see things because we want these students to get the classes they want and they want to be involved and we don't want to see them to be shut out. So, we

030really need to be a little bit creative on how we move forward, I think. And also Ann you were helpful in in securing uh professional learning for counselors. >> Yes. >> So that they'll be going through really a full um you know deep dive. >> Yes. >> On the programs the all the various programs. So that will be great. >> Yes. And they're coming to us. So that's even nicer. So they're coming to us. I think it's the third week in January. >> Thank you. >> You're welcome. >> Any other questions? >> Oh, sorry. >> No. If there's anything else, feel free to email me. I'll be more than willing to meet, talk, whatever you guys need. Just feel free. >> And thank you for um coordinating and getting this off. Um it it was

031a heavy lift. Um and it is a heavy lift and so I really appreciate your efforts in this. Thank you. >> Thank you so much. Thank you. Enjoy your evening. >> I'm with great people. Of course. >> Absolutely. Absolutely. Bye bye. >> All right. >> Bye. And >> so we are now going to be moving um and segueing into Courtney. How are you >> Courtney? Chelsea starts. >> So let me just introduce Chelsea Courtrite. >> Well has I know why it happens. Chelsea Courtright has been um a longstanding um counselor at the middle school and we had applied for a Joe Courtney grant and received it. We were one of 10 um in the state of Connecticut and really it was all about career pathways and um having coordination between really middle school and high

032school and Chelsea's even extended it to elementary and has worked side by side with our friend Val Nelson who um this is her third out of four grants is the STEM careers pathway through department of defense education activities. So, um, we get confused sometimes because it was the Joe Courtourtney Congressional Grant. >> Um, so I think that's where it comes from. But anyways, but she's, um, really learning a lot and helping to spearhead this, working with Ann and working with really the whole team. >> So, thank you. >> Um, okay. So, hi everyone. Um, thank you for having me here tonight and, um, I'm excited to talk a little bit about, uh, what I've been trying to put together so far. Um I just want to uh preface it with um I have been taking

033what we currently have in place in Groten and then trying to sort of because some of the gr the grants are looking to have our our pathways and our clusters streamlined. So it's not to take away from what's already being done. It's really looking at what we're doing and kind of saying how do we enhance it and maybe improve it a little bit um for our students uh being college and career ready. So the grants look for specific things and some of them have to do with taking our clusters and our pathways and streamlining that. So what I did for tonight's purpose is this presentation explains to you um how we are organizing clusters which we've organized to four. I'm going to show that to you in in the in the uh presentation. But under

034those clusters are pathways and the path pathways are designed to um really allow students to focus their area of you know if it's their area of interest for the time or if it is their goal um for an a career or a path then then we're helping them go in that direction. So the design of pathways program it takes into consideration the whole student. We want to allow them to expand their experiences and opportunities through high school. So it's it's about the classroom but also extending it to the workplace as well as looking at um activities that they can engage in at school outside of school to really um build their resume so to speak. So um the next slide um pathways program outline. So this is just kind of telling you that the students

035will select a career cluster in the pathway. Um right now they actually are doing that in the fall semester of their freshman year. I have here spring but that was my mistake. the the counselors have been working on that right now with the freshmen and um with their existing model. So, um with the support of the counselors, the students will develop a four-year sequential pathway plan. That's where we're going with this. Um we're looking at having them have a minimum of four pathway uh courses. So, what that means is pathway courses that are specific to their chosen cluster. So, you know, they might have more, but really it's those that are focused on their their pathway. Um, so these could also include recommended courses that support the development of their chosen pathway that enhance their

036knowledge and skills. The program will align with any post-secary college and career goals. What we're looking to do is make sure the opportunities for their advanced placement occur, the international balora program if that's something they want to pursue. As you just heard, it can also be the career related program. they can still take on any dual enrollment credits and they um can can also pursue industry recognized certifications where it's applicable. Um I did mention that we want to make sure that kids are our students are able to have connections with other activities. We're building our um partnerships in in um the community. But we currently have career fairs, college fairs, and then we're going to be looking to expand opportunities for student internships. One of the grants is looking for us to have at least

03712 student internships. Um there's going to be opportunities for teacher externships, job shadowing, um any work, I guess workrelated or work-based learning that we can do and and connect the work to the classroom and vice versa. But just to also mention with the community service aspect of things, there can be opportunities for um volunteering, mentoring, and some of the businesses that I've been talking to, there can also be some community service opportunities that can tie in that only enhance what they're looking to do um with their chosen pathway. So, we can definitely build that in I think realistically um also. >> Yeah. And then here's um just to start off these are the next few slides are giving you an overview of just what it might look like if we have these clusters the way

038we've designed them. So like combining business, arts and communication as one cluster. If a student were to select this cluster, what that means is the pathway options underneath would be what you see here. information and technology. It could be finance, marketing, digital communication, journalism, and broadcasting. So, these are some of the areas that students could select more specifically if they fall under this cluster. So, when the counselors do their um their lessons with the students and they do the NViance and the students are doing their inventories, if they fall under this cluster, what they can then do is determine, okay, where specifically am I interested? and and if it's finance then then we can then help you know target their coursework to that as well as any other experiences depending on you know what they're

039looking to do and what we have. So then on the uh right hand side are some of the recommended clubs and activities which the idea here is to just kind of show all right it's one thing to make sure they're getting what they need and want in the classroom but how do we give them other experiences outside of that to really enhance what it is their interests are. So helping them identify, okay, if this is what I'm interested in, how do I get more out of that and showcase myself as I get ready for whatever it is I'm going to do, whether it's college or career right after high school. So these are some of the clubs that I believe we still have. I went off of a current document um for Fitch. And this

040is the next um cluster again combining the manufacturing, which we're building up again at Fitch, um some architecture and engineering. And so specific to those would be the pathway options underneath manufacturing, engineering, architecture, and then STEM because you can actually take that as a separate pathway if students wanted to, you know, pursue something that's not just manufacturing or or engineering, but then we can um look at the courses, look at that four-year plan. Um and then again, there's those recommended clubs and activities that we currently offer. Here's the human services cluster. Um, this will actually um this is where our military science will fall in our education and training. This is also where public uh administration and government falls. And then we have the restaurant food and beverage, which for us would be our culinary.

041Um, I'm just using some of the terminology that the state uses, but we have the culinary at Fitch that we're going to be continuing with. So, um, then you can see there some of those recommended clubs and activities. And then lastly, the health sciences cluster, which is one of the ones that our grants are really pushing. Um, and as as Ann mentioned with the IBCP, we have the nursing. So, that can be a pathway that a student can select or choose that does not have to be the CP. They can do CP, but it does not mean they have to be the CP. They can have nursing as a pathway. We're working on the EMT pathway. um fingers crossed. And then the biomedical is another uh grant >> um specified area that we are are

042looking to um implement at some point, but it won't be more in in like two years. So we're putting it like to be determined and then those additional recommended clubs and activities for that. So just to go backwards, um these these slides were just to kind of give an idea of where we're going. So taking the clusters that we've had at FIT. So the counselors have always gone in and they've talked about this with the students. We had about you know the state has 15 then they were recognizing six to connect you know kind of consolidate and what we've done is looked at it in terms of four cluster areas with the specific pathway options and I think it helps students to really have a better sense of like all right if I'm if I'm

043falling under a health sciences cluster what does that mean? What do I really like? And then my last slide here. Um I just wanted to make the connection between, you know, having our pathways program and supporting our vision of the graduate um but also our our our rise at the high school, resilient individuals, innovative learners, socially aware citizens, and engaged communicators. And then if Dr. This is what I'm hoping we can do with our clusters is showcase them in a way that we have these flyers for the students that that show, all right, if I'm going to go into health sciences, there's a brief desript description of what these careers would would um encompass. It gives you recommended pathway electives. And then on the second page, it breaks it down for the students to show,

044all right, if I get a high school diploma or certification, what am I able to do with that in this cluster field or this cluster area? Um, if I get a two-year degree, which I'm going to change um or associate degree there, go to community college, what can I then do? And that breaks it down into some of the specific um jobs that a student can have. And then same thing um in the third column is all right if I further my education get my master's and or doctorate what are my other options there and what what kind of um career opportunities are for are there for me um then to just go back down there's the clubs and activities again but specific to the health sciences in this one internship and local business opportunities.

045So ideally lining these things up and having students know where these things where these opportunities can happen and then just breaking down some of the next steps. So what does it mean? All right, as a freshman I'm getting all this information. What do I need to do? And the first thing would be those career inventories and navians with the counselors um and maybe the FAS teachers, whoever um so it doesn't fall in just one group, but just having those conversations. And the idea behind having this is to really help the students um make some strong connections between what their interests are and what they can really do with that. What are their what are their opportunities? And if they're not sure, then these this can hopefully help guide them. Um so this is just an

046example of what hopefully we can do with you know having the other three clusters in the same format. >> So this is almost a take-home something that could go on the website. >> Yeah. for when the students are beginning to select their clusters and want to know more. >> Well, the nice thing is I met with the counselors today and they and they also, you know, could see where and they made some suggestions which were helpful is, you know, if we have sort of a four-year plan for for the students based on this information and using these documents that helps them when they're meeting with the kids and then they can even, you know, circle what the kids are going to need to take and what does that look like. It's almost as if you

047know, you're going into college and you have your meet with your adviser and you're looking at your four years. what do I need to do? The same thing can happen here um with the high school and and in some ways they're doing that, but now we're just looking to maybe have a more um uh consistent and and maybe comprehensive approach, but uh and consolidating it a little bit. >> I'm going to recognize Rita and then Dean. >> Thank you. And then >> I I really think this is a wonderful um plan that you have laid out especially for tomorrow's careers. Um in terms of internships and local businesses I was wondering if you could add Fiser General Dynamics the Aquarium and Mystic Seapport underneath internships for local. My daughter had an internship at Fiser when

048she was a junior in high school and it was wonderful and I just highly recommend that we we you know go into everything that's in our community. There's a lot of you know there are a lot of um businesses, tech companies and that I think we should include in this. I think it's it's a little limiting right there but I think there are many many opportunities. I know the aquarium has a very large research center um that's now a separate building from the aquarium that would be great for an internship and Mystic Seapport also. So just just a suggestion but otherwise um I really enjoyed the presentation. Thank you. >> I just want to add that I've actually been in touch with um um Fizer and Miss 64 and the aquarium. The the the document

049that I shared is just a draft. So, I listed some things what have it on there just to showcase for the purposes of tonight. But I do appreciate that feedback because um since I started in in March, I one of the first things I did was was outreach to begin with because that was me trying to get some traction. So, um those were some of the first things I did and I had some meetings over Zoom and I've already established some of that connection. So, and I'll make sure included. >> Yep. Thanks a lot. Thank you, >> Dean. Thanks. It occurs to me that for kids who have an idea or may have an idea, who see something that's interesting in the flyers, interesting in the pathways, if you have enough success, um could you

050wind up with a a situation, an atmosphere if you will, where kids who don't find anything interesting in here feel like Oh gosh, you know, my peers seem to have their quote act together and I don't. How come I'm not involved in something? Could you have something like that going on? >> I'm not sure. I'm just raising that. I'm not sure how you would address that. You're always going to have that. Some kids feel like other kids have their act together anyway and they don't and they shouldn't at that age necessarily have all their act together. I don't have my act together at six. I actually find that um that's an interesting question because I I feel you probably have more students that fall in that category than maybe don't. This this is probably just

051something that helps to um at least the way I see it and and Tom maybe you can as a counselor at the high school but like it helps guide some of that discussion when they're when they come to high school. But I actually feel that some of this should be should be presented to the students before they've entered the the doors at Fish. So, so if they're still feeling that way, what are we doing beforehand to say to them, well, what do you think? What are you good at? What do you like? You know, just starting with some of those basic questions, but not as a ninth grader, maybe as a sixth grader, and ask them every year from there on to see what's changed. Get a sense of like, you know, what do you

052just enjoy? What are you passionate about? Because, you know, kids may not get asked that because they think they're a kid. Do they really know? Well, they they should. They know what they like. And I think kids know what they don't like, but like how do we guide that? Because it doesn't have to start in ninth grade. So I think for some of that stuff, it's more of having those those conversations beforehand. And and if they're still not sure, it's more of just kind of saying, "All right, what what are the things you like to do in your spare time? Let's just start with that." You know, even if the kid says, "I don't know, I like food." Great. So let's go with that. What do you like about food? Do you want to explore?

053Do you want to go to some restaurants? what do you know just sort of taking something and maybe they don't realize that that's that's a big deal or okay I like to build things great what do you like to build you know just sort of starting with that stuff but beforehand at least that's how I see it >> there ought to be a careful balance between u shining a light down a pathway and saying hey kid this is something you could think about you didn't think about before now look at it having that slide into actually throwing them down that pathway and and they think it's a great idea, but actually they they're now within certain limits. You've been lots of people have gone through life, gotten a baby, maybe even middle age, and realized,

054you know, I've pretty much been doing what people told me to do. They said, "It's a good idea. You're interested in this." You're never going to solve the problem. Totally. >> No. >> But you want to have sort of a a proper touch to make sure kids, >> you know, move on their own rather than behind. >> I just think it's something that we're asking them the right questions. It's going to come from them anyway. You know what I mean? I think it's more of it's we're guiding but we're not saying you go you know >> and districtwide we have an approach with five energy district magnet in the elementary where we really do have schoolwide enrichment during the day after school kids are selecting and choosing already from kindergarten on probably preschool on because

055they have actually more time to explore all those things that are they're curious about. So I feel like what I'm hearing Chelsea say is that we want a systemic approach all the way through. So this is really important to our work from the time they arrive, you know, and it doesn't mean that we're putting them into a cube. We really want them to explore all the possibilities. And even at the middle school with their selection of courses, they already have the opportunity to do anything steamy steam related and myp and maybe it's stream because it's also got the literacy component. But so I I feel like our approach in grant is pretty complex and it continues to grow. And I I absolutely agree with you Dean. You don't want to pigeon hole anybody. It's more

056I'd rather have them have exploration to see what are those things that they really are passionate about, what they're curious about, and what they feel like they are good at. So, >> because I've had this experience with my own kids where, you know, it's like, well, gosh, everybody's into coding, so I should code, too. Are you really interested in coding? Well, no, but everybody else is doing it. It feels like I should be engaged in it as well, but it isn't really anything that they really want to do, >> right? >> So, I think it's unavoidable phenomena, >> right? I think you're talking about a balance and we just make sure that we don't we're not shoving people down. I'm gonna recognize Liz and then you >> Yeah, I had a very similar my comment

057was you know what happens if students don't know what they want to do. >> You know I taught ninth grade for a long time and ninth graders don't know. They there there's some that do know but there's so many that don't. And I just want to make sure that we're not pigeon holing kids. And I I'm glad what you spoke to. I appreciate it. self because you know and then the other question I had was well what if they get down on a pathway and they're like I don't like this you know do we get to do they have the opportunity or how do they have the opportunity to change there and um and I I go to the well what about their credit and will they be able to and is this working towards

058you know certain diploma requirements and stuff I just think of in that respect so I just want to you know um which part should I address first address the last part because you already addressed the first part. >> Okay. So, ironically, the the idea behind all this I just want to say was at least from when I took this on was the opposite of trying to fit in. Like I think we all know kids are not sure what they want to do sometimes and the select few that might are just that the select few that do, right? So the idea I saw this as is is like it's an opportunity to say all right we need to have more conversations with our students about what they like and what they don't and what does that

059mean for them because they don't know what jobs are out there. They don't know what careers exist. All they know is, okay, I'm supposed to I'm supposed to go to college. But when you have conversations with some kids, and that's what I did last year, too, when I took this on, was like getting a sense from the kids, what are what are we doing right here that's helping you feel prepared and what are we not doing right? And some of it has to do with just like catching the kids that they're just genuinely not sure and just hearing them and talking about that. So, if you don't know, what if you did go to community college for a few years? Okay, they need to know that that's okay because some of the kids feel like

060it's not okay. So really, I think our our attention needs to be more on >> we can push our AP and our IB and our all of these things because they're there and they're great opportunities, but we have kids who they don't feel that's for them and they know it's not for them. We know it's not for them, but what does that mean? And what should we be doing then to prepare them for what is for them? So, I feel like first of all with the graduation credit stuff, the pathways are are pathways, meaning they still have to fulfill all their graduation requirements. They take pathway courses that are going to be um included in that, but they still have to fulfill their requirements and and if they decide to change their mind, we've discussed

061this, they can change their mind. Good. >> We're not trying to make kids feel like there's any additional pressure because that's the last thing they need. But I do feel that just having them see that there's opportunities >> that are not just in their classroom too are huge. And um I see this as not pigeon holing. I can see where it comes across that way, but that's not what it's supposed to be, at least not how I took it. And I got excited about the idea of helping prepare our kids, but starting earlier and catching them before they feel like they're making the wrong decision and going in a direction that's not theirs. Thank you. I appreciate that. And just a a shout out. Um couple of weeks ago, um uh Dr. Nasser came up

062to speak to the high school. He's a dentist and and he's a graduate of Fitch. And I just saw him because he's my dentist and he was absolutely thrilled about the uh students that he met. He was so um positive about his how how polite how receptive the kids were. They had a lot of students there and I just I don't know if you put that together or whoever put that together if you guys put that together in guidance or career person there but please shout out to them. That's that's what we need to do is tap our alumni and bring them back who have been successful, right? Who have gone in and these are the type this is the type of thing that would help showcase a career path. >> Good point. Yeah. Good

063point. Thank you. Thank you. >> You're welcome. >> Just really quick, Chelsea, I want to recognize you first uh for being a great counselor and now transitioning. My daughter, Maria Morgan, >> absolutely loved you as you were her counselor at color. Um, you talk about opportunity and so how are we going to deliver that when we're looking at internships and the ability to get everybody, you know, that is interested in it to those locations, >> you know, because you're going to you're going to roll this out and talk about all these great great opportunities, but what are the resources that we have and what are the resources that we will need to make sure that every student feels like they can >> access it, >> have access to this and be able to participate. >>

064You know, there are some students that have no access to transportation. Um, so, and there are some students that are going to be having to work in the summer, you know, to help the family and whatnot. How do we tie that into this as well, >> you know? So, um, >> it's great thinking. I think this is just a phenomenal program, but I want to make sure that everybody has access to it, not just those that have more resources. >> Can I just Can I say something? >> Chelsea, it's yours. >> A couple of the um so I' I've attended some like expose and different events to sort of network. Um and I really think that depending on the the internship or you know the place of the internship um there there's ways we can

065probably get around that because I I hate to think it would hinder anyone like you said you don't you want it to be accessible but um I did speak to some people from Hartford Healthcare um at one of them some of these internships that's what I was going to say is um there's an age restriction so the other thing is hopefully if they're driving um they can they can manage that and we can look at their schedule. Um then uh you know I think if if we're keeping parents obviously very much in the loop on these things, we can work collaboratively with them on making sure students depending on you know what those hours look like um how that coincides with a school day or if it is in the summer. Um, I do think

066it it might be a challenge for some, but I I feel optimistic that we can work with, you know, whatever, um, business partner or industry that, you know, they want the kids and the kids want to be there. We just have to help facilitate that somehow. But it might be a challenge for some, but our our nursing program has done this for years and they've scheduled it miraculous miraculously. So they have a couple days actually at either the hospital or senior center and they're able to get them over there and back. So there are we can get creative but that's an excellent question. We have to keep that in mind. >> I just know a couple places said they would work with it but it just depends. I depends on the venue. >> Matthew, >>

067two things. First of all, thank you and doc Dr. not here to thank but I'm thanking her through you. Um, two questions. I want to follow up on one that something Liz said. Uh, when we were in college, we either were or knew people who were chose a major and two and a half years later they said, "Oh my gosh, that's not for me. I don't want to be a left-handed octopus. I want to do something else." And so my question is, what's the flexibility to allow somebody who's embarked on a career pathway to realign his or her interest once they're in the program? Um based on our conversations, we felt, you know, the students would need to have that conversation, you know, with their counselor looking at what they've currently taken and what does

068that mean with the credits and then if they want to segue to something else, how that would fit in. Um we're not we want this to be flexible um while trying to for those who they know and they can pursue it fine, but we don't want the students to feel stuck. So we're designing it. say designing it meaning trying to move forward with it so that there is that flexibility because students >> they will change their mind and um and they they do now and I I think it's the same thing so it's just a matter of looking at okay if that's and maybe that's a um another thing to think about when the when the the conversations are being had if the student is even wavering it's like maybe maybe it's to kind of

069see all right what are you wavering between what are you hesitating about and then that can help you maybe determine should you choose this pathway yet or maybe to choose something else and help them to make that decision before it is before they do commit to something or or you know it could be about those conversations but the intention is to have flexibility >> as long as the sensitivity is there. >> Absolutely. >> The second question is more of a question for the board and for Susan. I'm delighted to see the first aid and CPR as recommended electives. I'd suggest we consider also first responder as a as another elected but this is just for the kids who are I guess I don't want to see those particular courses limited to those kids. I don't

070think we need to make it a mandate, but I would like to see the vast majority of our youngsters come out with some kind of first CPR, first aid, first responder, some level, because life throws things at us. We want our kids. And I I don't know where this fits in, Susan, and whether it fits in with just this program or if we need to look at this more broadly at another time. Well, I do know that you um sent the link to FEMA that and that Liz um we're just trying to get through the curriculum that has to get through right now, but I think that that's on the list of looking at it. >> Well, that's a supplemental course. I'm just thinking about something really basic, basic first aid course and a CPR

071course if nothing else. I would like to see every one of our students I would I've done CPR. This works rarely. Sometimes, most of the time it doesn't, but at least you're not standing by. You're giving your best you can to save yourself some. >> One of the things we did look into, I don't know if this is um is we have funding through a couple one of the grants that we can have teachers because we have two of them that are are interested in getting trained to be trainers for that. So they could actually get trained and they could teach like the first aid CPR and it might be something that you know we'd have to talk about it what that would look like and when it would happen but if we had our

072own teachers doing it it'd be more accessible so the kids may be more reasonable in a sense so they can get trained to actually >> I would love to hear when we move that >> so that's something we've talked about >> and basic first aid is throughout the health curriculum so that's really a curriculum item Because you do want CPR, but I know Ann and another teacher were saying they're going to get trained the instructors. >> Right. Right. That would certainly open for everybody, even for teachers. Yeah. Because it can become like a club or an after school activity that kids can sign up for or what have you and possibly give scholarship for those who might not be able. >> Thank you very much. It's kind of exciting to be part of a district

073that is involving all of our students, not just thinking about people going off to college, but like what what do people need? What are they interest? How can we how can we help you develop that, >> get on with life >> and and move on, >> prepared for life, >> right? And and be lifelong learners no matter which route they take. >> There's all kinds of opportunities for learning. >> All right, I'm going to move us along unless there's more questions about We still have this. Thanks. Chelsea, thank you so very much. >> Anyone email me with questions, too. >> And thank you, Valer. >> I I comment on one thing that Chelsea said, which I love being an ele principal, going down to the lower grades, really starting at the elementary level, letting children

074know what the careers are out there. That's part of this grant also is, you know, just saying this is what a chemist does. third grade investment. No, letting them be aware of what what careers are out there and also uh part of our teachers college is working with STEM teaching students not only to read and write um the way we've done it but also scientific to be able to write something to be able to do that. So, thank you. >> Thanks. >> All right. So, I'm going to move us on to the superintendent report. And so Susan, I'm going to let you um talk about the next two items. >> Okay. So, um I have um with us um some help with Tom and Terry. Terry Hankle. And um Tom, if you guys want to

075come and sit up here maybe and talk to us a little bit about the NN DCC, National Naval >> Defense Cadet Cores. And they're all in uniform. Good. >> See, I don't feel so bad because I didn't recognize him either. So, >> I clean up. Well, I think >> and I just have to say that um these two wonderful educators um have really spearheaded and helped to really make this happen. that this has been something that we've talked about a lot and um since 2014 and um Tom took it on to to fill out the application and to send it in and to find colleagues and um Shannon took us all on a field trip on the base a couple summers ago and we got more information and Terry also um such a proud naval

076officer and um you know wanted to really find out more and you know has really worked together. They've really had a partnership here supported by Fitch High School administration. So, um I'll let you all talk to us a little bit about where we're at with this and the club that's coming up. >> Do you want to start with the nuts and bolts and I'll kind of >> Sure. Um hope everyone can hear me. Also hope I'm not yelling. Um thank you for uh having us here uh to discuss this program. So the NNDCC program is a prerequisite to the NJOTC program for high schools. Um the prerequisite comes after a few years of schools performance. Um basically evaluations and how invested the school and students are with the program. Um to start off with the

077NNDCC program, um there's a requirement to have students in the course every year. Um we've already approved to have the course um starting with Naval Science 1 for the 2023 2024 school year. With that, we need to have 10% of the population enrolled every year to basically meet our benchmark. um easy to do, not easy to do. I think um we will have enough once we start getting it rolled out. Um we do already have interest in a club starting second semester. Um we've talked with some students. Um I've been as a counselor kind of meeting with students as well, kind of like pitching it on the side. Um, I already have students lined up that I want to be my um, I guess officers and my leaders. Um, and just kind of push it

078forward and get the word out on the student side because students will always listen to other students as well as get it out on, you know, the staff side as well. Um, the course comes with many different things that are involved. Um, we were talking about volunteering before. There is a requirement in this class to volunteer as well. Um it's a requirement as part of the class and part of a you know requirement to be part of the class. It's also a requirement to have a specific uniform. Um it's requirement to be involved in other clubs and activities. Um a lot of things go along with the class. There also is teaching and naval science there as well. >> And there's a curriculum that I know you'll be bringing to the curriculum committee. Yes. and

079it'll be going through this whole organization. And the reason we wanted to bring the club to you is this is our way of marketing it and getting something started with the club and getting kids more interested. And then you'll, you know, you'll be coming back. I think um Phil, you're going to be making sure that that is happening so that they come back for the um you know curriculum committee and then um you know through the board so that we can see it's one of those situations just like project lead the way in the nursing program that you don't create your curriculum you're handed it you know as part of the program. So, um, you know, and I know that you guys have already kind of done some homework on that and you've met with

080the New London folks have been terrific, but I if you want to talk a little bit, Terry, about the the club aspect and and what you're hoping to accomplish with that, too. >> So, there's really no requirement for a student to complete the three years, the full three to four year program. They don't have to join the military. So talking to our counterparts in New London, you've got kids that decide to get out for one reason or another, then maybe they show back up a year later because they really like the program and they miss it. One of the things that we Let me go back to me. One week after high school graduation, I was already in boot camp. I was 83. 24 years later, the Navy sent me to school. I was a

081division officer. One, one of the biggest things that scares me as a high school teacher, which goes back to kids don't know what they want to do is when I hear a kid go, "Hey, Mr. H, I want to join the military." My first thought is, "What do you want to do?" Well, I don't know. What do you want to do? Because that's a four-year commitment if if students decide to do that. So, part of the curriculum is basic leadership. We would be the overseers of the program, but internally I would have a CEO. You would be my CEO. There would be an executive officer student and they would actually be running the course. So it develops leadership skills for the students as they're in the program. They actually get promoted through the program as

082many years as they stay in. You also develop citizenship and then we go into the marine well the sciences what we call the naval marine corps side of the house. So it'll be topics on navy science. It'll be topics on the Marine Corps and what they do for a living. Again, now what we do is now we have the kids actually search. I had a student a while ago, Ryan Kohler, eighth grader at Mitch Middle School. >> Hey Miss Ra, I want to go to Annapolis. >> Eighth grader. Okay, I laid out, you know, some guidelines for him, what he needs to do in school, but we have that one student that decides college isn't for me. Want to join the military? And then we can sit the kids down and say, "Hey, do you

083realize once you join the military, up until you're 21, if you are single, you can apply to a service academy?" But I was never told that, but you can. So there's things you could do in the military. Don't just take the SAT exam and sign up for whatever the recruiter tells you to do because you'll be miserable for four years, >> you know. So the whole idea is to instill leadership actually in the in the students. They get that with sports and they get that in clubs, but this is just another venue. We do a whole lot of community stuff. There's enough veterans organizations around here. I've known Miranda Chapman for 17 18 years. I know the master chief of the base, the former master chief of the base, the one of the guys down

084at EB. So, we have those avenues of if you're really interested in the military, you want to go in submarines, you want to do aviation, that'll aviation, you know, here's your career opportunity. Almost map out same thing as Chelsea. If you really think you want to join the military, what do you want to do? And even if that student decides after two years he doesn't want to do it, walks away, that avenue is still open of like, hey, I'm really thinking about joining after high school, I remember all the stuff. What do I do? Here's your checklist. Here's what you need to do. They have what they call the ASVAP test. Everybody, you know, hey, the ASVAP test is out there, but students don't realize it's math, science, it's English. >> You have to be

085prepared. >> You've got to be prepared. Yeah. So, we actually, you know, the program gets up and running. We actually go over ASVAP with the kids. We go over advanced placement stuff with the kids. If you could get a C average in high school, join the military. Believe it or not, that C average counts for you going into one of the servicemies if you're selected. And if you're not selected, they'll send you to a prep school up in Rhode Island to for a year training to get you caught up whatever skill set you need. So again, this is another avenue for that kid that's really not sure. All of a sudden, he flips a coin and decides that I want to join the military. All right. Before you join, what do you want to do?

086>> More opportunities to the high school to, you know, think about these things. >> Correct. >> I'm going to recognize um Liz and then William. >> Okay. Just just um right now we're starting for the 20 this is 2023 20 This coming school year, correct? >> Not this year, >> correct? >> But 2023, 2024, we're looking to do this club. Is that correct? >> No, the club is club. >> Oh, is the club happening now? >> Club is building interest starting second semester. Just going to be after school. >> The class, so the full curriculum with the course built in the program of study is going to be 2023 2024 school year. >> Okay? I'm going to tell you right now, you're under a a times crunch because that pro we need to have everything.

087The curriculum committee needs to stop >> like next week. Should have been here last month. So, you know, I'm I'm not trying to be a a wet blanket here or anything. And we have our our time limit. And so, you need to get this to us yesterday. And I I'm I'm >> And if I could just I don't mean to cut you off please, but >> No, cut me off because >> we we have discussed we have a little more time than than usual because now everything is online and we don't have to get it to a printer >> and make changes. >> Um I have laid out the dates >> to write the curriculum, >> right? I know that we're not writing the curriculum is that we need to have so >> they are

088aware the high school is aware of the the dates of the curriculum subcommittee meetings as well as the board meetings that would be necessary to also approve >> and this is part of a grant that has been accepted. So I think that the board would then try to move even if it required a special meeting before the committee of the whole but your point is well taken um in terms of that you know there is a there is a process that we have to go through and so we got it. Um, don't mean to be grumpy. >> I totally support this. I'm an Air Force brat and a Navy wife retired. We're telling you you're never retired. So, but just wanted to, you know, I just want you to make sure we follow the right

089steps so that we move forward in an efficient manner. >> I appreciate your passion. >> Thank you, William. >> So, this is Navy specific grant. >> Is that what So, as a former flight surgeon in the Air Force, I'm an Air Force guy. Um what will the uh students opportunities and exposure be to other branches besides Navy Marines? >> We could I know one of the head over at the army the uh the rehab yeah task whatever they call it task G. So even even going over there for a site visit. >> Okay. you know, so theoretically, yeah, we're going to call it the the sea services as a as a focus, but we have enough for the army base over there if kids are interested in fly and then just branch out that way.

090We're going to set up kind of like recruiting with even though we have at the high school recruiting times where the instructors show up, we could actually build in, you know, one-on-one with an Air Force guy just to show up and say, "Hey, what what are the opportunities in the Air Force?" >> And I just want to reiterate as well for everyone on the screen that this is not for students that just want to go into the military. This is a if we can even rename the course like naval leadership that is a course. All right. make sure that our counselors know that and that that's how they speak to that is that they speak to the fact that this is a leadership but this can help grow your leadership because I think that there's

091many people who may not want to do military and I um I am not a Navy or an active military person at all but however um I just it's a it's important I think that we make sure that when we talk about this stuff that we talk about that it's a leadership course and I really appreciate you giving us that background on that and I'm going to recognize Andrea. I don't see anyone online yet >> and I just wanted to make sure that the coastwide academy is part of the dialogue. >> Yes. So there's going to be a battle between us and New London because New London's been running for about 10 years. So their focus is over at the Coastg Guard Academy. So they do a lot of of work with the Coastg Guard

092Academy. But talking to the commander over there, I'm sure we'd be able to get a couple of spots on the park eagle when they go out for their summer camp. Oh, that's awesome. Thank you. >> There are a lot of opportunities talking with um you know the and your instructors at New London High School where you're almost part of an exclusive club once you're approved to have these programs in your high school where they run events over the summer like a weeklong leadership training and if Bethl High School sets it up he'll email us as the instructors in all in Connecticut and say hey we'll give Fitch High School five seats for students. He'll give New London five seats. So, he'll bring 30 of his kids, but we'll select five to send as well. And

093they set up the whole thing, and we just send the kids. And New London's doing the same thing as well. They're doing something in February in Vermont. >> Vermont. Yeah. Uh, >> Norwich. Yep. >> So, um, they've already said if we want seats, we can send students as well. So, there's tons of opportunities for our kids to do these different activities as well. >> Excellent. Excellent. So if I I have one quick question. So if if one of my kids my own kids come up to me and say I want to um join this military science club, what what are they getting into? Like what what are you going to do in that club? >> So since this is ground zero, this is going to be basic fundamentals of military science, you know, >> which

094means >> rank structure, how to march for us for the the sea services. It'll be a history of the sea services. If there's a we're going to I'm going to use the flight surgeon for an example. If they want to go into the Air Force, I mean, we would allow them to research whatever they want to do in the Air Force because right now it's a building year. So, for your curriculum, I have the first textbook. Every student, regardless of grade level, >> is going to have the same curriculum next year. >> Okay? So that'll be year one along with something we call GMT, general military training, which is basically the formation, marching, you know, that kind of thing. And then once we get into year two, we slowly kind of separate that into more

095defined. >> Okay. >> Just, you know, just get it to us. That's all I want to know. >> So unfortunately, we're at the mercy of the DoD. >> Well, and I understand it's a hurry up and wait situation. So been there, done that. We also have students of course moving from base to base and I've heard of several students who've wanted to have JOTC because they had it where they came from like Coronado where I just visited. So based on the military compact you know their only choice would be go to New London because we just don't have the program at this point. So offering it, you might even find, you know, a group of kids that are ready for military science too or we could absolutely get them involved and, you know, so that

096they could have the second year. >> Yep. >> Um along with that. So just thinking about our environment, 30 kids stand up at graduation every year, maybe more, saying that they're going to serve our country one way or the other. So it's really, I think, a wonderful opportunity for the students and especially the students who go to Fitch High School. Matthew >> Leard also has a number of military families. So if there's a Leard student who want to take the program, would we be able to take them? How would that work? >> Unfortunately, because it's built in as a class in our school, >> they'd have to be a part of the district. >> So the parents could pay um tuition to go to come to the high school. >> Okay, that answers that question.

097New London because they're um interd district magnet and they were kind of part of the chef versus O'Neal um where they could make all their schools interdist and have the government pay for that. Um they have that opportunity. So we do have students who've gone over to New London. Um and we've paid New London but um we don't we're not able to be in well we we might be able to be in district now. We know we just have to explore that option. Okay, thank you. >> If there's no other questions, I'm gonna move us on. >> Perfect. >> Thank you, gentlemen. >> It's so good to see you. >> Thank you so much. And thank you for showing up in uniform. >> No problem. >> Looks nice. >> Yeah, it does. All right. So,

098thank you so much, Terry. >> Thank you so much. I really appreciate it. Yes. >> No. Well, yes, she is. She's right there. All right. So, I'm moving us on to community reports. >> We still have the advising. >> Oh, yeah. Oh, the Ed Rising. Oh, sorry. >> That would be you, >> Adam. Last two in the room. >> Thank you. Yes, yes, yes. >> Thank you. >> Have a good night. >> All right. Well, thank you. >> So, another club that's going to be rising up to be a course eventually. >> Eventually. Absolutely. Um well, I wanted to recognize uh certainly uh all the great work that Chelsea did. Uh in fact in her presentation she actually mentioned ad rising and what I love about that is that there was a connection between the

099the the pathways the career pathways courses and the recommended activities that that kind of enhance that that support that we're kind of talking a lot about field experience getting the students out into the community getting them the possibilities of internships within the community as we were talking about that. So, perfect segue into, you know, what I'm going to be talking about, Ed Rising. Um, we have two advisors who who are are working. Go ahead. >> I would just like you to introduce yourself. >> Oh, excuse me. My apologies. My >> Let them know what you do. >> Yeah, absolutely. Adam Disc, assistant principal at Fitch High School. >> Thank you for that. >> Okay. >> Um, so to get right back to where I was there, um, so we have two adviserss that are working.

100uh they unfortunately couldn't be here but they're they're going to be very happy to be here on the 19th to report on on the next level uh presentation. Um they have been working this year to recruit to to get students uh engaged. One thing that I will say is that Fitch we have quite a wealth of opportunities for students to to participate in as far as activities and getting back into our normal in a sense. uh you know postcoid we have many opportunities for students and certainly today we're listening to all the great opportunities that they all have. Um one of the ways that we uh reached many students was through Navvian uh which is a program where they give feedback on how what interests they have very much connected to what Chelsea was talking

101about the career paths that they decided perhaps maybe will work for them. uh we use that as a way to in a way of what what she showed the connection between their interest and what they might want to go into. So we actually spoke to those students and said hey are you interested in this club? Um and you know and the the overwhelming was yes I'd love that more information and so it has taken off. We right now have 12 12 approximately 12 students. We set a set a goal early on uh that we at least want 20 uh students uh engaged minimum. We want more than that obviously but as I mentioned earlier there is a wealth of opportunities that students can take so that it's just a matter of them uh kind of

102the theme tonight has been letting them find their path in a way in a sense uh through the many activities that we do have. So there we we're meeting once a week. We are hopeful to to increase the numbers uh and then most importantly for the fieldwork uh that we've been talking about in the spring. Our hope is obviously to connect ourselves with the the principles at the elementary level to basically have them now practice what they've been learning during during the uh the activity. So an example they would get on the bus because they they get done early. They would go to the middle the elementary school. they have a lesson prepared. Maybe they're reading to elementary, kindergarten, first grader, second grader. Maybe they're they they're working on developing a a specific lesson on

103phonetics, whatever it may be, mathematics, and they go and deliver that working with the teacher and that kind of stuff. So, that's one of the things that that will really give the students the opportunity to really shine and develop those skills uh if that is indeed a pathway that they want to take later on. Um any questions? Um >> and I will say we have the curriculum for Ed Rising that will go in front of the uh subcommittee in December. Uh it's another large document. >> Yeah, >> that's why I did not send it along with the EMT class because I thought that would be a little bit too much for everyone. >> EMT class is 212 pages. Not that I was. >> This is close, but I will be sending that out as we

104uh create the agenda. I'm super >> Dean and then Dean and then Rita. >> So I think the standards for this or the program was developed by something called PDK International. Correct. I think PDK was by Delta Kappa which was the teachers honor society. But anyway, the organization called PDK International and this is one of their projects. In fact, if you go to the end rising site, they'll have a chart where they compare themselves to what they call quote the other guys. So, there's a it's a it's a product, a set of services, materials that they're uh that they're selling uh or or or advising that that you buy into. Um, and I love the idea of exposing students this is one more thing they should think about going into teaching. Um, I'm sure I've

105said this before. Uh, you know, I was talked out of going into physics by an uncle of mine who's a physicist. He said, you know, you need a PhD to be a physicist. And if you don't get as far as a doctorate, you know what you're going to wind up doing? Very likely become a high school physics teacher. And I'll tell a junior in high school this. I don't want to be one of these losers. I want to get out of high school. Last thing I want to do is be a teacher. But I do know that there are kids, >> be clear, that's your junior high school self. >> He says, "Become an engineer. All you need is a bachelor's degree for that." So that's what I did. Uh but so but I I

106don't doubt that there are a number of kids who are who despite their experience in grade school and years and years and years of the drudgery would like to be one of the people at the head of the classroom. They they like that. They genuinely they're the ones who put the apple up on the desk and mean it. They like teaching. They want to be a teacher. So I applaud all of them. Excuse me. The one thing that that grabbed at me and and still grabbed at me and I will probably be the sole voice in this and that is that there are standards uh there quote edising standards and if you look at the standards there are standards and what they call cross uh crosscutting themes and they're all numbered and there's a there's

107one called theme theme six Roman numeral six and it's entitled social justice and advocacy and I don't know how deeply the club at Fitch would go. But I for one, and I may be the only person in the room, when I hear the word social justice and I hear it paired up with advocacy, I think a political state, a political viewpoint. To me, it's political. I think you and I have had this discussion. There are people that don't consider social justice as something political at all. I do, and I'm not alone. So my concern is that we have a club for growing teachers, uh, showing kids the way into the the profession. And oh, by the way, one of the elements of the curriculum is going to be how to become a better social justice

108advocate. I I object to that. >> Okay. >> So, well, um, Kim, >> yes. I think I have a more positive view than Dean as a former teacher myself. I do know that the state of Connecticut is invested in education rising and they have a conference they had um they've had two so far. Um and Central Connecticut State University is also heavily involved in Education Rising. So I I think it's wonderful that you're bringing this back to Fitch again. Um my older son um would go down to knowing um weekly when Noank school was there and um he had a buddy that was in um first grade I believe at the time and I think it's just great and I'm hoping that I mean this is a national can you hear me? This is a

109national organization. They have a conference like in Texas and different part different states. So, I hope we can aspire to that and we could get our students interested in becoming excellent educators because we need more great teachers. So, thank you for working on this and developing it and bringing it to our school. Thanks, Adam. Thank you, Eda. me. Um Dean, I want to assure you that when we go through this curriculum, we will look at that standard six and I'll get back to you about what the meaning of this whole thing is is how I see it and and how we talk about it. So, you know, we'll hopefully we can ease your mind, but I can understand your concern. Um, but I I think social justice is something that's going around in our society

110as a whole as a whole and teaching people to be advocates for themselves. I don't know. I haven't looked at it. So, when I go get to see it, I'll make sure we do evaluate that theme six and get back to you. >> Yeah. lots of lots of very pretty and generic languages used to describe a lot of things these days. The fact that the state promotes something, fact that something is national, the fact that something is in the air and the water and everywhere does not necessarily make it a positive thing for me. I have all for training are future teachers. I am not interested in training future teachers, social justice advocates. that remains a political charge phrase from it. >> Okay. Thank you. I'll make sure we check it out. >> The one

111thing I wanted to add is that we don't know yet how that the curriculum defines social justice, right? >> It might not be what you're thinking. If I if I may, one of the ways that that we look at and certainly this is the way the students are going to it's it's essentially letting students know that that they can that that's how I perceive the social justice piece in that situation. But again, there there is I I I I wrote that down Dean uh theme six I think is something that worthwhile to at least look at it when we do review that. That's certainly without question. That's the way I interpreted that which often is let's give the every student the opportunity to become what their best self will be in the future. And that

112that's really um the focus um the opportunity that is there. >> I just don't know why that label has to be there. That is accurate. >> But thank you. >> We'll make sure. >> Don't do it for me. >> No, I'm going to definitely do it for our kids. Well, and I think anyone who would be a rising educator would want to make sure that there's equitable education and access for all kids, no matter what their backgrounds are. So that when I think of social justice, I kind of think of being an educator and ensuring as an educator that we're doing right by all our kids no matter what. >> As a general principle, correct? It's always the implementation. Again, I'm always on on the lookout for the the pretty generic language that actually masks

113some of that. >> Well, it sounds like Liz is going to take >> I hear I I hear I hear your point. I think that you just don't want us to be indoctrinating our kids into something that may not may not be what we want as a district to do that. >> I can always couch things as I just want what's best for people. I haven't said anything objectionable. >> Right. >> Now, define that. Just get the specifics. I I appreciate I appreciate that that it's not that you are saying that we don't want all students to be taught that you we just have to be careful about the language. >> I'm worried about how these things are. >> You got it. You got it. Um where are we with these two groups? Do does

114the board >> getting the curriculum >> for a class >> and we tried to get it to you earlier, >> but we have a club. We have a We have two clubs. >> We have the two clubs, right? >> So, do those need to be voted on by the board. >> No, it's not the clubs. We We have clubs all the time. Boards don't have to vote on clubs. >> No, clubs are not. Um, but we need we have a stipen and the board did vote on having a stipen for these two clubs. So, >> right. >> So, >> right. >> Okay. >> But when the when the class comes to the board, that's an immense difference. >> Okay. I just want to make sure and if we have to if we find out that

115we have to, we'll just do a five minute meeting prior to whatever and get that through. But I just always want to make sure that my tees are crossed and my eyes are dotted. >> All right, so we're going to move on to committee reports. Adam, thank you so much for >> and staying with us. >> Andrea, policy. >> We have policies coming to you later that we'll discuss >> December 13th. will be discussing graduation requirements and mentoring program. >> Okay. >> Curriculum. We have two courses coming tonight for board approval that we have really um gone through with a fine tooth comb and we fully support. We have an EMT class that's on the docket that they're coming back to us on the 19th. we will have the advising class and now it looks

116like we're going to also have um the marine science it's called marine science >> naval science one so um we're quite busy we're trying to maintain our um you know our time frame because things have happened where we haven't been you know holding feet to the fire so we're trying to maintain that and that was my my comment to the gentleman was keeping things under because it's not fair to the board, it's not fair to the kids, it's not fair and we want to make sure things are run in the right way. So, we do have to um and we are doing uh we're continuing with the audit to see that there is the curriculum that is posted for the high school is matches the board curriculum that is approved. And we're looking also at

117the Graten Middle School and we're working that's a work in progress. Boy, is that a work in progress. And so we're working towards those two major things at this point. So we um Yes, we're busy. >> Yeah, you guys are slackers. >> Yeah, we really are. We don't do anything. >> We have tea and crumpets. >> Tea and crumpets. Beverly, um I know that you're a member of the finance and facilities. Do you have anything that you want to speak to about that? I know at last committee the whole we talked a lot about your agenda topics. Um, nope. Because we covered everything at the last um CL meeting. >> Okay. Thank you. >> Okay. >> Oh, no. Sorry, Beth. >> Bev, I'm sorry. Didn't mean to cut you off. >> Communications. Matthew. >> We

118had a monthly communication meeting just prior to this meeting. Uh we went over some presentations that went at the cave conference, one on teacher evaluation workshop, one on the CAPS blueprint for Connecticut education, and one of particular interest to us and this was brought to us by William, a communication plan designed by the Oxford public schools. Uh we segueed from that, I'm going to go out of order. We segueed from that into the communication plan update which Rebecca is going to send to us in the next day or two. Um whether or not we use this other one as a template uh is still up in the air, but it it it looks like it will be very useful. We also discussed the communication aspects of the mentoring program and our focus uh for next

119meeting will be entirely on the update to Brockton's communication plan. >> Wow. You guys have moved this right >> terrible bunch of slackers. >> All right. Negotiations. I think we're going to be starting working with the pair of professionals starting really soon in the beginning of new year. Um uh Rita learn. >> Yes. Um great. We had a really wonderful meeting. It started with um Jeffrey Newton who is the superintendent of East Limes gave an overview of the schools. Also learn received a fully funded grant of $135,000 to develop an educational youth program for the new Coast Guard Museum. Whether or not they'll be doing the classes there, I'm not, you know, they don't know, but I think it's wonderful that at least they are going to be developing what type of ed educational programs

120will be at the Coast Guard Museum. Also, um, we had a presentation by Bridget Gordon Hickey, who is a director of special education, and Floren has developed a districtwide support team um to go into schools to help with children um increasing mental health problems. So, districts can um turn to this team and they will go in and they will help. I mean, it's a it's a team that has psychologists, social workers. It just sounds wonderful. It's just getting off the ground. And I think the last part of the meeting that I thought was interesting was they're really learners really looking at alternative school programming. Several districts in the area are um want and including Graten are looking for alternative school opportunities for students and they are going to go some of the staff will be

121going to Ann Arbor, Michigan that I think has a very robust um alternative program for high school students. So that's about it. There was a lot more but I thought those are the highlights since we have such a long meeting. So, thank you. >> Thank you. Um, the town council, city council, RTM board of edly is on. So, I have sent out correspondence, which was my goal before this meeting. Um, and I and Juliet and I have kind of um met kind of been passing to kind of talk about how that structure of that leazison meeting should go. We are thinking about it to be quarterly and um looking for the bodies each of the bodies kind of be in charge of the agenda. So instead of it just always being on the board of

122ed to have it one one one quarter to be the board of ed one quarter to be um the RTM town council what have you. Um, and so I'm just waiting to hear from the other um from the mayor and for the moderator to hear and from the other mayor to hear um uh who who from their bodies are representing them um to the uh RTM and I'm hoping that even though it's a very busy time of year for all boards because of budget stuff is to have us meet um even for just a little bit just to kind of get our feet wet again. So I am moving on that honest. Um so the AGSA GA and board of ed leazison met a couple weeks ago. It seems like forever ago um but we

123were able to meet and I'm I was just kind of looking at my notes and I'm really sorry. Um Beth, are you still on? >> Um >> I can go get my notes. >> Oh no, I can't. Beth is there. >> Um I I was hoping to find >> I'm still on. >> Hi Beth. I was just trying to um to figure out if you if you um save the not the notes that I took that I gave to you um because I can't find them on my on my phone number on my phone. >> I can look very quickly. >> Okay. We talked about staffing. We talked about class. >> So we did class sizes >> institutes. We did staffing um and we talked about um safety the safety committee um and making sure

124that um there's a better understanding with that and that was met already with um getting a safety committee u meeting um moved um uh up quicker just so that we can get some of those concerns talked about. Um how am I doing Beth? >> You're doing great. We also talked about um health policies not just for COVID but also with the flu season about what protocols are in place for making decisions about children going home. >> And then we and then we also talked a lot about the absences, right? >> Yes. >> Um and that we're having and I'm actually writing that down because I think that the board needs to kind of talk about this. um is that the teachers and the administration are really being faced with families saying, "We're going to be

125taking our kids out for two weeks." Um and um when my kid gets back, would you catch them up? Um so once again, it's that to it's that chronic absenteeism. It's kind of getting families back in the they go to school for 180 days and it's really important for them to be at school to do that. So, I think that the board is going to need to discuss that and to support um the district. Hi, friend. It's good to see your face. Um and then um the other thing that we talked about is that middle school is scheduling and space. And once again, we've already have someone um that I believe has been hired to kind of take a look at middle school and high school. So, I believe that there was a couple of

126topics that got met up right away. And did Denise get a hold of the BNA? >> I'm not sure. I've got to ask her. >> Okay. >> Out to her. >> We'll we'll get that checked on too to make sure that we get a policy. I mean, we have coherent we have a policy, but what what it is is that there was change in leadership in the VNA, right? Is that what I heard? and that so there we might have not there's not necessarily um uh continuity through the district in terms of what are the regs about when someone comes sick or not sick with them. >> I think I did it. >> You did it. >> All right. Graten scholarship. >> Yeah, we met last month but of course I did not get to

127go because I've been sick with bronchitis. So um the meeting is coming up. The next meeting is coming up uh next week. Um, the only thing I'm going to say at this point is that they're really looking for donations and if you have gotten your letter, um, if there's been a letter, there has been a blast. I believe it's gone out about requesting donations, but I'm not sure because I've I haven't seen one yet. So, um, they were looking at changing a little bit of the format of that. And so, just keep a lookout. Um, we're hoping to the goal is to at least meet what they gave out last year, which was over $40,000. And so we're hoping to be able to move that forward this year that everybody who applies for one will

128get something. Um, that's something that Isaiah, you might be able to help with is that sometimes there aren't a whole lot of people that apply for this and it would be great to get more seniors to apply for it because it is the Graten community that's that's supporting Graten kids. >> Okay. >> And once I get the information, I can send it through to the counselors as well. >> Right. That'd be great. But, um, I will see what's happening. It's coming up this coming week or next week. >> Thank you, Liz. You're welcome. >> Athletic fields. Just the update is um it looks like we are going to have on our agenda for the committee of the whole next week having members of the field committee um meet with board of ed to kind of

129talk about the Fitch items in terms of the football field um the concession stand and um where that fits on their master plan. and um just to kind of hear about what our concerns are, what their concerns are, and how we can move those pieces together or what we need to do about those pieces. So, um anticipate um I'm going to put a time limit just to make sure that this doesn't go on forever and ever. Um but, uh anticipate Mark Romano, Mark, is it Mark Barry? >> And um the the chairperson of um the uh the fields committee, and I'm sorry, I don't remember his name. Um and then Sam obviously and Mark Romano um to support um the Fitch view viewpoint. So just wanted to let you know that that's what's happening there.

130Trails >> nothing on trails committee. They only meet quarterly >> library. I spoke with or was in contact with Jennifer over the weekend about the one card and she's updated me. She says freshmen are all in the system. Sophomore class is still glitching. We're working on our communication digital projects, but no student will ever be turned away. If somebody comes in, we will get them a library card and so they have full access to materials. With regard elementary students, they're reaching out to the elementary schools with librarians, visiting with the media specialists, dropping off marketing materials with QR codes, and uh parental permission of course is needed. And the marketing materials also highlight the school's Overdrive ebook account so kids can have access. >> That's important. >> Well, Matthew, it's such a difference having you

131on the library committee and being also on the board because I just feel like we got we have so much better communication and understanding. I really appreciate that. Like you really show what that what this means to have the collaborative work. But I appreciate that. Um, and then the state council for um, educational opportunities for military children will not meet until the spring. Is that a fall spring thing? >> Yes. >> All right. I'm going to Miss Joan, could you please put on um that that part of the committee report um for state council just put fall and spring so people know that I don't have to keep on saying what that it just is kind of on there all the time. Thank you. >> Do we'll do >> Thank you. Um, I'm we're now

132at the consent agenda where all matters listed under the consent agenda are considered to be routine and will be enacted on by one motion. Points of clarification will be allowed. Um, I make uh I will make a motion for the acceptance of the consent agenda. Can I have a second? >> I've got Liz. Is there a discussion? >> I need to make one correction. It's small. It's a vanity correction. My daughter's name on the October 24th minute. It's spelled Ze. Her name in the back is spelled Ze with two dots that she's been telling me since she's two years old. And it is. It's coe, but the two dots help with the pronunciation. So, it's not so like Joe. >> Okay. Thank you. >> Yeah. >> Any other discussion? If >> she saw this, she

133would fix it. We'll fix my daughter. We haven't seen >> any any other discussion. >> All right. Hearing none. All those in favor of accepting the consent agenda, please say I. I. >> Oppose. Abstain. Motion is carried. >> We're now on to new business. William, would you be willing to read the motion part of number one? Just the motion >> to the motion to approve P6141.52 challenging curriculum for middle years as a first reading. >> Can I have a second to that? >> Second. >> I have Liz as the second discussion please. >> Discussion >> Andrea. Um in the first paragraph it says the board recognizes its responsibility to identify these students in middle years and you have six to nine middle years is six to 10. >> I saw that myself tonight. >> Okay.

134Just wanted >> I didn't see it but thank you ladies for seeing it. >> Six to 10 but I knew I was Thank you. You're welcome. And in the la the right before it says criteria on the first page, students taking high school credit courses in the middle school are required to meet all expectations for earning course credit applicable meeting high school graduation requirements to me. I do they get the credit? That's my question. If they're taking a high school class, algebra 1 in 8th grade, do they get that algebra one credit go towards their graduation? That's my question. They can >> they can they can apply to have it as a high school course. It's actually an algebra one honors course. >> Yeah. >> That can go in their eighth grade year typically. Um

135but they they might choose not to use that credit and a lot of kids get more than their credit so they really wouldn't even need that one. Well, I just think >> it's in >> it's it's I don't know if it needs to be stated here because if I was a parent reading this, I'd say, "Well, if they're taking that class, shouldn't they get the credit >> and or be eligible for >> Which paragraph are you on?" >> Right here. Right. >> Is it in the handbook? >> Yeah, it's in the handbook. We Yeah, because both our kids, both my kids use their >> see algebra and honor Spanish >> years ago. Well, that was before this was actually came in when Dr. G was here. >> Okay. So, that's >> so and I think

136Joe Ar was the principal. >> Yeah. Okay. So, just I don't know. It just seemed to be very vague for me and I just didn't know if we needed to make it more clear that students may use this or apply as per the handbook or whatever, but it just seemed a little vague to me. >> You see where I'm at, Andrew? >> I do. But I think that could almost be in the regulations that I could add something in there to specify. >> Right. >> Any other discussion, >> Dean? Go beyond the P into the R. >> Well, let's get Can we get through the P first before we do the R? >> I was told before that the R is not of my is not of our concern. Well, it's it doesn't require a

137vote from the board, but we'd like to put it out so you can see what the regulations the process would be. >> So, following Dean's um thing, do we do we have any other question about the policy before Dean goes to some questions around regulations? >> Hearing none. Go ahead, Dean. Okay. So, it's it's commonly used language boards. It's in the near the bottom of page one of the regulation. It's the second paragraph of the short one. Board seeks equitable course enrollment. Therefore, multiple measures must be used to identify students for advanced coursework. There's no single measure their participation. Are you including gender? Are you are you striving for is the goal to have it half and half say? Assuming that's that's the gender rational or is that not a goal? >> I would say

138it's all a goal. I'd like every classroom to mirror our community. >> What happens if it doesn't? >> Well, it might not. You might not meet that goal, but that's the goal. You're not going to select people because of the gender, but I certainly go in every math class, those high level math classes, and look for girls, and I look for kids that really represent our our district. >> Would you ever would you ever exclude somebody because you have quote too many somebody no one time in New Kanan where we had a clue and um they were a lot of girls in that class. >> That that's that's a shortcut to making your number better. I'm not accusing you of anything. Just it's all a shortcut to make the number look better. We'll just, you

139know, throw something over. >> No. No. Would not do that. >> Any other questions on that? >> That's it. >> Okay. >> Any other questions on this? >> All those in favor to approve the policy 6141-52 um as a first reading, please say I. I >> oppose. Hi. >> And >> um uh were you opposing Rita? >> No. >> Okay. All right. I said yes. >> Okay. Right after I said opposing. So that's why I wanted to make a sure. All those opposed abstain. That motion has carried. Matthew, would you be willing to read number two the motion, please? I move that we approve policy P 3520.11 electronic information security as the first reading. >> Then I have a um second it >> I got Liz. Take it away Andrea or Susan. >> Well I

140asked I sent you and Susan and Clint um an email this afternoon asking that Clint do this because >> so he should be on the screen. I am indeed. He was invited. Are you on there, Clint? >> I am indeed. Good evening, everyone. >> Clint, before you start, I was wondering if we could put both of the electronics together so that all at once or can we not do that? >> I think they are. Oops. >> I think we need to do it one by one. Thank you. Sorry. >> So, Clint, are you there? >> I am indeed. All right. >> So, just as an introduction to this, we had this in subcommittee. Uh really, this policy addresses uh the uh something that is well known amongst board of ed members as I've had this

141conversation with many of you repeatedly as well as administration and the community as a whole. Uh it is a suggested CA policy that that is approximately 98% of what that their policy states. We made some very small changes in subcommittee uh and it was part of the overall review uh over the past three or four years of potentially missing and needed policies for Grten public schools. I uh I think it's critically important especially in light of of the growing threat that we've seen over the years including close to home in Stonington public schools in East Lime public schools and even the larger ones that we see in LA Unified still recovering from a very very nasty uh ransomware attack that they suffered right at the start of the school year. So I think this is

142an important piece of policy for us to have. uh it aligns with much of the actions that we've been taking to date and will continue to do because this is an ongoing uh activity for the IT team and every member of the the Graten Public Schools community. Uh so happy to answer any questions, but I think it's really critical piece of our of our policy arsenal, so to speak. >> Do I have do we have questions? >> Very straightforward. >> Yeah. And you mentioned that the that the district cyber insurance provider also requires this two-factor au um verification, right? >> Yes, we uh uh Ken Knight and I have been staying in close communication with uh our insurance provider. Cyber security cyber security is a very hot item uh across the 169 public school districts

143in the state of Connecticut. It is everywhere. they have added additional requirements that we must meet to to qualify to pay for a policy. Uh and it's been communicated to me regularly that those requirements will continue to grow and build uh yeartoear. So we've been meeting regularly to understand what those are in the future so that we can adhere to those ahead of time. >> Any other questions? All those in favor as a first reading um uh policy where am I? Policy P3520.11 which is the electronic um information security. All those in favor please say >> I >> oppose. The motion has carried. Kim ask uh it relates to this but not to the policy given I'm making a presumption that uh out of the 169 districts I think I heard Kim Clint reference the

144insurance requirements are probably not terribly dissimilar. Perhaps the amounts are but the the need and type of insurance is probably the same. Ask Ken or could Ken look and see if there's some possibility for intermunicipal collaboration so we can buy a large umbrella policy that covers multiple districts therefore can save us a percentage of funds >> that I written down probably won't understand this tomorrow I talk to but >> thank you sir you love that Do I do that in town? No, just for you to know that town services and school district services do that with insurance policies as well. >> Oh, okay. I'm not I'm not an insurance expert. It's totally out of my wheelhouse. There are this huge number of people needing the same type of insurance. Maybe there's an opportunity in that

145particular niche. >> Okay. >> Less than 169 actually. There are 169 towns, but many towns are also in regional district. I know not. I'm going to I'm going to be moving us along for agenda purposes. Thank you. Can I have Liz, would you be I'm going to Clint, while you're still unmuted, I'm going to actually actually just move to number four, which was Andrea's point. Um, could you be willing to read the policy >> For number four, please. Motion to approve policy P 3543.31, electronic communications use and retention as of first meeting. I mean first reading not meeting >> that too. Um can I have a second to that please? >> I have Andrea seconding. >> Um discussion please Clint. >> So this policy uh really addresses uh information who has access to it and

146how long we should be maintaining it both electronically and as a traditional hard copy. This has been evolving over time as more and more if not everything that we do has some type of electronic or digital version uh of business of education of of the work of the board of education and graten public schools. This again is very very similar to the standard cave policy that they recommend local boards of education adopt uh and follow uh expressly uh to do this. We uh we follow this very closely. Um many of the requirements as listed at the bottom of the policy uh are updated regularly which is our work to continue to stay up with that and make sure we are following all those requirements. Uh but student data privacy, data privacy in general, uh is

147closely related to the policy we just reviewed, as Susan mentioned, two-factor authentication, um and and an ongoing um assignment for all the the folks on the IT team to make sure that we are secure, we are allowing access to information for those who need it uh for educational purposes and making sure those who do not need access to it and the bad guys uh are are we keep them at bay. Uh so again another C recommended and very similar policy to their boilerplate uh that we've addressed in subcommittee that we've pushed forward for the full board to review. >> Any other further discussion? Really quick question. um paragraph right before the end on the first page where it starts with electronic communication. See where it's at? Electronic communication on district computers or electronic communication system

148shall be retained as only as long as necessary. Is that purposely vague? I I I just feels like as long as necessary. It's like is that I just >> Clint, can you speak to how long our district holds um like let's say emails and that kind of thing? We're looking at that second to the last paragraph where it starts with electronic communications. >> So, so we make every effort to hang on. We obviously adhere to every stipulation if it if it specifically addresses a a length period of time and so forth. uh if we have the capacity to we will continue to hang on to it uh as long as possible uh especially things like um email communications and so forth which is really the coin of the realm uh and not on a semi-regular

149basis we are asked for that information and we work that process per policy to that so I think this language speaks specifically to that um as long as necessary to address the large umbrella as you see below that of different stipulations But also because technology is allowing us uh the storage space is getting cheaper and cheaper every day. It allows us to to capture these more information and for a longer period of time. Uh I would hate to come to all of you although we could to update the policy with very specific time frames uh each time that we invested and had expanded our capacity to digitally store these records. That being said, if there's an expressed interest by the board to to have clear, very specific time frames and language on some or all

150of those records, I'd be more than happy to take a shot at that and come back with another version. >> Well, this is just the first reading clinic, so maybe that can be something that can be talked about in the policy um in the in the policy committee to see if that's how they want to have it. So, that makes that makes a sense for me. It is the first reading. Any other discussion hearing? Are you okay my friend? >> No. >> I'll leave you. No. >> Okay. So all those in uh all those um all those in favor of the to approve the policy P3543.31 electronic communication use and retention as a first reading please say I >> I >> oppose abstain that motion has carried let's go up to number three Dean would

151you read number three please >> certainly discussion possible action regarding a first reading of policy P4113.12 minimum duty free lunch periods. See attachment seven. So >> I have a second. >> I'll second. I've got um Liz again for seconding in it. Can uh Susan, can you speak to that? Or Andrea? >> It's the law. >> Oh, it's the law. It's the law and it was one of those unfunded mandate mandates that came through from the state department of education and our principles had to scramble with schedules to ensure that that was happening. >> Okay. Any other discussion? Matthew, >> I had asked the question because since there's for non-certified staff, the board will provide as defined in the Connecticut Department of Labor and since uh my concern was that uh labor regulations can change and

152we don't want to have feelings of inequity should I'm told that they're the same now. They are that there's no difference. My concern was if there were a change in Connecticut labor, we would not want to have inequity in our in our uh employees. Uh I'm perfectly com comfortable with voting for this. As long as we keep that little in the back of our mind and labor law changes, we can revisit this >> and that's based on full-time employment. We're not certified. >> I'm just right. >> Yeah. >> The general feeling is if it's the law, why do we need a policy unless the law says thou shalt adopt the policy? The law is the law. Well, if every time we adopted a policy to mirror the law, we'd have the law and our policies.

153The law is there. But I I understand we're sort of overing the pudding sometimes. >> We kind of do that just to make sure we're doing what we need to do by law because it's hard to keep track of the laws if we don't have a policy. Any other any other conversation about this? If we are not hearing any um all those in favor of to approve the policy P413.12 minimum dutyfree lunch periods as a first reading please say I >> I oppose abstain that motion has granted >> we are now moving on to number C um Rita would you be willing to read um the motion uh for Number five, please. Thank you. >> Yes. To approve the Graten Education Association's schedule C stipen for FY2026. So, it's a four-year contract. >> Thank you.

154I have a second to that. >> I have William. Any discussion? >> Um, I had a question. Kim, can you refresh my memory on what the stipen increase was? Was it 1% per year or >> I don't remember what it was. So it there was variability. What we did was um Ken Knight and Lori Leine and I think even the GA team had looked at surrounding towns to see what was equitable. So that we made sure that we followed um I think it was either one, two or 3% based on their salaries. Not so not everyone got one or two or three. It was based on how it was equitable compared to other districts around us and what um those stipens were going for. So we really tried to do it in a more fair

155way. >> Right, Liz? >> All right. Um this is going to be built into our budget, correct? So, if we pass this or approve this now, is this something that, let's say, we have a shortfall, we have to cut, you know what I'm saying? Or there's an issue, will this be able to be amended? >> Well, we would have to reopen the contract again because it is part of the teachers contract. >> It's okay. >> Oh, okay. But but Liz, I do think though that if we chose not to have a um so many assistant coaches in particular sports, that is would not be open for negotiations. I mean, if we do away with the position, I don't believe that it is open for negotiations. But my question is Susan, usually the the board of

156education negotiation, I don't remember doing that when we negotiated the contract. You said that it was Susan. Can I I mean, Lori and Beth, but was there a board member present when you were discussing this? >> Yes, we had those board members who are on the negotiating committee. We didn't do it right at the same time, if you recall, as the original. We wanted to we we had put that off and it was like put off probably too long because I think people forgot about it but we got it back on and we did it as a full negotiation. The thing that I was referring to was we collected some data >> through the Caslo group through the other groups here in southeastern Connecticut to just kind of align ourselves to what those rates were

157in other places. >> Okay. I guess I just hope there were I don't remember being there so maybe there were some other members of the negotiation team there. >> There were absolutely >> my name is Kim and I was there. Yeah, there were absolutely other members. >> Okay. >> All right. >> Thank you. >> Absolutely we those are really good questions. It's good to make sure that we are caught up. So I appreciate that. Is there any more conversation about that? If not, um, all those in favor to approve the Grten Education Association schedule C stipen for the FY 2023 to FY2026, please say I. >> I. >> Oppose. Abstain. That motion has carried. Beth, thank you for your hard work on this. So, number six, funny thing happened on my way. So, we don't

158have enough information to give you that. We don't have a bullet and we also don't have um there was just a miscommunication that happened between um Susan and I in terms of what stuff that we needed. So, this is going to go um on our December board of ed regular meeting and we'll give a synopsis of of the negotiations. Um and we'll have either Ken and Laura both either by Zoom here um so that we can do it. So, I apologize. I'm taking full responsibility of that, but I'm going to ask that we table number six. Dean, do I need a vote for that? >> Uh, yeah, you should. >> So, can I um uh have a vote um to table? >> Thank you. >> Do I have a second? >> Second. >> Okay. All

159those in favor, please say I. >> I. >> Oppose. Abstain. Motion has carried. All right. So, we are going to go down to um Beverly, do you have any interest in reading number seven, the motion? >> Okay. I make a motion to approve the American Sign Language level two curriculum. >> Could I have a second to that? >> I second it. >> All right. Discussion, please. Liz, >> this was um brought to us and was um we really went over we did I just found one typo but but you know what else is new? I'm always finding something but um this is a a progressive these these two courses would be you know um a a natural progression to what we have established and the growing of this of this curric of this uh course

160uh with ASL1 and of course ASL1 is being offered to down in correct me if I'm wrong I'm down in the middle school so it helps build that program Um, and it's just um, it was very well done. We have Kristen's on right now if there's any specific questions about the curricula itself. Kristen's here and she if there's any questions, but the the curriculum committee went through the both of these, this one's two and three. And um, they have our full endorsement. So, I don't know if um Phil and for if you want to speak to a little bit so that the rest of the board can just have a quick under like a quick overview. >> Um again, um and Kristen has been hanging on. >> There she is. >> Kristen, thank you for

161um staying with us. I appreciate that. >> Again, this is just another way. >> Oh, I apologize without the captioning. The microphone quality is just not great. So, I asked Rebecca to come on the call to join. I've been trying to follow along. Um, but I I couldn't make out much of what you just said. >> Um, just do you have anything else to add in terms of um why these classes are needed? Um, what the what the uh desire of the kids are, that sort of thing. >> So, if I heard you right, um, you're asking um, why the classes are needed? >> Yes. >> Kind of continuation. Okay. Um, well, it's really >> continuation of of what Paula had started several years ago. We had the good fortune of being able to hire

162a.5 FTE second instructor of ASL that became a 6 um FTE two years ago. And um so ASL we've been able to expand and really meet more demand though we still not meeting all of it. there's still, you know, many more kids that want to get into ASL1 every year. Um, but for ASL 2 and ASL 3, it was really kind of the next step in uh teaching for proficiency and getting our curriculum in line um to take that next step with what we had done with the ASL1 curriculum. So, it was kind of really just that, you know, logical step with that. Um, increasing the rigor, getting more in line with what, you know, students that want to continue with ASL, what they'll need to be able to step onto a college campus and

163hopefully step into an ASL 2 or an ASL 3 class instead of having to, you know, repeat ASL1 once they get to college. So we really um you know we looked at at parody we looked at what other other high schools but also honestly it's what many other colleges and universities are are using in terms of their curriculum um with its organization but then the focus really on proficiency you know and having students really be comfortable with with really just using the skills and not just learning signs but getting greater command of the language. Yeah, and I think that's it. And if you notice, you know, by the end of each course, you know, on the very front page, um, you know, the hope is after ASL 2, they'll be at the intermediate low and

164then the intermediate mid by ASL 3. And we can go into that more in depth at another time, but, um, >> and they can earn their seal of biiteracy as well with ASL, right? So, it's just another avenue for our students. Um, and there is an extreme interest in this and so it's definitely something that our kids are asking for. >> Do I have any other questions from the board? >> Dean, >> just a comment. I just remembered something. Indulge me for a second. We always taught our kids you can't talk in church. What my son Theo, who learned sign language, was doing with my daughter Zoe, was they would just sign to each other. >> I should have been more specific, so we said don't talk meaning. >> so more into let's just go

165into um considering like it's 8:15. So, um any other question? I I don't want to stop comments or questions. No, I'm done. Okay. >> Any other I just think that this is just really cool and amazing that we're doing this. Um, >> do they get do they get any certification to as an interpreter at the end of the ASL free? They can they can apply for >> they can apply. >> That's terrific. >> So Kristen, I don't think that you heard that question. So the question I don't know if you can hear me now but the question is if um could people apply for uh to become a interpreter um if they took the level three course >> type it into the chat if >> I if I heard you right the question is could

166they go on to become an interpreter um most definitely but they wouldn't be able to do that just from our classes um there are Wow Rebecca correct me if I'm wrong. I mean, I'd seen curriculum with uh you know, at universities where they go up to ASL 8 n 10. >> There's it's it's much more involved, but this really gets kids on a great path to to get a head start with that if they want to become an interpreter. >> Thank you. Thank you so much. All right. If I'm hearing no other further discussion, um the motion is to approve um to approve the American Sign Language level two curriculum. All those in favor, please say I. >> I >> oppose. Abstain. Rita, was that opposed? >> Rita, did you are you for it? >>

167No, I said yes. >> Okay. >> I am for I think I think you and I are um a little bit um delayed with each other. Welcome to my world. Um >> Matthew, can I have you read the motion uh for number eight, please? Wish I could do it in Latin, but I can't. I move we approve the American Sign Language level three. >> I have a second to that. >> Second. >> I have Liz. Any discussion? >> It's all been said. >> I think it's all been said. >> It's a logical progression. >> All right. I like logical >> necessary progression. >> All right. If I hear no other discussion, all those in favor to approve the American Sign Language level 3 curriculum, please say I. I. >> I. >> Oppose. Okay. Abstain. That

168motion is carried. You got it. It's yours. All right. William, could you please do number nine for me, please? >> Absolutely. Motion to approve the proposed 2023 to 2024 school calendar. Can I have a second to that? Thank you, Matthew. >> This is my least favorite conversation, but Miss Susan, can you walk us through the learn? >> So, as you remember with Bronten 2020, there were many years in a row that we had to start after Labor Day because of construction and we were holding our breath to make sure we could move in. Even at that time, we've always believed, and I've talked to Beth Hurler about this, that as closely as we can align our calendar to the learn calendar, which is the regional calendar, it's better for our students, staff, and and our

169own faculty because we have many faculty who have children in other districts. So, as close to keeping those regional PD days the same because we do a lot, we used to do a lot with each other across districts and we hope to get back to that the start date. Um, you know, to to have it really in line with the regional calendar. So um we have um for next year it for example starting um the 25th would be convocation with two days PD which is what we typically do and we actually started this year with convocation on the 25th. So it's not only aligned to the learn calendar but similar to what we did this year. Um and then students would come in so they would have a shorter week Wednesday, Thursday, Friday. we'd have

170the Labor Day weekend and then they come back for four more days. So, it is kind of a gradual release, you know, entry point for schooling. Um, and then another, you know, then we have full weeks after that in September. Um, the regional PD days you will notice are um the 7th for um professional development and the 10th is Veterans Day that are listed in there and then the three days for Thanksgiving break. um just as we've done in years past. Um and then the December holiday is actually a little shorter just the way Christmas falls. So um we're still doing just the long you know the couple days for February break and then the full week in April the 8th through the 12th. So um you know the proposed final day of school is

171the 11th. Um, when you think about it, we typically graduate kids on a Friday, so the 14th is at the end of the week, which would allow for a few snow days. Um, the 21st is the whole week after. So, we would have to contemplate where graduation would fall. Um, maybe we wouldn't get to a whole Friday. Maybe we'd have to do it, you know, depending on the snow days. The legislation at the state is also contemplating being able to allow superintendents the authority to have um a remote snow day. That's still in legislation. It hasn't been resolved yet. So, I'm not going to be presumptuous and say that we could have a couple snow days remote learning, but that could could happen for us. Otherwise, we'll we'll just continue to add on those days

172should the weather be in common and it would not be be safe for our students and teachers to come in. So, that just orients you. >> Um, more discussion. >> So, why can't you just have the graduation day be on the 14th >> regardless of the snow days? because you have to have 180 days. So if you have that many more snow in order to graduate. So if you have more than that snow days, we there is a there is a drop dead date that we have to have and I believe that that is >> in the spring. >> Be math. Do you remember when we have to have the the graduation date set? >> Uh last I remembered it was in a by April 15th. >> Yeah, it's sometime in the spring. I'll have

173to look that up. I remember looking at it last year because we were we were out of we were waiting. Remember it last year we were really late into the spring. Families were wanting to know >> um and we were back and forth with the weather and all kinds of things. So So >> in Grten we also have 181 days by contract. Mhm. >> Uh the state requires 180 >> just >> so the decision for the graduation day will like so for this year we wait until April to make that decision. >> You know we may know earlier. We might be able to make the decision earlier. I think the sooner the better for families but I would like to get through a couple of those winter months just to see how it goes and

174see if that legislation passes to give me a little bit of leeway. I've got I got Rita and then I'll do you Matthew. Rita. >> Okay. Um I had a few questions about the calendar. >> My um I wanted to know Susan, how many TLI early dismissal days were built into the calendar this year and last year? >> Eight. >> Right. >> I thought it used to be six. I think originally when Mike had first started there were six um and it was in remember we used to have the Tuesday early release by an hour. >> Oh, there was five. Beth was saying five. >> This is an awful lot. >> Um to me it's a hardship for families to have so many of these early release days. Um I know it's important but I

175think it was five. It wasn't it wasn't eight. It's never I mean eight is just kind of overwhelming to me. >> Well, >> I would like to revisit that and but I'd like to finish talking and I and I believe not everybody would probably know what a TLI day is and so you might want to spell that out. I mean what what does it stand for? >> Teaching learning initiative. >> Okay. Yeah. Well, there are new board members so they might not have known that that's what TLI is. And also, um, when does kindergarten start? I think that should be on the calendar. >> Oh, it's not on there. Nope, we usually do have that on there. I'll double check. >> Right. So, and I also wanted to know why there was a half a

176day on the 22nd of December. I think because we've typically had a half day before the Christmas break and this is actually a shorter break than normal. So whether families are traveling, remember we have a lot of military families. This is kind of this and Thanksgiving are times that they might be able to travel to see their family as would other families in the district. >> Okay. Well, I just would like you to revisit those TLI days, especially the months where we already have half days like in March and in October the following week, you know, there are already half days built in there um for conferences. So, I I just feel that, you know, the more that we could have our children in school, the better it is for them. That's just my thoughts

177about this county. Those the TLI are not half days. They're early release. So they're basically released about an hour and a half earlier. So teachers do provide the core instruction and I know that the schedule for the high school and middle school ensures that. >> Um >> but that's not my that's not my point for for for working parents. Whether they're dismissed at 1:30 or 2:00, whatever, it's it's still they have to make other arrangements for their children. So it's it's just >> I have not received one complaint. So you might have, but I have not received one complaint from a family member. So about the schedule. >> Well, I don't know why we were having so many, but that's just my my question. >> Question. >> I know for the high school NEAS was

178really important. >> So that was something that's come to a head and we really needed that at one point. And I think that's why the board originally had those Tuesdays off, but in le of not having a Tuesday off every Tuesday for high school. We we had built in these TLI days and certainly the curriculum initiatives and the ongoing curriculum work >> for the teachers. I don't mean to cut you off. >> Um in terms of just the feedback because we do survey the teachers after every TLI. >> Um and they find that you know both administrative and and the teachers, the classroom teachers find it invaluable. That's usually the days where they work um either on building goals or on department and grade level uh teams, which is times they don't always get. Um

179so it's been found as to be probably the most valuable time uh to to get those those grade level work done and the subject area work done. Well, I just still would like you to look at it on the months that there are already a lot of shortened days and and vacations. That's just >> Beth, did you want to say anything or speak to it? >> Um, I I I did if that's okay. Um, I think that time is also very valuable for my uh the people who are doing my planners and the rewriting of the curriculums. Um it's it's it's essential work time. Uh we're getting a lot done. Uh our magnet work is done during that time. We now have um five elementary schools that are all magnetized and that's really important time

180that we can get together and do that work um in that you'd be amazed what we can accomplish in three hours. Uh that we wouldn't have otherwise. And um it is it's it's time that's wellused. Uh uh just to put that in there, I agree with Phil um that the teachers do um like that time because we do get so much done and there's so much work to be done now with all of the initiatives and the magnets and the myas. Um there's so much draw on our time that if we didn't do it now, then you'd be paying us to do it after school. or at some other time. And I don't think it would be as of good work as we can accomplish on those TLI days. >> Thank you. >> We did

181start with five, but we're we we've expanded that over the years for need. >> I actually appreciate Rita's um concern because then there's much more detail given about what happens during these dates. So I I appreciate Rita you delivering that. >> Any further discussion? >> A point of clarification. Yes, Matthew. And then list. >> Is it legal for us to declare that we would have graduation on the 14 on the 14th and that if we needed the 14th to make up a snow day, it would be on the 15th. Is that is that is that a option for us? >> 15's a Saturday. >> That's exactly the point. It's a Saturday and it might make it easier for people to come. It's not a recommendation. It's >> I I guess we can kind of take

182a look at it and see what other districts do. I mean, I I don't I don't there's something in my my head that's saying no, >> but I don't know why. And so, let's >> I'm not an advocate for this. I'm just asking. >> I just know that we don't have to have that in our books right yet. But the sooner that we get to it, um I think the the better in terms of that. Listen, as always, I'm going to advocate that we start earlier, and I understand why, but I look at even if it's a week, paying those are because we have so many highlevel testing going on in May. Um, especially for our juniors and seniors. Um, and I understand it's just that I I I can't live with myself if I

183don't say I really think we need to start earlier. All right. I may be the only person that agrees with that, but I just have to say it. >> But this is the calendar that aligns with the other schools in the district uh learn this school district. So I think that's a good thing. >> But I don't agree with it. >> All right. Any further discussion? Okay. All those in favor of approving the proposed 2023 to 2024 school calendar, please say I. >> I. >> Oppose. Abstain. I'm opposed. >> You're opposed. So Joan um uh Vita opposed Liz as abstained. >> I'm abstaining too. >> Thank you. >> Okay. Wait. Okay. So who? One, two, one, two, three, four, five. So, how many board members do we have and how many voted? >> So, we

184have we have >> five approved and three not. >> Five approved and three not. >> Thank you, >> I abstained. I didn't I didn't >> I got that. >> Okay. So, there there's six members who voted and of the six, how many voted yay? >> No, there. >> No, no, no. The abstensions don't count as they don't count. So, >> so we have one we have was six people voted, >> right? >> And five voted four >> and one against. >> Pass. >> That doesn't violate any one of our rules. It requires that we have a majority. Right. >> Right. >> Yeah. >> Yep. Dean, thank you. >> All right. We're now at uh information letters and communication. Rita. >> Yes. I have um well since I wasn't here in October for the meeting, I

185wanted to say how impressed I was with at the Graten Educators Hall of Fame um lunchon, the new inductees and hearing the teachers who recommended them and speak about their colleagues. It was wonderful. It was it's really a very moving afternoon. So, um, next year I'd highly recommend or the next time they do it. You, um, some other board members also attend. Kim, you gave a lovely little speech while you were there. Also, um, the I went to the Thanksgiving Day game and and also um, I want to congratulate the football team on their win and re retaining the Colonel Legered Sword. and Mike Dearo, if you haven't read it, there's a wonderful article in the day um written by Mike Dearo about one of our students. He's a senior. His name is Charles Kabusa

186and also the coach of the Fitch High School football team, which is Mike Ellis Jr. It it's just a fabulous story and I um article and I hope people get a chance to go back and read it if you haven't. Um, and that was that's about it. Thank you, Beverly. >> No communications. >> Thank you, Dean. >> Nothing on my end. >> Matthew, >> um, I guess it comes under nothing right now. >> If you would like to speak to Cape, you can. >> Okay. Uh I attended I think Susan attended to the uh the presentation on the CAPS blueprint for Connecticut education. I went through a parallel process in New York with the New York State action region's action plan. And while this will clearly not be identical if it if it passes, it

187won't be the identical text. It will, I think, probably set the tone for education for the next decade or more. So I'm going to send you all a one-page imperfect summary along with some references. I think it's worth taking a half an hour to take a look at the at this >> and Fran Ruben has offered to come to a board meeting to tell us more about it too. >> That'd be great. >> Yeah, she did a really nice job. >> Cool. >> Anything else? All right, William. >> Um, just a highlight from the CA convention. Um, one of the the lectures I attended was for regarding security and their recommendation is um that all the boards of ed should have an executive session where they go over what the security plan is. um having

188all representatives from the town that are involved in our security plan be present to talk about, you know, their part and what they're doing to ensure that they are ready for any type of uh event that takes place at any one of our schools. >> Huh. We have we have always um uh been told by our police chief that that it's that we should know that there is a security plan but that to have nine other members to be involved with that with that mock up the process. So that's an interesting thought and maybe we need to have a better conversation about that. But >> yeah, >> I can see both sides to be honest with you. Liz, >> I've had no communication and being sick, I haven't seen anything. You know, didn't get to

189go to cave, unfortunately. But I'm back. >> Welcome back. I'm glad that you're feeling better. Andrea, >> I came as well, but I think we're going to be speaking to that on Monday next. >> I think I put it on two agendas. >> I'm sorry. >> I might have put it on two agendas. We I think it's here for now, but we did hear a wonderful arts presentation. >> I wish I had lost my voice. I had I didn't bring my thing because >> it is going to be really hard for people online to hear you. And so I'm wondering would you be would you be willing to kind of write write up a little synopsis of of that? I'm just really I'm I'm worried about your voice and then I'm also I I think

190it's just really difficult for people on Zoom to hear you. >> No, I get it. Thank you. >> Okay. Thank you. >> Sorry. >> There's no need to apologize. So there's a couple things on my end. Um next month is a shorter um time period with for all of us. I know you're going to miss my smiling face. We are just going to have a committee as a whole and the following week we're going to have our regular board meeting and then the rest of the time is um off for the h off for the winter break. Um but just to remember we're starting um in January with um our budget season. So because by February 28th we have to get um the budget approved and to the town manager's office. I think I sent

191out the resent out the time table. >> Yes. >> Um, we're going to be moving the time for the in the calendar for the advanced planning. We're not going to meet at 5:00. We're meeting at 6:00 p.m. and it's going to be completely revoked. >> Is that the curriculum on the >> curriculum on the 19th? >> Okay. Miss Joan, did you get that? >> I believe she said curriculum is meeting at 6. >> Yep. Thank you. >> And please remember that next week we we're starting our meeting at 5 where we're meeting with the NAS >> um uh people um to help the high school go through and I believe documents were sent to us about that. I think Susan gave it to us last week >> and there's an error on the date. It's

192not December 1st, it's December 5th >> and then it's December 12th. I don't know why those were misdone. >> December >> for what? >> 5th and 12th for the meeting dates >> for the back. >> Yeah, >> it's not. >> No, NASC is at five on the 5th. >> You're looking at ESPC. Is that what you're >> Yeah. What is that >> from the school building? >> Oh, >> yeah. You're looking at the wrong >> Go back to your page. >> Go back and change. >> Go back. Oh, there it is. Okay. >> All right. And then also just to um I said this before in um our communications, but that we will be having um guests with us at our committee as a whole talking about the field um about the field stuff if

193that does make sense. >> Yeah. Um any other suggested uh agenda items? Okay. Hearing none. >> The lady to my left said a motion to return. Can I have a second? William has given me a second. All those in favor, please say I. >> I oppose. >> Obstain. See everyone. Good night.