001We're calling to order 605 >> our committee of the whole. >> Thank you. >> Has everybody had a chance to >> look at the minutes. >> Yep. >> I have a motion. >> So move. >> Second. >> Liz and me because I missed you tell. >> So we just had our student art show and um Dr. Acriman ran into one of her students from Fitch Middle School who she knew who is now a practicing artist who had her husband as an art teacher and she was the principal. So you know when I say come back to community and our community comes in and you all who have served this district for such a long time. It's really a special special moment to be able to see students from the past. >> Thank you. >> It
002would have been nice if we all knew about it. Well, those our teachers were supposed to let the kids know and brought school. They all came, but we thought the high school was really so busy that I don't know if some didn't make it because they didn't know or because >> the daughter didn't know. >> My wife didn't know. I didn't know. >> And part of the reason my Google is that I didn't see it in the in the board notes. And I I don't know how I missed it, but I did. It was there. I just didn't see it. >> Well, we'll remind the art. We probably shouldn't have it. You know, we have to look at the time of year, too. >> Yeah. >> Maybe have it a little earlier >> because this
003is such a >> time. >> I think I'm okay. >> So, I sound again. Um, so we have we passed the minutes and a minute and now we're on to rates. So I am not right. >> You have to get rid of that. >> Thank you. >> You can hear us. Everyone that's out there, you can hear us. Okay. >> Not not Andrea that well, >> right? Not Andrea, but we can hear you, Susan. >> All right. I'm using my teacher voice. Uh >> oh. >> Well, tell Andrea to use her principal voice. >> Right. >> I I heard about that today from my my former student. He said that I was tough and that I was taller. I know that. >> Yeah. >> All right. Okay. So, uh on attachment number two, we have
004the proposed tuition rates for out of district non nonen resident students. Uh the uh the first column uh 22 23 those are our approved rates for this year. uh those rates uh for 23 24 for general education that represents 85% of the average cost per student for the uh for the elementary, middle, and high school. You'll see that they they they mostly stayed around the same uh actually it looks like the high school went down a little bit, >> but it's based upon the average cost per student per the EFS report for the 22 school year. Uh down below that are additional costs. Uh special education program costs are based upon um we look at the actual costs that go into these programs and we determine a per student uh cost for each of those.
005You'll notice there's an additional one this year called resource room. This is uh we didn't have this before, but there was there was a an incident where there was a student that came in came into the district that utilize just the resource room and so we need to have a rate for that. So that um IB costs those just actual costs divided by the number of students that actually went down uh year-over-year. And then the additional services just based upon the the learn related services rate schedule same as the prior year. So we reviewed this in finance and facility. So they saw it first and we thought it would be good to bring it to the CO because later this month or actually just in a week we're going to be voting on these rates
006so that we can have it. We do have I think two students, did you mention that? that are in the IB program from Stonington and and Westerly. So there are people who will reach out to us. We haven't advertised. That could be something we could do is to advertise and that could be those extra funds. So would come directly to the town, not to the school district. >> So are there any questions? >> Yes. um can is if somebody is enrolled in the IV program, do they pay the 15255 plus >> plus >> the 2725? >> So in actuality it's over $17,000 almost 18. >> That's right. If if a student was enrolled in in the I in the IB DP program. >> Okay. We had looked at comparing costs with other districts. I think
007Old Mine has done this. >> Um not sure how many other districts, but ours was pretty reasonable, I think, and affordable. And also, um St. Bernard's we looked at one point. So, >> yeah, they're all in that range. >> They sure are. >> Not like it used to be. >> Oh, sorry. You probably had some before, but um in the four categories in the general education rates, how many people there two students in high school that are a question? >> Yeah. And what about middle elder? >> You don't have any. We have had in the past students typically when they move to another district that might not have a special ed program like ours that's happened um in the past >> or in the case of sometimes with a foster parent type situation with the
008district but they really >> a nexus another district they would have to pay that happens >> so the other school district >> so if if They're out of nexus. That means they have to pay out of district. >> Not them. The school district that is there. >> That's the sending school district. That's the >> nex they're actually in Norwich. Norwich. >> Okay. >> And vice versa. >> Okay. >> And out of state. >> We don't have that. Yeah, >> there is pay for that. >> Y >> I think it's a good idea when you say it. We need to sell it. >> It could be advertised. >> Y absolutely. >> There's not many ID schools. I see Jay is Oh, okay. Jay, >> uh yes, good evening. Uh first of all, I want to say
009congratulations to Ken. um Connecticut College's gain is our loss and um >> you've um really uh done a great job, I think, of of working on this budget over the years to make it more transparent um and to make it understandable um for board members as well as the public. And so I want to thank you and you know I wish we could have a vote and I would vote no. >> I know >> on accepting your resignation but I guess we don't have that authority. But anyway uh we wish you all the best. Um and uh whoever uh comes in to take your place they they've got a budget already in place and they've got some time some breathing room. So thank you for that. Um, and we did discuss this particular item uh
010at uh finance facilities. I just want to make it clear in case anyone's wondering. So, a few years ago, we worked with Ken to say, you know, we we've talked over the years about marketing um uh but we said, you know, it the um the tuition rates, you know, could look a little bit steep. and he came up with an 85% um figure uh where rather than charging 100% because we all know that that the idea of per pupil is um um is not exact. Adding a one more student to a class doesn't mean you have to hire another teacher and and this sort of thing. So we know that the the expenses are uh don't go up um by that full amount. And so he had come up with this 85%. Um and so
011that's why um we take the per pupil cost and then apply that discount if you will. Um, but you know, there are other districts I believe in in Rhode Island that that really do market their IB and while I do realize that the money goes to the town, you know, it still is something you can bring up during budget that, you know, in a way it's a um it's it's uh reducing the cost a little bit for the town. It's another source of revenue, shall we say? >> Right. Exactly. >> Thank you. >> When we do our budget for next year and we're showing what the true cost is to taxpayers, we might want to have a line on that budget showing with an asterisk or something. So in addition to what you're seeing here,
012we had cost recovery last year of um 19 $18,000 whatever between direct just another argument for another student. >> Right. Right. It's certainly something we should bring out and show and I think it's something we can talk to communications and our you know communication team here at central office about how do we get this word out. I know that old line has these big spreads of come to Old Line. You know, it's a great place to learn and I think that, you know, we could do something similar. Um, Andrea, I um there Graten has put up signs around town um something about welcome to Graten, see and explore. When you drive into Montville, Connecticut, it says welcome to Montville. We're proud of our schools. I was wishing the town had consulted us and put something
013like that at the different entrances, but maybe maybe sometime in the future. >> Thank you, Dean. >> Um, Rita, I heard from somebody long time former educator. The reason why Montville signs the reason why Montville signs say that >> I I I know about that. Yes. is to kind of make up for something in the past, >> right? >> Any other discussion? >> Yes. >> Thank you, Ken. >> Yeah. >> Thank you. >> Sort of. >> I'm sorry. >> Oh, go ahead. >> Can I'm sorry if I'm out of the loop. I guess I've been out of the loop a lot lately. Me, too. So, when are you when's your last day? >> Yeah, I was just announced. I just got his letter officially. >> Yeah, >> July. Thank you, sir. Well, I agree. >>
014Sort of. >> No, Khan College. Yes, I I'm totally there because I'm like, "Oh, God." But good luck. Con College is I'm a graduate, so I'm happy you're over there. We will miss him. >> Yes, you will. >> I will especially. >> Yes. >> But now we can post it. We'll post it tomorrow. >> Okay. >> So, we're going to move on to >> need a vote on this. >> Oh, >> no. The vote is going to be next week. >> I'm sorry. >> That's right. >> Move on. >> Yes. to grants. >> So, um, attachment three is a summary of the competitive grants that we received and applied for um over this past year. So, uh we spoke earlier in the year about the um the most recent DODIA grant um that five-year grant
015project. Now, it uh will have a focus on world language. So all of our world language teachers are receiving professional development and um we'll be expanding the world language program into the elementary school >> starting next year. >> Great. >> So this year we were fortunate to receive two technology grants and these are from new funding sources um different departments within the state. So we just received word of those a couple weeks ago. Um, one will be to update our live streaming capabilities. Uh, so basically they're both equipment grants. Um, so the second one has uh, uh, funding for professional development and healthy screen habits and we'll have funds to um, bring Scott Driscoll back to the district to give some presentation to the high school student and possibly middle school students also. >> Now,
016where is that grant that you're showing on here? Is it on this list? >> So that's uh the online abuse through the department of um security and protection. >> And then we have a couple grants uh that we're still waiting to hear. Uh we submitted our another DODIA grant this year. Um that one if awarded will hear in late September that would uh supply our elementary uh magnet schools with funding for continued programming and more supplies and also to support um our culturally responsive curriculum that we started that work already. So it would continue that. Uh we're working on two two grants uh to extend um the mental health physicians that were hired through uh some of the ARPA funding. Uh we're actually submitting one of those tomorrow and we're still waiting to hear on
017another that was submitted about a month ago. And then the other big um grant area for this year was we submitted several grants to um different security programs. uh two with the state and one federal uh department of justice. So we're waiting to hear on all of those and um those are were kind of submitted in concert with the CIP to the town. Um those two will provide matching grants for matching funding sources for one another. So if awarded that uh we will purchase new security equipment and we will install a Clint could describe this better, but a multimedia um security system which basically would allow the um the school districts to have um live communication with the police and fire the event of an emergency >> and it'll connect us all. >> Good. Yeah.
018and the work um the grant funded work on career pathways is continuing. Uh the farm-toschool grants that we received a couple years ago are set to wrap up the end of this month and in September, but Ernie reached out to me today and uh we're looking at some additional grants that'll be due later in July that would extend some of that work too. So, are there any questions? Maybe the Congressman Courtney grant with the career pathway. That was an interesting one that Yeah. And we have the funds through this year. >> Yep. We have one more year on that. So um the court what we call the Courtney grant um that has funded uh work that we're doing with EB through their boat nextgen program. So we have uh Fitch High School students now that
019are participating in a program also. it at the um at Graaso and at the Westerly Education Center where they're learning manufacturing and um are on a pathway to job opportunities at EB. I >> think we had two students at least signed with ED. So, as soon as they walk across and get their diploma, they have a job already waiting for them elected forward. >> Yeah, we had a lot of students at the high school that were interested in that. I believe at least six participated in the program. Um, it sounds like too maybe you have accepted jobs and we had approximately 50 juniors that were interested in it for next year. So, there's definitely a lot of interest there. And I just like to commend Shannon. She's always looking for grant opportunities. The people come
020to her with an idea. She just seeks it out. And I'm really impressed with the process that she uses to involve our school community. It's not like we just look for grants and say, "Here's a grant. We're so happy she really involves the community. So, you might want to speak to that like especially when I think of the career pathways, all the work that's gone into bringing people together on that. >> Yeah. Um, so I mean teachers and uh staff administrators do reach out to me frequently throughout the year and will, you know, ask me, do I know of any grant funding sources for this or for that? And so I actually just kind of keep the list going. Um, and then I always kind of keeping an eye out for new opportunities. I mean,
021there's some that come up each year that pretty familiar with at this point. The DODIA grant, the afterchool grants, um, Perkins and um, but then I also just sort of scan the um, the federal sites and the state sites and even some private fun sites too um, pretty regularly to just see if there's new opportunities and um, or there's ones that we just haven't tried yet. Um, so I mean you really do a great job like setting up meetings, having us all come to the table, really brainstorming. Like even this next idea that we put together, she really interviewed and met with staff at every single school in our district because it's a K through 12. Gathered their ideas and their input and and really it cultivated from generated from our staff in the schools
022on partnerships, community partners. We've got such a plethora of partners and we, you know, it's a lot of money, but to continue it now for the next five years. >> Should we get the grant? >> Yeah. >> Would be an awesome thing. >> Oh, the magnets. Absolutely. Yeah. So, just so you you're aware of how the process works a little bit. When I learn of a new grant opportunity, I typically meet with Bill and Susan and, you know, share with them the opportunity, make sure they know about it, and then we discuss who which teacher leaders, which curriculum coordinators, which administrators should be invited to the table. And um you know, once we bring that group together, then we set a schedule to meet regularly, usually over several months until the proposal submitted. Um then
023once we receive the grant, then we move into um project implementation mode and we kind of repeat the process. We bring all those people back together and then figure out our um timeline depending on the length of the grant, length of the project. Um and then it just kind of goes from there. >> I see that Beverly has a question. >> Uh thank you. Can you explain um the world language advancement and better readiness program? It started in July 2022. >> Uh oh, the world language um just started last year. >> Okay. And it's going to go all the way to June 2027. >> That's correct. >> Okay. And it says professional development for all world language teachers. So, what kind of professional development are they going to get? And how much would it be
024each year? I mean, do you break it down by year by year by year or how do you do that? That's right. So, it's a it's a million-doll grant. So, that breaks out to approximately 250,000 or 200,000 per year. Thank you. And um a I can't remember off the top of my head, but a good portion of that is going to a professional educational consultant who's been trained in um the world language standards which are set by a national organization. Um, and so she brings our our teachers together. They go over what the new national like expectations are, which are also aligned with the Connecticut state standards. And they work on curriculum development and alignment um both across the grade levels and also vertically um in grades six through 12. And then they're also working
025on the plan on how to roll out uh world language into the elementary school. And there were two teachers, a French teacher and a Spanish teacher in that grant starting this next year. So we've posted to hire for those teachers to come on board. So we can get the carousel model. I don't know if you know about this, but typically in sixth grade in the beginning of middle school, kids have the opportunity for one half year to have kind of a Spanish um carousel and then the other half French and then they have to decide the following year. So the idea was to get the carousel model and to understand part bit parts and bits of the the language and the culture in the elementary so when they start in the middle school they can
026start with the first level as a novice. So they get to decide and I think there's also supplies in there. There's some textbooks and some materials, some software. So there's other things beside the PB. Um the other PD that's in there is some international baloria because we all are a middle years program. So not only do we have the actual national standards, the state standards, the cult standards which are Connecticut standards, but we also have the international balarat standards. So they're weaving all of this together and the teachers are actually planning together so that we have the curriculum built at the same time which is pretty cool and to be able to afford that with this grant is really particularly cool. >> Susan, are we paying um the as she said a good portion of
027the money is going towards a consultant. Are we paying the consultant every year or is it >> It's a portion every year. It's not it's not a big part of the grant. It's a portion of the grant. Um I would say that the two staff members and all of this other um you know professional learning is also part of the grant and some supplies. >> Okay. All right. I have another question but Matthew it's a it's about another grant. So Matthew if he has a question on this grant he can a ask that question. >> Thank you Beverly. I appreciate it. So my question is our sign language American sign language program classes that I've attended marvelous the way they interact working groups phenomenal but I haven't heard sign language development >> it is yes
028I should mention how that's >> yeah so there is funding available for the ASL teachers to attend ASL conferences um the develop curriculum together develop >> curriculum we've also developed sorry uh this year um an ASL 3 class and what we we're looking to do this summer is to expand ASL 4 again we're by strengthening it at the elementary level it's going to affect every level moving up and what we hope to do we want to keep encouraging kids to take uh world languages throughout high school not just in their freshman sophomore year >> and encourage that seal of bi literacy so there's also funding for the apple test in that so that all kids will be able to have that assessment throughout the years. I think there's going to be uh eventually a fifth
029grade assessment, an eighth grade assessment, and a 10th and 11th grade so that we can monitor their progress through the years so that more kids will earn the seal, which is worth nine credits at Southern and and credits at other universities. So, it's really and it really looks um it's a really great thing to have in your portfolio as you go to college or career. So Beverly, do you have a second question? >> Yes, thank you Dr. Acriman. Um my second question has to do with the ARP ESSA after school grant and it says the new afterchool director at Fitch High School. Is that um how much out of that grant are we paying the director and is that something that we are going to continue after the OPA after the ESSA funding runs out?
030Are we going to continue to have this after school director? >> So um so we were eligible to apply to this grant because we are now a 21st century learning center after school program. We have that at um Graten Middle School. So this grant through ARPA funds um really allowed us to kind of test out expanding the afterchool program at the high school and to organize our data there too. So the person that we hired is um it's a stipended after school or not after school but um position for one of the guidance counselors and he's done an amazing job. um getting more teachers involved, getting more students involved, especially students that are not involved in any other afterchool activities. Um they've created new clubs, new programs. Um and he's been tracking their participation throughout
031all of that. Um and their interests and other types of activities. Um and we're going to take a look at that data this summer and that'll help inform the program for next year. uh the the this funding will end uh next year though we can apply for an an extension. It would be a a competitive grant again or we can consider applying for Fitch to be another 21st century learning center site which is a it's a big federal grant program um that lots of districts like Bratton receive funds for around the state and it supports their afterchool work. So I think that should be a probably talk about that more in the coming year. Um, but yes, this funding will for this particular grant will end in May 2024. >> And we can keep Beverly,
032we can keep the board a breast of how the data is showing and what we're thinking about what next steps be. So the board can, you know, think about that, too. But it's been a great pilot opportunity. And what I love best is it's really meant for kids to get them engaged in some of those after school activities that they ordinarily wouldn't be. And um what first out of the gate what we see are more engaged kids and maybe even then asking to be part of other clubs and opportunities after school that we already have. >> And how much are we paying the director? paying the sorry >> the after school director how much >> we don't have in front of us but we can look for >> yeah I think it's it's a typical
033after school stipended position >> okay >> or >> yeah those types are in line with what we already have currently yeah >> okay thank you and my last question has to do um for the fund for teachers how did you choose the two teachers Michelle Manning and Um, John, I can't pronounce his last name to How did you choose them to get this uh to be awarded this money? >> So, we did not choose them. Um, they applied for a grant through the program fund for teachers, which is supported in Connecticut by the Dalio Foundation. So, they wrote personal grants and uh I assisted Michelle Manning with hers. Um, so each year in September, I put an invitation out to the teachers to apply for this funding opportunity and invite them over to central office.
034We talk about what the funding opportunity is and I offer to help them with their application if they if they would like my help. So Michelle, I worked with Michelle on hers. Um, but John Cozy Attack did it all on his own. Um, and these two were selected by the Fund for Teachers this year. They each received a $5,000 fellowship award >> and we had a couple more just recently win an award. So I think every year we get a couple, it seems like two to three. >> Yeah. We're actually trying to get more teachers to apply for it. There's some districts where fund for teachers awards up to 11 fellowships. >> Thank you. >> Go ahead. No, I'm just want to say thank you and thank you for all the work you do in
035getting us grants. Appreciate it. >> My pleasure. I love working on >> I had a question, but it's totally blue sky. It is not a present tense. I don't know if you're staying late, staying together or if I should ask the question. >> Go ahead and ask that one. >> I wanted to know if anybody else has a question before we go on. >> No, but can Matthew speak closer to the U microphone? Thank you, Matthew. Appreciate it. >> Very few people accuse me of being soft. Thank you. Is that better, Bab? Is that better? >> Yes, it is. Thank you. >> So, my question is, is it worthwhile to think about the addition long term, three, four, five years out of an additional language? Uh I remember 20 30 years ago the department of
036defense uh supported teaching of Russian. They felt that we needed to have people trained in order to provide some national security support. So I'll use Chinese as a marker but you can pick whatever language that we want. Would it be worth making a referral to the uh curriculum committee to consider what benchmarks we would need uh what benchmarks might hypothetically be needed to uh justify approaching this as something to do? Again, this is nothing to do now. I'm just trying to take a longterm view >> um about Russian or Chinese. I just wanted to mention so when um so this was actually our second time applying for the world language grant um and the first time we I worked really closely with Kelly Donovan on putting together the first proposal and um we did we
037actually did explore adding Chinese um and one of the concerns there at that time was finding a teacher that that was trained in Chinese that so just something to keep in mind that that that was a concern that brought up that we might Yeah, I think we Yeah. >> Yeah. I actually did forgot to I forgot to mention I wrote live or remote instruction which was taking account of what you just raised with the uh wonderful boards that we have if we had somebody who regularly scheduled and kept his or her schedule faithfully whether that technology could be used to bring something that we don't have locally. But again, this is not for this year or next year. Well, that that would be a considerable cost to add another one, but it's certainly something I've
038talked to with the superintendent in the learn area to, you know, to discuss what would be the language, you know, and what languages could we then offer that maybe another school is offering um because of some of the legislation that doesn't allow us to do what we did during COVID and Zoom in live time um like we're doing now, you know, and teach the kids in front of us. um they've really restricted us from being able to do some of those creative things. But I will again talk to um the superintendent about if there's any possible way of opening that up for students and what would the cost be to the district for that. >> Any other question? >> Andrea, Andrea, I have a comment. Um, we have had students do u Mandarin virtually. This
039I believe it's the state of Connecticut has a program that we've used and um students have taken Mandarin, not Russian as far as I'm uh know, but uh we in the past we've looked into uh Eastlime has a Mandarin teacher and whether or not we could ever share her, you know, with with our students virtually. So, I I I think Susan going to learn would be the best thing. And um and we could check with the high school if anybody is now taking Mandarin because we have had students in the past do that. And at one time we even had students go to Ledger High School and take German because Ledger um they used to take German at that time. They they taught German and so we had it and then it went away and
040they went to Ledard. But now I don't think Ledger does German either anymore. So, but I hope we just bring back Latin. >> Thank you. I I have one question if nobody else does and that is my ear is one of what I heard and he did it all on his own and maybe this is um a question for Susan more than it is for you Shannon but that is what are the the parameters if let's say that I wanted to to apply for a grant and I did it all on my own what approvals do I have to have >> well I think the Dallio is something that funds teachers specifically specifically. So they are certainly at liberty to go and ask for the that funding. Um I think the way we do it
041though as a district is we ask them to come and I think they have to get a sign off from the principal because it does include some time like um I believe that um Mr. Kositech is going to Antarctica to do some scientific research in December and I think it's hitting over the holidays but he might have to take a day or two off. So, we really have to sign off on it for them, but they certainly are able to go out. As far as getting a grant for the district, that would have to actually come through this central office and go through us. So, I >> So, I'm hearing that I, as a teacher, if I wanted to help a club say in something that was just outrageously anti-educational, I could do it on
042my own without any approval from you. No, that's not what I said. I said that a DA through the Dallio fund where it's really fun for teachers to go out and get their own professional learning. That's what it's about. It's not about starting a club. >> Oh, I see. >> It's very unique. And um now we do have the Grten Scholarship Foundation, the Graten Education Foundation that offers funds for teachers to get their own grants. And that could be for an activity they want to do in the classroom, an experiment, a project. So that also goes through a vetting service but vetting process but the principal has to ultimately sign off on it. >> Yeah. So the fund for teachers right the teachers can apply for it on their own but their application usually stands
043a better chance if they indicate that they've worked with the district or that they've talked with their building principal or or >> I'm not worried about them getting the grant. I'm worried about principal or the superintendent knowing what's being offered as an at school. >> Right. Well, I mean, I guess I'm saying with fund for teachers, they could be awarded a fellowship, go somewhere and and through fund for teachers and then come back and say that they want to do this and then they would have to go through the vetting process. Yes. Yes. Just because fund for teachers awards it doesn't guarantee that they >> are able to bring that into the classroom. But it looks good on their application if they say that they've already talked to. >> Yeah. >> Well, our two music
044teachers at Grten Middle School went to Trinidad to learn from Trinidad University to learn about world drumming. And through the MSAP grant, we had drums from around the world, steel drums, and we have all kinds of drums. So then they actually did the curriculum work did in the curriculum and then the middle schoolers, you know, you could go into those classrooms and you could see them learning to do the world drumming from their teachers and also they would find experts who would also come in to showcase the world drumming. So that was a for instance a field trip that they were actually able to bring back into the classroom and teach their students drums. >> Yeah. A lot of the teachers that I've worked with on fund for teachers, their their interest in their fellowship
045is sparked by something they've already seen in their school or like with their students. Like um Michelle Manning uh had been working on an African curriculum with her students already with board, you know, approved and then that inspired her to want to go out and learn more so that she could make that subject area more interesting. Is Michelle Manning a a librarian or classroom teacher? >> Library media specialist. >> Okay, thank you. >> Yeah. >> Is she going in the summer or does she need time off also? >> All the fun for teacher fellowships are supposed to p take place during the summer. Um there was an exception I think made just because of the pandemic that a lot of the teachers weren't able to go that year. So fund for teachers allowed them to
046go at a different time if the district was okay with it. But there always was to take place in the summer. >> Any other questions or comments? I think it is. >> This is This is I don't think I've seen this in all these nine years I've been with you. But if you look at the CO, the referral tracker is empty because we've gone through everything. So if you have a good idea for CO beyond what we do for our monthly data sharing and all of that um you know this this could be a good time to discuss what you think would be a helpful P topic. Could we have an update on the one card for Grton public library public schools collaborations? Absolutely. You got one thing on the list. >> Anyone else out
047there who um has an idea for CO? Well, then I don't see anything. Oh, Matthew, >> I'm just trying to give everybody else a chance, but yes, I have two more. I was thinking about it earlier. Um, I sent a uh last two weeks ago or three weeks ago, I'm not sure. The Office of Technology Assessment uh distributed a document. I may be butchering the title, but it was essentially artificial intelligence, the impact on uh public education, teaching and learning. I love they said teaching and learning was the model that they used and uh I sent that to board members to Susan and to Bill. Uh and I'm wondering if if that I don't think this is critical, but at some point if that could be something we could discuss. Everybody's focused on chat, GPT,
048whatever that is. But I think that uh artificial intelligence is going to affect our lives. The way computers affected our lives, the way automobiles affected our lives, there's good about it, there's bad about it, but I'd rather be be active than reactive. Proactive rather than reactive. >> Okay. >> Ready for another one? >> Okay. Uh on under communications, Kim had made a referral previously. It didn't make it on the list. She sent me a note asking if we would uh take a look at doing some kind of document to you recall we had talked at some point about uh when we were working on the budget uh about what do we do to attract people to live in our in our district and you know how do we ra wave our flag so that if
049somebody's moving into the area they get some information about what our school has to offer and Kim uh asked if the communication committee could do something. Uh she mentioned real estate people, but I think it's broader than that. Our economic development department, but the town has nothing about the schools. Nei the uh Mystic and the Southeast Regional Chamber of Commerce have nothing about the schools. So I would see a document uh potentially have the possibility to use for all those and also to build a hu HR resources. I know when my son started the EV, he got a big pack of community resources. I don't think our school district >> Welcome wagon. So that's something that communication is going to work on sometime over the summer. I'd like to add that to the >> Okay.
050Thank you. Anybody else? >> Could you add um Susan, can you add cursive writing onto the CO just for discussion? >> Sure. Do you want that in curriculum or do you want it in CO? >> I'll take it in CO. >> I didn't hear >> cursive writing. >> Oh, cursive. in the first. >> And the only thing I want to say about the one on the review of the English language curriculum is that it's on there with grammar and conventions. And I I want to make sure that everybody understands when I'm talking about grammar, I'm not talking about instructional grammar. Like if you don't have a a comma to here, you've got a two sentences together and that's a comma swipe. I'm not talking about that. I'm talking about rhetorical grammar, which means that use
051it means using grammar to make writing powerful. And right now I'm going through documents, scholarly articles at home on the teaching of writing. and um I'm coming across some very interesting approaches to writing and that's what we're going to be looking at. >> Right. And I think is there anyone else who has a question? >> Um I just wanted to add um cursive writing if we were teaching cursive writing. >> We've added it to a CO. That's what um Beverly just >> Oh, she did that too. Okay. Thank you. You were both like mine. >> I had a phone call. >> That's all right. We got that one in. >> Yeah, that's great. Thank you. >> Yeah. Before we get a motion to adjourn, if you'll notice under communications, it says discussion of the communications
052plan. I believe everybody should have received theirs in their packet. Did we go? Did that go out? >> I don't think that's gone out. >> No, it hasn't gone out yet. >> Okay. Okay. You haven't received it. >> All right. >> So then if we could make arrangements, I'll speak to Phil to get it out to all the board members. And I guess I would ask that the discussion will not take place at this coming meeting cow meeting because Phil is going to be absent. We'll have a discussion at the following the following meeting. But if you guys have >> the following cow meetings we'll have in July. >> We'll only have one July meeting. So we'll have to put it on that one. Okay. Sorry, S. >> Susan, are we having a meeting next
053Monday? >> Um, the 19th. No, >> no, we are not. No, it's >> okay. Good. >> We have >> Yeah. >> All right. Um, can I take a moment? >> Can I just take a moment to >> Go ahead. Go ahead, Susan. >> Anyone else? that just if when you if when you take a look at this uh I guess I put them for the camera or whatever uh if you have any questions, comments, opinions, if you could send those to Phil and me in advance, that would just facilitate our focus to try to respond to your interests. >> So, go ahead. >> Yeah, I have a question quickly. Andrea, >> I'm sorry. Go ahead. Go ahead, Beverly. >> I I don't see anybody's handle, so I I'm not seeing you. Rita, that's you. >>
054My hand my I just wanted to know. So, our next meeting is the last Monday, which is June 24th. Is that correct? >> That's correct. 26th. >> And there's no Kyle meeting on the 19th. >> Right. >> Okay, I got it. Thank you, Beverly. Thank you, Dr. Aerman. Um, I just wanted to um congratulate our superintendent, Susan Austin, for winning the Betsy Carter Award from the Coun from the Connecticut Council Leaders of Mathematics. Well done, >> Austin. >> Yay. >> I'm quite honored because Betsy Carter was one of the superstars at the state. She ran mathematics when I was a teacher and she's a coach and everybody who's on that list is a superhero in my mind. I just was so profoundly honored to be named. They said because superintendents don't come out for this
055kind of gig and I'm still coming out to do the good work. So >> well congratulations again Susan. >> Thank you. >> Anybody else? The only thing The only other thing I have is that >> Dr. Han brought the >> and it is just fabulous. >> Yes. >> On his son's um the cartoon in here and everybody's uh work is so >> so just so wonderful. And I'm and as I opened up this page, it happens to be um and I didn't mean to do this. It just happened. It's Kyra Robinson's story and future and she's a Martin Ling scholar. So this is a fabulous fabulous scene and the the artwork I may I might say even though I haven't seen it yet in total the artwork here is fabulous and I think Dr. Orbin's
056daughter is focused. >> Okay, now I'm not I can't >> I have one question. I just wanted to make one comment. I had my hand raised. Maybe you didn't see it. I'll put it down. >> I see Beverly. >> All right. Um, I just wanted to tell Liz that I already received a thank you note from the student that received our scholarship and I was so pleased. So, please let the scholarship committee know. So, thank you. >> I will. I will. >> Yeah. >> I can't do it this time. >> Oh, Beverly, is your hand up for a reason? >> Yeah. When I opened up the Emporia, I I opened up the page to my neighbor, Elias Flo, and he lives right across the street from me. So, >> and it is a beautiful It
057is great. I mean, they're doing fantastic work up there >> up at the high school. >> Yeah. All right. And so, >> I'll make a motion to adjurnn. Second. >> Before you do, Rita, I have a question. Clarifying question. >> Oh, yes. Matt um made a statement he didn't know whether it was possible to make a referral to curriculum. >> Well, they told me it was already going to be discussed at a CO, so we didn't need to make it about cursive writing. >> No, that's not what I'm talking about. >> Oh, okay. >> Um what Ben benchmarks would the board need to add in order to add a language in particular? He mentioned Russian. So my question is, is that going on the referral list to curriculum? >> That's up to Matthew. >> My
058my my question actually it was more f we did mention Russian. I was more focused on Chinese, but I think the question was should it be uh a referral? And I didn't get a definitive answer. So I'm just going to wait patiently for a while. So, we talked also about um having multiple languages taught kind of in in a way um where we could share resources with other districts. So, I said I would take that on as you know something I could work with my partners that learn. >> I'm very comfortable with that. >> So, I'll I'll make sure it's on my list. >> That's fine. >> So, we have >> we have a motion from Rita and a second from William. >> from William. So meeting is adjourned at I think >> you say
059all >> oh all in favor or not >> I >> stay over >> let's get let's get to the cars before the rain >> it's raining it's raining >> I know I hear it >> it's not pouring >> 658 Hey, that's