001I am now going to be starting our 6:00 meeting. It is now um 6:20. That is the call to order. The first is the review of the July 17th meeting minutes, which is attachment one. Can I have a motion for acceptance? Andrea. >> Okay. So, I have Andrea and then I have Dean. >> Okay. All those in favor, please say I. >> I. I. >> Oppos. >> Motion has carried. All right. Thank you, friends, for waiting for us. All right, the next thing that's on the agenda is the school climate survey. And I think all of our friends are here to have a discussion about that. >> Yay. >> Hey, it's good to see you. Can those um Andrea on the screen can you see um people to my left which would be Rebecca >>
002slide down a couple maybe >> and then they can you come over here >> I can go over there >> just so no one can see your pretty faces. So that one we've updated it. >> Okay. >> So in um >> updated Yeah. >> So um for those of you who are online um that are board members, there is an updated hard copy that was just given to us. Has this been emailed to the board? >> Um no. >> You send it to me. I can do that right now. >> Perfect. So, Phil is actually going to um get the um get the hard the new the newest version and he's going to be emailing it to you guys um immediately for those of you who like to toggle between Zoom and >> we'll also
003show it. We added some of the comments. We thought that would help clarify some of the charts. Yeah. >> While we're in hybrid, it's just important. >> Yeah. Should we get started? >> Susan, when was the uh Can you tell when the data was collected for this survey? >> Yes. In May, last May, May 2023. >> Thank you very much. >> And Susan, I'm glad you added some comments because that was going to be one of my concerns that there were no comments. >> Well, we we reviewed it together a couple times and we thought that was necessary. >> Yeah, there were quite a few of those. Yes. So, I am going to let I'm assuming Phil and Denise, you are Lauren and Lauren, excuse me. >> I'll let you get started and then I'll
004send it into >> No, not yet. >> Okay, >> we're gonna >> I'm sorry. I'm We're gonna have Lauren sign into the meeting so she can share her screen so everybody can see it. and I'm also going to email it to you as well. Um, none of the data has changed. There were just a couple things that we added. I I'll let these give a little background um on the committee and and how this all came. >> Okay. Good evening everyone. Um we're happy to be here tonight to share the results of our school climate survey. It was administered to students, all students except for preschool staff. all staff and parents um in May of this past school year. So, it was at the culmination of the school year. Um and you'll see that the
005results span several themes. Um one of the themes is a sense of belonging. So, we know how important it is for students and staff to feel comfortable um and feel that they have other people in the building that have their back. Um, so we asked quite a few questions to try to get a sense of whether or not um our buildings are welcoming um welcoming to parents and parents feel welcomeress >> and just gonna pause for a minute. >> Lauren has to turn off her microphone on her computer. >> Thank you. Okay. >> So, Denise, just starting off with belonging. >> Are you starting off with that? Okay. >> Yep. Yep. We We had some technical difficulties. Sorry, Beth. Um, so belonging is a theme. Um, safety obviously is is a theme. We wanted to
006be sure that people um you know felt safe in their school buildings. Did they feel secure in their school buildings um so that obviously they could learn, they could teach um and and achieve the goals that we want them to. Um the third theme was respect. Uh we asked quite a few questions to try to elicit feedback from all of our stakeholders in terms of whether or not they feel there's a sense of respect for each other, for colleagues, a respect um among students, a respect that staff exhibit towards students um to to get some information about you know is there work we need to do in the area of respect. Um so we want to share that with you. Obviously, we want to be respectful of students cultures, their backgrounds, and their differences. So,
007that's a major theme. Um, the next theme was inclusion. Um, so again, do do students feel included? Do they feel part of a group? Do staff collaborate? Do they feel their building is open and helpful to new staff members? How are they problem solving? How are they dealing with difficult issues like student discipline? And then lastly, we asked them about professional development. So, does the professional development that we plan and that we um we work on with our graten teaching and learning uh committee, does that meet the needs of the staff? Does it give you the tools that you need in order to be able to do your job? And so we ask questions regarding that and ask for feedback so that um we can get a sense of what the thoughts are out in
008the district and and if need be we can do a better job at providing PD that meets the needs of the teachers and helps them achieve their their goals in their classrooms. So those are our themes. Um again um there were some people who just chose not to take the survey. Um we did leave the survey open for as long as needed. the principles would let us know when we could close the survey. So, we're very flexible so that everyone had access. Um, and Lauren has gotten um helped us uh organize the data. You'll see in the presentation the data is organized by themes and after each theme we've included a slide with comments, comments from staff and comments from parents. You may ask why there are no comments for the students. And the reason
009is when we did have comments for the students um the comments weren't always that helpful in terms of um making changes to the school climate, the culture or what happens in the classroom. Um they were interesting comments and they were comments that were important to the students um but they were really focused around what they like in the cafeteria, who their favorite teachers were. Um can we have pizza every day? Um so you know we thought maybe you know the comments from the students aren't necessarily going to give us the information that we need to make you know positive changes. Um so we we eliminated the comments from the students. >> One thing I I also wanted to mention was that there under each theme there are a number of questions on the actual survey.
010Um we'd be here until tomorrow morning if we shared all the data from every question. We tried to choose a handful of questions under each theme just to give you the uh the ideas of sort of what we're seeing um how this was used in the schools. Um the principles were given access to all the data um all the questions um all the comments they were asked to share the findings with their staff. Some of them did that in June before they left. Some will do that over these next these first few days uh with the purpose of setting goals uh for this school year for improvement. Uh so, you know, we're going to share with you some of the things that we're proud of. We're going to share with you some of the things
011that we have to work on. Um and then the plan is to have the principles, as they've done in the past, come back in October um and share their improvement plans with you. So before you start, before I recognize Bev, my understanding is is that when the principles and staff come back to take a look at and give us data for each schools, they are also going to be talking about the climate survey and the goals are related. So this is only this is if you guys can think about it at least how I'm interpreting this that this is our balcony view. This is us kind of looking at it on a whole but then we will be hearing it from each one of the schools. So, it's going to be a a a twoperson
012look. So, Beverly, >> thank you, Kim. Is this the same survey that went out last year or is this survey are the questions the same or are they different? >> Yep. Thank you for asking that question, Beverly. The last thing I was going to say before Lauren takes over is that the questions are reviewed each year with our safe school climate committee, and that committee has representatives from all seven schools. There have been some tweaks that we've made to the questions, but the overall themes have remained the same. >> And have you compared last year's themes and the answers to this year's and have you seen any growth or things are staying the same compared to last year? >> We'll definitely be able to speak to that uh tonight with what we're showing you. And
013the principles were given a detailed account of um a comparison data from last year to this year. Can the board get that, Kim? Um, the data from last year so I can see it. I don't know where mine is actually from last year. So, >> sure. I can ask I can ask the district to send us last year's um uh data. >> Okay. Thanks. >> And like I said, we will share some of those numbers tonight. I know it'll, you know, but we can we can take what we share tonight and definitely u provide that in writing so you don't have to take >> no so many. >> Yeah. We tried to choose questions, Bev, that were similar so we could show where there was an increase and then where there was a decrease and
014we have some work to do. Okay. So, we're going to um start with Lauren with sharing her screen and then we'll walk you through uh the presentation. >> Sure. So the data that you're seeing here is we wanted to you know obviously a lot of times we asked how many people actually took the survey. Um so as you can see from these numbers um you know we had tremendous response when it comes to the students and the staff which of course we have easy easier access to. Um parents you know again in May and June we would love to see some additional you know we we definitely want to get those percents up. you know, we always shoot for, you know, at least 30% to show some validity to to the work. Um, you know,
01550% is considered, you know, excellent. So, so we've hit that in a lot of different areas. I'm hopeful and and I believe that with the new uh communication platform with Parent Square, you know, hopefully, and we're we're thinking um we're even um talking a little bit about the timing of the survey uh to make it more accessible >> for everybody, >> for everyone. So, so we're hoping to get those numbers up. Um but overall like I said between students and and staff we have excellent numbers. Parents are decent but we would like to get that 30 40 50%. >> No I I personally think the parents are disappointing that we really have to try our daisies to get more parents to participate in these surveys. >> We agree. >> Yeah. Yeah, that's why we were
016thinking of the timing maybe earlier in the year when there's some events at the school and we can get some feedback maybe even mid year so we can make some improvements before the end of year um so they'll be more impactful but we definitely want to see that increase. So the first theme um mentioned was the safety. So, how are members of our community feeling in terms of safety within the building? Um, and so again, these are just samplings. Uh, we wanted to give you a sense of the a variety of questions that were asked. Uh, different responses at different levels. Anything that you do not want that or that you do not see here that you do want, we do have access to and we can share that with you. I'll make notes of,
017you know, questions that you have that you'd like the data for. Um so in terms of our elementary school students you can see that our early elementary which consists of K through two grades K through two um the the question at was a yes no question and they had to respond do they feel safe in their classroom you can see that 83% just over that um do feel safe in their classroom compared to our upper elementary which is our grades three through five students and their positive or yes responses was 65% of uh the surveying population. >> And one of the takeaways that we had in ter in terms of the upper elementary is that grades three, four, and five is oftentimes when students start to be more aware of maybe some peer conflicts, uh
018maybe some peer pressure, um maybe some concerns, um you know, about what might happen in school. They become more aware of what's happening in the media. Um, so we wanted to, you know, to consider that as a factor in terms of why less students in grades three, four, five feel safe in their classroom as opposed to their their younger uh peers. >> Matthew, did you have a question? >> Yeah, I was I just glanced briefly at the comments. Um, I found your analysis of why it doubled of those who did not write yes. And I think there may be a great difference between a uh I'm not sure that everybody who said no felt unsafe, let me put it that way. But did did their comments did you did you get comments that gave you
019insight as to why these youngsters, particularly the younger ones, were not comfortable in saying yes? >> Well, we we didn't elicit comments from the younger children. So that may be something we want to look at adding in next year. >> But I will say, you know, part of the purpose of of gathering this data and and doing it just like we're doing tonight where, you know, when we sit with the principles, we ask questions, we develop questions based off of what we see. um and and and what they're tasked with doing is then going back to their buildings and and seeing you know having those conversations with their kids whether it's at an assembly or whether it's through advisory um you know or just through the classroom teachers as to maybe yeah just that very
020question Matthew um you know we notice on on the survey that you know only you know 65% of you feel safe in CL is there something that's causing that um we struggle sometimes even with the early elementary as to what they feel safe even means are they thinking of it the same way as the older kids think of as as Denise was saying you know because the as the older you get the more aware you are what safety truly means whereas sometimes with the early elementary safety could mean if they tripped once in their class and and skin their knee um that's not safe >> and it could have to do with emotional comfort as well >> exactly right exactly >> I have to say that on the slide to the left with the early
021elementary that's actually an increase um from 77% and it's kind of flatlined with the upper grades because it went from 66 to 65. So it was really not significant at all. >> Yeah. I I would say if if in your conversations with school level admin you learn anything that might have some policy import to the board, I hope you'll share that with us at that point. >> Absolutely. Beth, do you still have a question? >> No, ma'am. >> Yeah. Um, did you not get comments from the upper elementary either? >> No. No. >> No. Okay. No comments. >> For several years. >> Okay. >> They just want pizza every day. >> I don't know why they want pizza and ice cream. So looking at the um the adults at the elementary level um you can
022see that we have both parents and staff on this slide and really it's still around that same idea of safety within the building. Do I feel safe sending my child to school and for learning purposes? Um as an educator, do I feel safe in the building? And you can see the overwhelming of the parents that completed the survey. The overwhelming response was that yes, I feel safe sending my child to your school to work in our district. Um the elementary school staff again 88% just over that >> yeah there were some comments. Most of them came from I believe the secondary um >> yes secondary staff members but also elementary and really in some cases the negative the the adults that said no they do not feel safe in the building it wasn't necessarily it
023was more structural so for example at the high school they felt like the vintage wing there were aspects of that that was not healthy for them and they didn't feel safe in that aspect um in one of the buildings I believe it was the middle school where the stairwell they felt like that wasn't a safe space the way it was structured. It's out of view from um you know the main corridor of the population so it's a little more isolated and in that sense they didn't feel safe. >> Yeah. But this is about anything about elementary because you don't have that listed in the back. >> Yes. So CB um >> there's some comments about Bara being an older building and maybe not being as up todate as some of the newer buildings. Um so
024that did come through in terms of elementary. >> So that means the focus is mostly CD >> mostly CD. >> Yep. some of the some teachers do feel that the new buildings are too large and you know I think there's still an adjustment out there to Mystic River and Thes and there were some comments that you know in a large building sometimes I don't feel like you know the communication is always what I need if there were to be an emergency. So there there are some people out there with some you know worries about being in a large building and what what would happen in an emergency. I thought so too. >> So, just for the group, Bev, I'm gonna recognize you. Um, but for the group, do you want us to hold our questions
025until we get through sections or does this Okay, >> that works. Whatever works for you. >> I think you'll get a better essence because you're asking some questions that you're going to see slides about. So, I think if we can get through the whole >> at least at least for the each section for each section. >> Each theme. >> Yeah. Um so for secondary students we looked at the safety on the bus. Um whether they were feeling safe riding the bus. Um which again 85% said yes they feel safe being on the bus. Their ride back and forth to school. That was really a flatline again from last year. Um there wasn't much of a change in um you know the positive versus negative. it more or less was a flat line again. And we
026we felt that was an important slide to share because there are, you know, perceptions out there in the community about having middle school and high school students together on the same bus. So, we felt that was a positive to share. And so now looking at the secondary school adults, um parents versus staff, again, parents overwhelmingly positive they feel safe sending their children to school. Um that was more or less right around the same as last year as well. No significant changes there. Um and the secondary staff, while the numbers at 65% feeling safe, again that goes back to like we were saying some of the structural issues um with the buildings, the health factor. One thing that did come up was this um this idea of backpacks and whether students should be carrying them around
027or not. So that did come up as well as an area of why they may not feel safe. That's it for this section. >> Yes. So Bev um do you have questions? No, that's okay. >> I think the comments come at the end. Is that right? I thought they section. >> We tried to group them together. So, safety and belonging and then the comments the related. >> Okay. So, we're going to go through belongings and then >> with with regard safety. >> Okay. With regards safety uh on the secondary level the staff um were you mentioned structural and backpacks. What about to what extent are behavioral issues uh causing some of the faculty to be uh concerned >> behavioral issues? Um we're going to address that when we get to the slide about respect. there
028were some concerns that were shared in terms of um consequences being applied consistently. So, we thought that um really belonged in that section. >> Okay. >> Yeah. As you'll see, a lot of these we tried to group them, but a lot of them overlap. They they they fall under, you know, more than one heading. >> Um >> so, how about if we do this? If you guys have questions, just write them down quickly in case you guys forget. And then let's do this at let's um ask let's see if we can ask the questions at the end. >> All right. So student survey for belonging. How do students feel going to school? Our early elementary students were overwhelmingly positive. 80% 79.56% um said that they like school. Um and 81.58% said that when they are
029upset there is an adult that they can go to for help. And this is the younger K through2. >> These are Yep. These are our K2 students. And again, this was one of those places where it was sort of static. The the numbers didn't really fluctuate um tremendously. So, our upper elementary again, we see this the variation between our ele kiddos and our upper kiddos. So, this is grade three through five again. and there was somewhat of a decrease here um and how they're feeling about school versus you know an adult that they feel they can go to and the numbers are not as good as we they're not where we would like them to be. So that's an area that we need to continue working on. Um so how they feel about school 55.54%
030said that they feel good about coming to school. Um and 62.9 63% of them said that there is an adult that they can go to if they have trouble in health. >> And the principles will come and talk about that. They actually make some concerted efforts after I did the whole find your champ be a champion talk last year on really letting kids know that they you know had specific people that they could go to. So they they need to continue that work and also to find out what feelgood about my school actually means you know to kids. I think whether they even do some focus groups with some upper elementary kids to find out what they're really driving at will help us. Yeah, I know in my my year-end conversations with the elementary principles,
031they were they were really surprised by this data in particular uh because of the efforts that they made, but you know, as we reflected on what they did throughout the year, um they did have a focus on finding that trusted adult. Um but then you know a few of them did admit that over the course of the year that the language sort of got dropped um or you know the efforts you know they started out with that strong but they didn't go back and revisit it you know throughout the year. So they are going to uh talk to the you know I know that's going to like you said you'll hear about it as part of their plan uh because they were disappointed with this because they really uh at least initially had started out
032with this as a focus to find kids that one trusted adult that they could rely on. So again when we look at our elementary school parents um they felt the results were positive that there are opportunities for parental involvement to to be a part of the school to be part of the community. Um when they were asked about their comfort level with talking to teachers and administrators it was all positive very very positive results. um they felt very comfortable with that and that's >> all there is and it's an increase. >> Yeah. And it is an increase. Okay. So, both of those areas did um increase from last year. >> This was good to see the secondary because this is something that we've really been trying to drive home. I ask every kid I ever
033meet, who's your go-to >> at the high school level. So, um, >> and was that that did increase too from last year? >> Yes. Yep. There was a really nice jump uh with secondary students. Is there a trusted adult that they could go to in the school? Um, and it increased from 82% up to 88%. Um and then the other question involved extracurricular activities. Were they involved in them at any point in the year? And the result was 66.95. So just about 67% of um the secondary students had been involved in extracurricular activities. Um there was an effort a real effort um put forth especially this year in terms of diversifying the offerings for afterchool activities among these students. So there was more options for kids to improve engagement to improve attendance. So this was
034a nice increase to see. >> I think that goes along with this 21st century grant that we were having and really looking for other things beyond sports >> to really engage kids in especially kids who wouldn't typically be engaged or had a problem coming to school. So >> that was good to see >> and Dan really led the way with that. >> Dan Couture, a wonderful counselor at the high school led the way. >> Okay, so the next slide has some comments. We tried to pick some comments both from parent and staff that were positive but then also gave us information on areas we could improve on. So the first one we were really pleased that um one of our parents felt that um their bus driver is amazing, makes us feel safe with her
035driving. Um so that's a really positive um comment for our our bus staff. Um uh another staff a staff member said, "I'm a firm believer that I can't make content available to a student until I have first established a connection and built a relationship with them." This is actually a middle school teacher. So, this teacher understands the importance of making a connection with students and getting to know them so that students are open to learning and able to um you know to feel comfortable in her classroom. So, so that connection and social emotional learning is important to this teacher. So, we were really pleased to see that. Um, Matthew, I'm I misspoke. We we did address discipline in this section and there were comments, this wasn't the only one, but there were comments from the
036staff saying that they would like to see the consequences applied consistently to um to students who don't follow the rules throughout the school year. We tend to start out really strong in the in the fall and then whether it's you know staffing issues um or um you know other issues that impact our schedules um sometimes um there were comments that the the consistency and the continuity of those um involvement of the administrators in terms of students who were not following the school rules uh tended to be an area of concern for some of our staff. Well, and I think it's even a communication issue that they sometimes don't get what's happened. When I look at my data on in school, out of school, and expulsion, it doesn't jive with what they're saying because I am
037seeing consequences. I think that we need to do more with restorative practices and making sure our teachers are involved in the process if there's been a problem in their classroom. So, I think we need to take it to a different level. And we also know what the triggers are in the buildings. Um the high school is working with a focus group to address cell phone use. So we know that cell phones can be a trigger for behavior. Um you know there's there are areas that we know that we need to tighten up on and work is already begun in those areas. Um we also had a parent comment that as a sixth grader, my son has had a very positive experience this year at GMS. He has become more independently motivated to do well academically.
038He speaks incredibly positive about his teachers and has benefited greatly from multiple after-school intramural and sports programs. So that kind of speaks to what Lauren was talking about with the diversified offerings that we've been able to provide this past school year. So do people have questions about the safety and belonging? This feels like that's a good place to to stop. Matthew, >> I have a question for Susan on the secondary students. I'm involved in extracurricular activities. It says 33% no said no. And I was wondering, Susan, does that accurately reflect your assessment of extracurricular engagement? And based on how you answer that, how do we engage more kids? Well, that would take some data finding for me to see how many kids are involved in all of our sports programs and afterchool programs. Um, I
039do know that kids are very busy and we do have students who go home to take care of siblings and because they're they have a double working family, they're going home to feed their family. They're going out to work to help feed their family. So, we have a lot of kids who really are contributing in a big way to their family. so that it might keep them from going to these after school, but it's certainly something we can look at our end of the data to see if it matches with what they're saying. >> That's very, very useful. Thank you. >> This um years ago, we used to have a hat program policy saying you don't wear a hat, don't wear a hood. There's no head covering. And I've been up at the high school,
040middle school, most of the high school where that has seemed to have disappeared. And that is concern of safety. I know when I was there, it was something like, well, if you can't see their faces, you know, we can't tell on the cameras who this is doing or what's doing is happening. So, and it's als it's been a concern and I I was wondering if that policy has been um eradicated. We're not following it. we're not doing it or is it just something that's gone by the wayside or it's like one of those things as well. We kind of gave in on it. Um I just think it's something we need to um was just kind of wondering if that was part of that safety because I see it as safety. I can't see you.
041I can't. So hoods still are considered a safety. >> Yeah. >> But headdress can be something that is a cultural thing or could be a religious factor. So kids need to be able to do that if if that's part of it. >> Oh, absolutely. >> But um and even with the hats when they said that they could wear a ball cap, they really didn't wear them that often. But the hoods are definitely still out. Was there any comment though from parents or student or yeah, secondary students or from teachers saying that they felt that that was a safety issue the dress code in any way? >> No. No. I think the the concern really was there seems to be this um this trend where students don't use their lockers. >> So students are carrying their
042coat if they're wearing one and their backpack with all their belongings from class to class. That came up as a concern from several teachers. >> That's been around for a very long time. >> Do you remember that even teaching? >> Absolutely. you know, like especially when we moved into the new building >> because some kids had their lockers were on the bottom floor and they were all, >> you know, so you know, there's got to be a better plan for that. >> So, um, but, you know, the concern I had was, you know, being able to see, and I'm not talking about cultural headdresses. I'm talking about ball cap that, you know, hides somebody's eyes, a face you can't see somebody or, you know, a hat, a winter cap that's on. I'm not talking about
043ones that are, you know, that's not something >> I have it down that that maybe um Phil and his work and his work at the hospital can see if that's a policy that's still in place in that. Well, I will I will say I remember at the beginning of last year it was reviewed because the data or the disciplinary data around um headwear was culturally inequitable um that was identified as you the students who were getting in trouble for that were our minority students. So they did I know they did look at that policy and rewrite that policy to to not be discriminatory. Um, so I don't think it's the way you remember it. That policy, that policy is no longer in place. Um, I think teachers still have the right to sort of, you
044know, ask a student to remove it while they're in class, while they're sitting in front of them and things like that. But >> I I will I will find out. >> I will check on that to find the exact language, but I know it was revisited if they didn't last year just before the year started. >> And I'm surprised though that it did not come up. >> No, not that it stood out, but we'll go back and double check. >> Come up once. >> Yeah. about the hats being able to wear it once one color. Any other questions on this section? If not, we'll just move up. So in terms of respect and inclusion, elementary students were asked whether they are provided with books with different types of families and scenarios. Um and the early
045elementary 66.9% said yes. They do see a variety of um different types of literature, different types of families and groupings. The upper elementary 48% um said that they too are provided those types of books. Those are both pretty significant increases in the upper elementary that actually doubled from last year. Um, and I think some of that has to do with the amount of work and effort and money that went into improving libraries. Do you want to speak to that or did that >> Well, that we we've actually um, you know, made sure that we had classroom libraries, culturally responsive classroom libraries, both in the school and in the classroom. So we have a uh you know books that represent our students and they can see themselves in the in the stories. Yeah. Right. For secondary
046students um they were asked about the highlevel courses. Were they able to select them? um 76.95 so almost 77% of the students had positive um responses to this question and they were given the choice instead of a yes no was strongly agree agree disagree strongly disagree um and this is actually our first year asking this question. So this is our baseline, but it will be an important question to follow up with next year given the the amount of additional courses we've added at secondary level, the options that are now available, those higher level courses, the continued work with IB. Um, so this is a question we're going to monitor closely over the next few years. Um, in terms of teachers helping them to try their best, 89% said yes, that's happening. Um, that has come
047down a little bit. It was a little bit of a decrease, >> but it's still good news that they're feeling that. So, >> yeah. >> So, with our elementary school staff, um, this was an interesting comparison. This is why we put these two together. So, when asked building uh whether or not the building fosters an appreciation for student diversity and respect for one another, um the positive responses, 91% um said yes, that is something that we work towards. Um and then when asked about students and do students treat each other with respect, notice the difference. 70% said yes students are treating with each other with respect. Um both of in this case this did go down. It is a decrease but it was an interesting comparison because what they're fostering and what they're seeing doesn't
048seem to align. So it really was a great way to begin conversations and I think at the building level we'll be as well to find out where that disconnect may be. Similarly with the secondary staff. So they felt that building relationship they were fostering an appreciation for diversity, appreciation for respect for each other. 63 and a half% had positive um responses. Yet if you look at and this is huge at how they perceive students treating each other, 74.4% had a negative response to that. So they feel that students are not treating each other with respect even though they are working to build that and foster it within their building. >> But this was interesting because we looked at the student data and it's just the opposite of what students see each other treat how they
049see each other treating. Is that >> And so exactly that um when the secondary students and we saw ho how adults viewed how they were treating each other the students it looks almost opposite of how it's literally opposite of what the students believe to be true how they re uh treat their peers they feel that it is respectful. So that lends the question of what does respect look like in the eyes of child versus the adult. So this is a great >> I agree. It's going to be very interesting to have those conversations >> as the school year opens with staff to find out what what they're seeing and what they're hearing >> because because that's yeah >> we realize that there's two you know two different perspectives of each at the same time that's
050pretty vast >> and can the adults and the students find a middle ground of what respect looks like community so elementary school staff staff respects all colleagues regardless of ethnicity, culture or diversity. Again, this was positive results, 94.2% um and they felt that administrators also um foster respect and culture within the building. 84.86% had a positive response to that. um don't have a comparison because the wording shifted a little bit. It is different this year than last. >> So again, another another area that we'll look closely at and monitor. >> So in terms of comments, um one of the staff commented that um he or she thinks the administration does a great job trying to foster a positive work culture. Another comment was, "Some students treat others with respect, but few middle school students are
051kind all of the time." >> And we kind of said that's true with adults, too. >> Uh parent commented, "My son says that the parah in his class is helpful and friendly, and in the past he's not felt comfortable asking for help, but now he does." So, we thought that was a nice shout out for our support staff, and we want to be sure we include them. Um, another parent commented, "The communication about things going on at the school is great. Administration does a great job of keeping the families informed." And then a staff commented, "To truly address the social and emotional learning of the students. Administration has to address the social and emotional well-being of the teachers and the staff." And we thought that was very well put that if if the staff is
052not feeling that their social emotional well-being is being addressed then it's hard for them to in turn um assist their students in their social emotional well-being. And we know that um there were a lot of stressors last year um in terms of you know the triple demic and some staffing turnovers that we had with some of our administrators at the middle school and high school. Um so there's there's some challenges out there and it's it can be very difficult at times to have a positive um attitude every day coming into school. So, we want to be sure that we're aware of that and we're supporting everyone in our buildings. >> I recognize Denise. >> Um, Denise, do you know what level the staff members were where they came from and parent comments were from? What
053levels like the first comment? >> I think the parah comment was from an elementary parent. Okay. >> Um, and I think that the staff um social emotional learning uh comment was from a secondary staff member. I'm just kind of wondering. >> Yeah, we can make a note in the future to put the levels. >> Sorry. Hi, M. >> Thank you. I'm looking at secondary students. I'm able to select high level courses and I'm not clear whether we there that question was interpreted as I have the capacity to enroll or whether I actually enrolled. Uh did you tease that out? >> Yeah and I think you're right and I as I was looking at the data I think it's the question was about access. Um but you're right I you know the fact that some might
054interpret it as no I did not sign up for those classes so they put no. um that could be teased out or maybe we can look at how the question um was phrased. But I think that's more of a question for us, you know, to see if kids feel they have the access. >> Yeah, I think that might it absolutely I think it might be worth at least considering and having another question after whether they're able whether I actually did sign up for a class. You you may see some differentiation there that would be useful. So part of the um job of the safety and wellness committee is to reook at the data when we get it in really closely and they haven't had a chance yet and to look at the questions to see
055how they align and to do any changes that might need to happen so that we get a clearer picture and sometimes it's even how we ask the question. So we'll definitely bring that back to them. Matthew. >> Yeah. And to be honest with you, Matthew, we could probably pull that data from class ro, you know, we could we could tell you the number of kids in, you know, in a you know, the AP classes or the IB, you know, we could look at that without polling them to get accurate numbers. But >> yeah, >> definitely something worth looking at. The the other question I had uh and I think one of you alluded it to is the word how does the word uh respect operationally vary when applied to staff perspective and where applied to
056student perspective and >> that's I don't know I don't know how you get at that frankly >> I know I it really does though I look all the words that we've used in here and they could have different meanings for different folks. So, we're going to move on if there's no other questions. So, the last section dealt with um professional growth. So, this is specific to faculty and staff. Um, and when pled at the building level whether professional development was meeting their needs to help them be successful in their role, 67.72% felt that it it was beneficial to them and it did impact their uh ability to do their job well. Um, at the district level asking the same question. You can see that elementary staff 55 points. 7 8% felt that um the PD
057was useful in helping them improve their practice while at the secondary level only 36% 36 and a half% felt that it was um beneficial to them to help them be successful. And one thing we did note was that this was very interesting both at the building and district level because after each professional development um staff is surveyed and based on the results from those individual surveys the responses were major for the most part positive um that it was helpful. So with Cornelius Miners, Jerry Paul, uh some of the work that's happened in other places in the building, they felt that it was helpful. So our results on this bigger survey don't necessarily align. So we need to take a closer look at that. >> Yeah. and and this you know we just so just for
058clarification we have the the different PD days throughout the year are split amongst uh you know teacher choice building initiative and district uh district based um so I I know you know if everyone had a choice they'd probably pick more building based or definitely more personal choice and we would love to offer that we try to offer that as much as we can but then there are some district goals that need to be u moved forward and so we have those district rates. So, I think that's reflective here, too. I mean, this gives me something as someone who has uh a role in the professional development districtwide uh to think about and to look into. Um, and I lead the the Graten Teaching and Learning uh council, which is made up of uh teachers, administrators
059um as well as myself. And and we discuss every every time we meet, we look at the survey results. We look at the positive, what people uh responded well to, what people didn't respond, and we do try to make adjustments as the year goes through. Uh, and as Lauren alluded to, maybe that sort, you know, some of that data can be used to to get a more accurate in the- moment um opinion of of what we're doing rather than at the end of the year sort of reflecting back on things that they did in September and October. Um definitely something that that uh you know the data on the professional development is something that I'm going to look closer at and ask a lot more questions. >> Great. And then in terms of the comments,
060it's Oh, >> sorry. Bill, I just had a thought while you were saying something. >> Maybe at the moment they hadn't implemented it, but after they've had time to implement or tried to, then they see if it's valuable. And that's that's just another spin on it. I just had that thought I wanted to share that. >> Yeah. No, I guess that's that's a good perspective because you're right. Maybe they thought it was useful and then when they really tried to put it into practice, they didn't. where they didn't feel like >> They needed more. Yeah. So, I was on the same wavelength with you thinking maybe we do a follow-up survey a few weeks after to say >> how how has it launched >> instead of immediate >> instead of well so immediate but then
061a follow-up but not waiting all the way till the end of the year when >> you know >> speaking from personal experience. >> Yeah. because you could get really moved by something and then all a sudden you're like >> and then I went in to do it and it was like no >> well and I think too we have representatives from all the buildings on this committee that really designs it. We don't design it all. You know, it's really a committee's work. So, even to have them go back out to the staff, even at a faculty meeting to say, can you give us any feedback? How's that working for you? And even department meetings, I mean, 6 through 12, it's meeting now really in every discipline at times during our district time. So, for them
062to acknowledge, they we usually get real positive feedback when they can collaborate with one another. So, um, to kind of tweak out what is it that they they like about district initiatives and what are the things that maybe haven't gone so well. >> So, we get specifics and problem solve. >> Yeah. >> Okay. So, in terms of the comments, it was interesting to see what the teachers feel they need um in order to be able to do their perform their role um in the best way possible. One comment addressed the multi-tered systems of supports um in terms of behavior, social emotional learning um saying there's a need for staff PD in this area as well as data collection and use and that's actually something that we're giving the special ed teachers time to do on
063August 28th um in the morning. So that's something that we will actually be implementing right away. Another comment was PD should be focusing on giving teachers concrete strategies that we can implement in our classrooms as well as having expectations communicated to us clearly. So here you see a little bit more of the discipline where they'd like to see um some expectations in terms of how they should um you know be implementing some of the the the consequences and um holding kids accountable in terms of behavior. Um, but we're also working with Mari Writington this year to present some tier one behavioral strategies that all teachers can use. They're very concrete strategies in the classroom to help address behavior, give kids movement, and increase um, active engagement. So that one um I feel that we're we're
064>> but I'm reading into that even a little deeper that they want to have clear expectations on how to utilize these strategies and what our expectation is for them to use it. So I think that's something you should talk to the principles about what we're looking for. >> Right. Right. Um and it will be more of a professional learning community in the building because we've asked the principles to keep these modules alive throughout the year. So to come back at a faculty meeting and talk about one of the strategies that they learned and have people share, well, how did you use it? Did it work? >> What will you do differently next time? So to keep the learning going throughout the school year, but we have um a series of modules that we'll be um
065presenting to all staff in terms of those tier one behavioral strategies this year. Um and then lastly, professional development should be more relevant for teachers that teach specials. Sometimes this is the case and sometimes it is not. And it is a challenge to find relevant PD for everyone and every discipline. So we appreciate hearing that. >> We used to have regional PD that was really run by learn and you know committees of teachers and with COVID that kind of went away. So, it was really difficult, but I do think that they're trying to get it started again. I think that would be helpful. >> Um, any questions on that area before we get to our overall takeaways? >> One quick PLC that are still in place on all levels. Mhm. >> We actually ran at
066all levels book talks TLC started out um this summer. >> No, we've got >> any anyone online that have any questions about that before we hear the takeaways? >> All right. Then I'll start I'll walk you through um the takeaways and again um these are all based on our reflections on on some of the data that maybe we have seen that you haven't seen too but um and and conversations with with our building leadership. Um under the topic of belonging we we definitely identify the need to continue working on culture and climate. You know beginning with fostering connections between students and adults. Um that's something that you know is on the mind of of you know certainly building principles on a daily basis and administration but um clearly a concern of the staff as well
067and and those again I I believe you know I've seen the plans already for these beginning PD days are based a lot around uh making connections both with each other as staff members and and creating ways to do that with the kids as well to to to help build that culture and find it be more positive. Um we have seen the second bullet talks about the positive outcomes that we've seen in terms of engaging students and on the secondary level and diversifying the extracurricular offerings. We saw that in some in some of the data and we want to keep um making things accessible to students again increasing the offerings making sure that we're providing transportation so everybody can take part in it um and trying to do that uh districtwide. Uh the interd district the
068third bullet talks about the interdist magnet offerings at the elementary level and the fact that those have contributed uh to students and families uh having choices um choosing the schools having the ability as well to u you know enter a lottery to get into the schools that have um focuses of you know that are uh desired by their by their children >> and as well as choosing enrichment opportunities during the daytime and after The principles have done a good job with providing different choices for the kids in, you know, throughout the school year to explore different uh different topics, activities. Um, in terms of respect and inclusion, uh, again, that's an ongoing focus. Uh, you know, we we talked at length about that with with administration. I know they're going to be talking with their
069staff. Um we want to make sure that you know students are seen and heard and provided opportunities um to follow their passions, pick their paths, you know um as they uh move up. Um and also you know that has to do with u ensuring that for for staff as well. We want staff to feel that that sense of belonging. We want them to feel that their voices are are heard by both building level administration, district level administration. So we're always working to improve that. Um, and then of course our work continues to strengthen our curriculum in a way that allows students to connect and explore the wide range of perspectives. Um, you know, as you know, Liz can attest and and uh, you know, our curriculum committee is is always busy. Uh, we had a
070lot of work going on this summer. Our curriculum is very fluid in that you know, we continue to try to update it um, you know, to provide the best opportunity for our students. Other takeaways around professional growth. Um again we you know we just spoke about this in terms of using that graten teaching and learning collaborative um to improve communication you know throughout the district using the data to make uh future decisions based on professional development both on individual level the building level. Um the teacher evaluation and support plan uh is undergoing some changes. Um we we might have talked about this a bit in the past and we'll talk with it more with the board in the future. Um but it is really um you know we have to submit a a new plan
071for professional growth for teachers for the 2425 school year. So, we are using this year as a as a pilot year to try some things out uh based on the state's um model that they're they're that they've uh put out to districts which does focus more on professional growth areas for for teachers. The data part is still there. Of course, we're always concerned with student success and that's part of everyone's job that and we understand that u the point of the the the new teacher evaluation and growth program really be for teachers to reflect on their practices, work with their administrators, identify areas that they want to pursue and and help uh you know build capacity in our teachers. Um, we're hoping that will also have a positive effect on professional development because we're going
072to be able to hopefully allow them to pursue different areas uh that they've identified as their areas of improvement. So, those are things that we're going to do this year with our teacher evaluation program as we uh try to as we develop a plan to submit to the state for 245. And then of course school culture and climate particularly at the secondary level will continue to be you know to improve that for both students and and staff. Uh and then when it comes to safety you know it goes without saying but we want to say it anyway. Safety it will always be a priority. Um we're going to continue to monitor and improve our systems. That's going to be ongoing um in a variety of different ways on the building level and district level. Um
073what was nice to see was that parent the the parent and guardian survey overwhelmingly agreed that students were safe and that the schools are secure. Um so that the community's perception of what goes on in schools is that they feel safe sending their kids to our school which which is great. Um and we want to continue to to help kids feel safe while they're in the building, staff to feel safe while they're in the building. Um but that was one area that we saw that was a a really nice positive and hopefully we'll see that trend continue even as we get you know as we get more a higher response rate from parents as well >> and Clint and Sam have done a marvelous job getting cameras and wiring done and mutual link is coming
074so that's going to be an added resource for us. Any other questions for the climate survey? Remembering that we are going to then be hearing this on the um individual building level um as the principles um do that. I don't think I finished my sentence. Sorry about that. >> Matthew, do you need have a question? >> I'd first like to thank Denise and the other staffers. This has been a I think it's probably more useful to you than it is to us in a functional way, but it's been very important for us to hear and I want to thank you. Three three comments. Uh this is projecting to next year. It's not in any way minimizing what's been done. I personally believe that the use of liyker scales and I don't need a 27point liyker
075scale. Five will do. but also put on a a a second place for no comment so we don't have all the no comments uh skew everything to the center. Uh liker scales would be very very helpful I think in in teasing out a lot of nuance for you and of course asking people why they comment or giving people the opportunity to comment on each question which you may already do because I haven't seen the document. Second thing, we saw that secondary students and staff, well the staff, we had 35% negative on building safe and secure. Um, I don't really know what that means and I hope if you don't know what that means in detail that we'll find that out because that's kind of a disturbing figure and I didn't see though maybe I missed
076it uh in my dotage uh secondary students evaluation and building safety. I didn't see that in in the papers that I had. Finally, when we're talking about improving respect, I would I think we, you know, knowing that we have that this this gap, maybe next year we can ask kids if they have any suggestions of what the school can do to help improve the mutual respect. They may give us some insights that, you know, from our perspective we don't have. But all in all, I think it was a great document and I thank you so much. >> Thank you, ma'am. >> Thanks, ma'am. Thank you, Andrea. >> I just wanted to say that I got the biggest bang of the the uh um divide between how or student or teachers view respect between students among
077students and how students uh view it. And I just wanted to say times have not changed. >> Touche. anything else team >> that on on that issue um we call it a gap and that presumes again that they that the staff and the students have the same definition of respect >> and there are many times that adults will look at children's behavior teenagers behavior and we grieve how can they talk that way how can they act that way in their world their perspective They're being quite chummy and respectful. >> Why would you hit somebody when we say pat somebody on the back or give them a slap on the back, >> right? We think that's positive. Good job. Bang. That's an assault. So, it depends on how you look at that, right? >> So, I
078don't think there's necessarily a gap. I think it's two probably two worlds. There may be an overlap in there. >> Probably is, but I think it's two different worlds. And we we've identified each world as respect. I mean, wonder why they're not the same world. >> Yeah. >> So, there's more to it. >> I agree. >> All right. If there's no further, thank you so much for doing coming and doing the climate survey. Um, I really appreciate that. And so, I think we're now on right to the next and our last agenda item, which is about the data and about enrollment and stuff. So Rebecca helps us out with all kinds of things including the surveys and enrollment and um lottery the lottery process fortunately you know um we were able to roll it out
079for the second time for intra district magnets and I'm happy to report that we had 180 submissions so it's still something that parents are looking for 30 >> third year third year >> um and you know we hadund 4 who got those seats. We do have kids on a waiting list. Um and you know we really look at this process unfolding from we started probably February the lottery. >> Yeah. We started um actively talking about it promoting it and having the application available in February. We aligned that with our launch of kings registration. >> Right. Um, so and then it really rolls all the way through the summer, especially as we have the highly mobile seats filling up and we have military coming in. The nice thing about having intrad district magnets is that when
080our two bigger schools, the Mystic River and the Thes River, typically fill up fast, especially in kindergarten. And we like to keep those numbers between 20 and 22, you know, and really not go over. Katherryn Kolnowski and NEA don't necessarily they have that fourth, you know, classroom for their kindergarten and first grade and they don't typically fill up as fast. Um, but we do we're able to enroll because there is a desire to go there um from others, you know, in the in district magnet. So, we're able to fill those, you know, as best we can. We always keep some numbers for the highly mobile military and non-military kids who are coming in over the summer. Um we did find that um families are engaged in the lottery process still. Um we always base it
081on enrollment and how many seats we can offer based on the you know board's real guidelines on number. Um the wait list will be until the start of school. So, we're still kind of working on this. We still have a couple more weeks, but we're still working on this. Um, and the greatest number of that 180, half of them were kindergarteners. So, um, that was also interesting. We have over, we have 350 kindergarteners. So, imagine a class at Fitch of now 350. So, not not that that, you know, not necessarily that all those kindergarters will stay. you know, we're a highly mobile um community. I'll show you some of that in enrollment. And my eyes were wide open at the numbers that come in and out. Wait till you see because it I hadn't seen
082that until this year as many. Um we noticed that Katherryn Konowski had the largest number that were able to be seated of um kids 39 and um the lowest number was Barnum probably because of their high enrollment and lack of space. Um we also noticed that Fames River and Northeast had 24 and 25 seated. So that was a good number as well. Um greatest demand of course in kindergarten. Anything else? We did find that um it was necessary that we want to bring back some policy the policy committee around intrad district magnets. We really didn't define that as we rolled this out. We had procedures lottery procedures. Um but we really need to make this communicate this well and it has to start with policy and procedures. So we want to bring that back to
083the policy because of that. We did have some questions of people who weren't here in time to enroll in the lottery. So missed the lottery process. So we the team actually came up with a transfer request. No more superintendent, you know, um approvals because I feel like that process was a little difficult to manage and make sure we were consistent. So, we have looked at that along with our weight list and enrollment possibilities to be able to give families what they're asking for when we can. Um, and that seems to have rolled out pretty well. You all have talked to parents. So, how they have they been receptive, responsive to that? >> Oh, yeah. >> Yeah. Yeah. >> And trying to answer the questions. So, our staff here are really the ones who are the
084go-tos. And also, Kelly, who is now our the new GIG, she's the new enrollment, >> doing amazing job >> registra, >> but I'm doing an amazing job >> and even tweaking some procedures that we had with enrollment. So, that policy will come back too as well as the interd district magnet. So, we really tighten up on how things are rolled out here and are more consistent. Um, with regard to enrollment, um, we are a highly complex district as you know. Um, highly mobile, both military and non-military. The moves from New London, Norwich, and Graten have even increased. Um, we still have Brford Manor families being moved out to hotels. to date we we're going to be looking at that data um because of the mold issue. Um so there's a lot of transiency here. Um
085we really want to track our data and manage it better. Um but there's so many variables. There are magnetsy movements and considerations. There are transiencies. There are special programs like our ABA program and our academy programs that are housed in certain schools. preschool prek. We even think that a lot of the requests for Mystic River and James River kindergarten has to do with they were in their preschool prek in that or even TK transition K and they love their schools when they first started but because of all of our programs being in those two schools they really need to go to some of the other schools too. You can't possibly house all of them. Um and then you know looking at building in grade level capacity too. Um, so one of the things I've always
086said is about 300 400 go in and out. Well, last year, the year of FY23, there were 684 students who were new entries to Graten and there were 595 who exited. So now we're talking about a differential of about,300 kids coming and going in a population of 4,000. And those are the kids coming to us. Now we have another nearly thousand kids that are magnet schools, maybe not quite that much that are we're paying for and we're responsible for, but they don't go to our physical building. They go to marine science, they go to London, they go to learn. Um, so that's quite a bit of of fluctuation and it happens all throughout the year. It's not happening only at one time. It's it's happening across the year. Can you say those numbers one more
087time? It's hard. I don't have a visual. I think that this would have been I'll >> put it in board notes. >> This would have been really helpful, I think, if we had a visual to this, but can you say those numbers? >> 684 entered Bratton last year >> in the school year of >> nearly 700 and nearly 600 exited >> last school year, the 2022 to 2023 school year. from August of last year till June of this year. >> Okay. >> June 14th. >> One of the things I'm seeing is I'm the McKini Vento leaison. So I work with students who don't have permanent housing and I do find that a lot of um housing situations are t are are are unstable. Um I think the you know the e some of the economic
088challenges um that people are facing um impacts where they're living and sometimes we see a lot of mobility and movement because of those economic challenges. So it's really not just the military. No, no. It's really a lack of affordable housing, apartments that they were in escalating by hundreds of dollars and they can't afford them and so they have to find another residence or they've been put out into hotels. So, it's really um tough times for our families. >> Can I call me? What is the econ what is the economic >> what is the economic a value for the district when we have that type of fluctuation? There's a lot of time spent um registering uh sending records um meeting. If the child has an IEP, we have to meet we have to uh revise the
089IEP for Graten Public Schools. If they have a 504 plan, we have to meet we have to revise the IEP. Um it's a lot of time um >> and I think >> registering and and and making sure that that programs are ready for students to to go. And I think the cost of of students academic growth and achievement is impacted. One of the things we discussed that we want to include in our policy is that the fewer transitions a child has to make when they are a graten student. For instance, if they are a graten student because they are resident of that area. You remember the neighbors hoods are bigger now. We have less schools. Or if they get into a magnet that should be able if that that's the desire of the family to
090stay. let's let them stay for the all six years, you know, kindergarten through fifth grade. Um certainly when they move out of district, you know, or to another district, they need to then move, but we're pretty good about letting them stay if it happens after the mid year until the end of the year. Um and not making that change so quickly. So we're very conscientious of the kids being as stable as possible as we can make possible for them for their education. I mean that's the biggest cost I think is that you know there's a lot of these moves in one year. It cost them >> right because just to add on to what you're saying the number of students that was just shared does not include in in between schools within our district. So
091these this number doesn't account for students who may move from Charles Barnum to themes River or you know from one building to another within the district. This is strictly kids coming into Graten, kids going out of Graten. >> But I think that the principles have done a nice job about allowing to stay until the end of the year or or saying I'd like to switch into a magnet because they've moved to the other side of town. Now, if I'm a parent and I bought a house on, you know, in a different neighborhood and I want my child to go to that neighborhood school, they certainly have the right to have their child. It's probably better at the beginning of a new school year, you know, to let them finish up um just for the child's
092sake. But, um we're just really contemplating a lot of things that we're going to bring to policy and have you help me us contemplate. Can can I ask another question in terms of one of the reasons why we went to lottery and magnet school was to make sure that we met the full requirements of the state law around racial um diversity. Um how how are we doing on that? I would say it definitely stabilized us in the elementary. There's still Northeast Academy is still a little out of balance, but with taking on some of the highly mobile kids at, you know, at the beginning of the year because they have room, that's helped their situation even. But I would say that um our number is 51% free and reduced lunch, 51% students of color, and
093in our buildings, middle school and high school is an exact representation of that. And really at the themes in the Mystic River, they're very close. they're within like five 10 percentage points which is really good because we have wiggle room of 25% both ways. So it it has done it has done it has solved that problem or is solving it. We're in progress in some places. And then if we look at just this year from the spring and the summer this is the work that has been done by the central office. So we had um 388 students who've come into Grten Public Schools in that time frame and 108 plus 108 that are still in process that have just recently come and we're getting all their documentation or a total of eight 500 additional students
094spring and summer >> for this upcoming school years. And we've only exited 233 to date. But there are times that when we start those little yellow school buses start rolling down the hill and kids start coming to school that when we take attendance in those first couple weeks we recognize that some people have moved and they didn't let us know. So we, you know, this is October one is why we define those are the numbers, the enrollment numbers that we will come back to you. We'll have more of an idea of what's actually happening. But this is just I thought you'd be interested in what happens in the summer. You know, the amount of work that it takes to make sure our families are fully registered and um are ready for their students to come
095to school and have a school to go to. Any other questions from the board about the enrollment data? Once again, we'll have the more complete um October 1st, which will be then what's going to help us as we move forward and we think about our budget, but um we we've been talking about the SW cost transition etc. Uh do we have any idea? We always describe ourselves as a mobile community, an unusually mobile community. This may be difficult to get data for, but do we know how this compares with other districts? I imagine that almost any school district in Connecticut, uh, sees swings, new students coming in, most students leaving, not by graduating. So, how unusual is this number? So if we weren't caught, we didn't have the daily base. Would the 1274 swing be,00,000
096or 200 something like that? Do we have any information like that? >> No, but it would be interesting. I could set up a Google doc and send it to my superintendent. I would say that you'll find that the lower socioeconomic and and you know the housing situation I I'm sure that New London and Norwich have some of the face say some of the same. I wondered the triangle >> which is Norwich and then New London and Graten that the those these three communities we tend to um cycle the families tend to cycle between the the different so it's not just military um but it's the it's a cycle. So I would love to to see what if they're experiencing the same set up a Google do I'll let you >> I think um you even
097said that you were going to be you could be able to get the data. I might be able to get some comparative data from >> Yeah, we'll work. >> That would be good. >> Any other questions? >> Motion to adjurnn. >> Oh, I like that lady. >> She's my girl. >> Um I before we adjourn, Absolutely. Can I have a second? >> Second. >> I have Liz. I just wanted to say thank you all um for coming early for those of us who had to sort of leave work early. um and doing the the the the work um that we had in the other meetings. I appreciate that and appreciate your support and I will look forward to seeing some of you guys at the convocation um which is on Friday. Um but if not,
098we will party together um uh at the annex >> Next Monday. And should we decide will will we go after for the executive session or before? >> We'll decide that. >> Okay. And so um all those in favor of adjourning the meeting please say I. >> I. >> Opposed abstain. Motion is carried. We are done. So we know now executive session.