Berlin Board of Education Meeting - 4/27/2026

001Mhm. >> Mhm. >> Welcome to the Mar- Monday, April 27th meeting of the Berlin Board of Education. It is 6:04 p.m. We're going to call this meeting to order. Um, I just want to thank everybody who's here tonight, and the Board of Ed, the Board of Ed members, the student board reps, um, and we will start our meeting out with the Pledge of Allegiance. >> I pledge allegiance to the flag >> of the United States and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right. So, um as we begin our meeting, I know that we have McGee Middle School here to present to us, and we have a pretty full house, and then we'll be moving through our agenda. Uh we will probably

002um break briefly after you guys go, um before we continue through our agenda. But, just before we start out, I just want to remind everyone tomorrow is our budget referendum. We cannot tell you how to vote, um or how we're going to vote, but just a reminder that our polls are open tomorrow. Typically, we get less than 10% of the community to come out. It costs a lot of money to uh have our referendum, so we would like to see as much support as possible. Um so, that's that's my plug for the referendum. The polls are open all day tomorrow. >> 6:00 to 8:00. I looked it up. >> 6:00 to 8:00, and there's no school, and I guess that's why there's no school. We made that decision last year. Um okay, so uh we

003will I will turn it over to the superintendent, who will introduce the student presentation. >> Sure. I'd like to ask Mr. Sullivan to come forward, principal McGee Middle School. I know some students are out in the hallway, and some staff members. >> [snorts] >> Here we go. All right, good evening. I have 10 very eager McGee Middle School students uh excited to present to you tonight, as well as our self-titled team, uh the Lattles, the ladies of the library. Um but, whether it's through research or classroom visits, um, there's three themes that come through very clear in terms of what our students are looking for, um, to be able to engage with the content. That's something that's authentic, it's something that is relevant, as well as student choice. So, I think that that's going to

004come through very clear in terms of the Quest presentation that we present to you tonight. Um, we tried to do it in a little bit of a non-traditional way. Uh, so we're going to be doing a gallery walk after our student presenters. Um, but to explain kind of the entire the why behind the process, um, that gets this amazing product, we're going to start off with Ms. Emery. >> All right. While our students get assembled tonight, we're here to introduce Quest at McGee. Quest was started in 2018, and it is a 12-week research project class that our eighth-graders are required to take. Um, students are given the opportunity to pick a topic of their choice out of anything that they want, and they can either work individually, in partners, or in small groups of three.

005The purpose of Quest is to mimic the capstone project like you see at BHS, and give them that experience at the middle school level. We're here tonight to show off what we've been doing. We're very excited, and we have 10 students here to present to you tonight. I'm going to let the team introduce themselves. >> Hello, my name is Lisa Turgeon. I am the library media specialist at McGee. I also get to teach one section of Quest. >> Hello, my name is Emily Seeds. I teach two sections of Quest, as well as sixth and seventh grade research and media literacy. >> And my name is Erica Emery. I'm the tech integration specialist at McGee. I also teach a section of Quest. So, for those of you who are unfamiliar with the class, or if you've

006never heard of it before, these are the major components that we're going to go over tonight. >> I'm going to start off with research as it's one important area that we focus on with the kids. We want our kids to be able to find information, but we also want them to be able to find reliable information that they can trust. So, we start off with them forming an inquiry question. They take their topic like Miss Emery said and they have to decide what they want to learn about that topic. Once they discover what it is they want to learn about it, we teach them how to find that information. They're taught how to use databases which come become very important in high school and they learn that a database is a reliable source that they

007can trust. But, if they're going to go out onto the internet, they have to check the credibility of that um article that they found. They learn how to use the trap test. They test for timeliness like when was the article written. They look to see if it's reliable, if it's relevant and matches their question, who wrote it, and what was the purpose of writing it. These are all really important in the quest project, but they're also really important in everyday life. >> To accompany their research, our students make a Google Slides presentation to show off all of their research. So, we go through lots of different aspects of slide design including how to pick the right image and choose the right font, how to pick a color scheme that will match their entire presentation, animations,

008all of that. We know that Google Slides is being taught in grades 3 through 7 here in our district, but really by 8th grade we're trying to get our students to create a project that is high quality, professional, and from scratch. >> After our students do all that work on their slide design and their research, they really get to bring it all together for the actionable, which I think is ours and their favorite part of quest. They get to take action and show what they're doing for their learning. So, this point they really have a lot of autonomy in what they need do and we get to see a lot of different options. Some students choose to go out into the community and conduct interviews or even teach a class, while others stay in the

009school building and will conduct a survey or create posters or fundraisers. But regardless of what they do, after they're all done with that, they get back together in their groups and have a moment to reflect and really think about how it connected to their research and furthered their learning. >> And the last part is their presentation skills, which is my favorite part. We have each group go up on our stage in McGee and present their learning and their slideshows to two to three classes of students. So, they stand up there for the first time by themselves up on the stage and they present. We go over how to paraphrase, how to write a script, how to make eye contact, volume, pacing, and how to control your body so you're not swaying everywhere when you're talking.

010So, it's a real true program and it teaches all of those things. >> Like I said previously, we have five different groups here to present, but you're actually going to hear a full Quest presentation from one of our very impressive groups. We are very proud to introduce Callie, Annabelle, and Reese. >> Good evening Board of Ed. My name is Callie and these are my partners Reese and Annabelle. This is our presentation about youth learning. We chose this topic because we wanted to figure out which teaching styles work best for preschoolers. >> Thank you for coming and we hope you enjoy. >> The inquiry question we chose for this Quest project is do young kids learn better by doing, seeing, or by listening? To answer this question, we split into three subtopics. >> First, we researched

011our topic youth learning. Next, we created an actionable, which was going down to the preschool to test the different teaching styles. >> And finally, we presented like we're doing to y'all right now. To answer any clear question completely, we split our research into three subtopics. First, the visual. >> Next, auditory. >> And finally, kinesthetic. First, we'll start off with visual. For our first subtopic, we have three questions. The first question is what is Visual learning is when you like looking at things to learn. For example, you learn by viewing diagrams, graphs, and photos. My second question is how do you teach a visual learner? When you are teaching a visual learner, these are some things you can do to make it easier for them. You can give them charts and illustrations so they can visualize

012in their mind what they're learning about. Videos also work well for visual learners. Finally, our last question is how can you tell your student is a visual learner? Some characteristics of a visual learner are if they like reading, drawing, or if they have good memory for images, they are most likely a visual learner. >> For our second subtopic, I have three questions. The first question is what is auditory learning? To answer this question, auditory learning is when you can remember what was said during class even if you didn't take notes. For example, a student who is an auditory learner does better by listening to a teacher read aloud rather than reading the book themselves. The second question we have is what are some characteristics of an auditory learner? A couple of characteristics for an auditory

013learner is they work through complex problems by talking out loud, they are good at talking in front of a crowd, and they have very good listening skills. The third question we have is how can you tell your student is an auditory learner? You can tell your student is an auditory learner from them talking out loud while doing homework or remembering a thought from a lecture over extended period of time. >> For our third subtopic, we split it up into three questions. The first question is what is kinesthetic learning? Kinesthetic learning is when you learn through physical activity. This means you like to move or touch when you learn. My second question is what are some teaching methods for kinesthetic learners? We learned that if you include activities that involve movement, it helps the kids learn

014and keep the information in their head. My final question is how can you tell your child is a kinesthetic learner? I learned that lots of kinesthetic learners will fidget while sitting and they use their hands when they speak. They might also learn best through practicing and not just by listening and reading. For our research wrap-up, we have three facts we want to share. The first fact is that visual learning takes up 53.5% of people in the world. The second fact we have is about auditory learning. The fact is that auditory learners take up 14.4% of the world. The last fact we have is about kinesthetic learners and we learned that 32.1% of people in the world are kinesthetic learners. For example, I'm a kinesthetic learner. Callie's an auditory and last but not least, Reese is

015a visual. Now that you heard all about our research and what we learned about youth learning, now we're going to show you what we did for our actionable. For our actionable, we went down to the preschool to test out the different styles. To do this, for visual learning, we cut out photos of the animals and asked them about each animal. For auditory, we made a video which had all the animals and the animal noises. And finally, for kinesthetic learning, we brought in hands-on puzzles which had animals cutouts, which are a great way for the preschools to interact with the animals. These are more photo photos from our auctionable actionable. After completing our actionable, we learned a few things about ourselves and we learned a few things about ourselves in the process of going to preschool.

016First, we learned that if you stay on task, you will get the actionable you want to have. For example, we wanted to go to the preschool. Therefore, if we hadn't done our work during class, Mrs. Emery let us go. The second thing we learned was making sure you finish your work inside on noodle tools so you can have the actionable that you want. Also, all of the kids look like they had a great time in all of the activities. Another thing that we learned is that you need to have an idea of what you're going to do for your actionable. Now that you have seen our actionable and research, the last part of our quest project is to share our presentation, which we have already done. You've been a great audience. Thank you so much

017for coming and for listening, auditory learners. If you have any questions, feel free to ask ask us during the gallery walk. This is our work cited. >> [applause] >> All right, thank you girls so much. That was a really solid example of what quest is, what it really embodies, and the work that goes into it. So, we'd now like to invite you all to walk around the room and ask our other groups questions about their topics, projects, as their presentations loop in the background. Thank you. >> Thank you. >> Mhm. >> Yep. Low Oh, there we go. I think this one might be on. Oh. Um so, first I would like to thank Ms. Emery, Ms. Sears, and Ms. Turgeon for their wonderful job leading this program. Obviously, our students did an amazing work. You

018could tell that they have passion and are the experts um given this project in in choice, um as well as the natural connection to the community. Um there's a lot of places that we get to uh enrich ourselves within the community of Berlin as well as a connection to the high school and their pathways program as well as the capstone. So, from the start at McGee um to the graduating seniors, it's nice to see that there's this through line that we start within our quest program. Um so, excellent job to our students and thank you to our quest team. >> [applause] >> Now, know that all of our students that we have some cookies, we're going to go outside in the lobby and take a picture at this time. Absolutely. >> Um all right, does

019anyone from the board want to ask the students any questions or have any comments before we send them on their way? >> Oh, can you make sure Grace's mic is on? Sorry, um they can't hear us. Is it on? >> Is Can you guys hear me? >> Oh, yeah. Oh, yeah, that works. >> Use this one? >> Yeah, I don't know why you're not >> I can share. >> [cough] [clears throat] >> All right. Is this one working? >> Now it is, yep. >> Yes, okay. I just want to say as a graduating senior, I never realized how important these life skills were. And now as a senior taking speech class, who has already completed their capstone, to learn the trap test never goes away. You guys are going to use all these skills again.

020And to watch these three young ladies stand up here and present and be able to hand the mic off and just to stand here and not fidget with themselves. It's such These are such important life skills and I'm seeing it now again as a senior in high school and also hopefully in my career through college, but it's truly incredible to watch us start in eighth grade and I wish you all the best in high school. >> Would anyone else like to add any questions or comments? >> I have a question. >> Yeah. >> When did we start Quest? >> When did that when Eighth 2018, okay. I >> It's definitely been through lots of iterations as far as where we present and how long the project is. That all >> I love it. I think

021it's wonderful. And I give them a lot of credit. Like Grace said, to be up there, they did wonderful. Um I wish I had something like this when I was in school. >> [laughter] >> Very good. Thank you for coming. >> Thank you. >> So >> [clears throat] >> I you know, I love that you guys came out to present tonight and I really like that we've had the opportunity this year to see it all come together with the capstones, with Quest, and then with what the students at BHS are doing with the bats, the carp carpenter knocked him. Um with a MIT Lemelson Lemelson Lemelson grant, um and and their level of research is so high level, the students. But also when you see the capstone, but then also seeing what we start here

022at middle school and what we've been doing. And this is something so unique to Berlin. This isn't one of the state mandates, correct? We're not mandated by the state. This is something we do here. >> I think the biggest thing is we look for authentic learning experiences. I think when seeing students publicly speak and do research, and also finding a topic that's meaningful to them, you end up seeing a lot more learning take place. Um we worked with a consultant years ago, we're working with a little bit now. Her name is Heidi Hayes Jacobs, and she's been a professor at Columbia. She's been published 40 different books on curriculum, and she's really helped us to think about authentic learning experiences for students that they then take those skills and can use in the real world.

023And so getting up in public speaking is an important skill. And all of you did a great job. And you'll have ample opportunities along the way to do more of it. So, thank you for coming. Ty, I really appreciate it. And thank the teachers for being here. Thank you. >> And I just want to say before we conclude and you guys can go out, get your picture, have your cookies, um seeing our curriculum come together is really cool. But also, you know, I finished my doctorate 2 years ago from Northeastern, and the things you guys were there talking about are things that I learned when I was go learning how to be a professional researcher and researching my my my area. Um like the trap test. And these are things that I'm hearing you guys

024talk about that I'm also hearing the high schoolers talk about when they present to us. And I I'm just left thinking, if I had what you guys had, how much how much more of a successful student would I be? And I think it's so awesome that maybe you guys don't love it in the moment or when you're being pushed to your limits to be able to present or clean up your presentation, but these are skills that are going to pay off not just in high school or in college, but also as you enter the workforce. Um so, great work to everyone involved and thank you to the parents for coming out tonight. So, with that, enjoy your cookies and you can stay if you want, you don't have to. And don't forget to go out

025and vote tomorrow while the kids are all home with no school. Enjoy the beautiful weather. All right. So, um, great job to the middle school students and staff and families. We will now move on to the report of our board members. So, we'll turn it over to you guys. Whenever you're ready. If you guys want to pull up the uh, student rep report. >> Are you all board members to go first or the students? >> Oh, I'm sorry. I wasn't reading. I thought that that's what I just said. Report of board members. Any board members? >> Um, oh, no, go ahead. >> I just wanted to note two items that I'm saying that have happened since our last meeting. Um, so, last week was the, um, >> Hang on, is Jen's mic on? I just

026want to make sure people at home watching. >> Uh, last week was the art exhibit at the New Britain Museum of Art. And it showcased, you know, everyone from elementary up through high school and it was really impressive. I love it every year to go and to look at just everyone does something so individualized and it it's beautiful work. Um, and it's it's great that we have the opportunity to have that in, uh, venue that, um, it, you know, it just expresses the art so nicely. Um, the other thing I wanted to make mention of was the Berlin High, uh, spring concert, which I think is going to be out on video at some point. It was recorded. Um, and, um, if it's not already. And you know, again, it just showcases our uh musicians

027at the high school level and they're doing a great job and we're very lucky to have those programs available to our students. >> Thank you. Any other board members have anything to report? >> On Friday, I was at the baseball game at the Yard Goats, which I loved that they give the opportunity for the high schoolers to be able to play at that stadium. Um, and also just the connection with the community as they reach out to the Little League. Um, so you just have the little kids just inspired by the great talent that was on the field. Unfortunately, we lost. I only watched 10 minutes of it as I had 45 minutes I was waiting in the concession stand. But other than that, it was a great evening. I just had M&M's, so you

028can't go wrong with that. >> Hm. >> Um, there was uh >> F- FBLA >> On March 17th at the Hartford Convention. And uh my daughter was one of the uh students that attended with few of her classmates. I think it's great that the middle school has these opportunities and I think it's only going to grow from here. Arianna had a really good time. Um, she made it to the next level, which will be in Texas, which we plan attending. I'm really excited about that. She's excited and nervous. Um, but I'm excited to see uh what this can be for our middle schoolers and moving into um hi- the high school. Uh so I it I'm excited cuz I'm learning more about it as I go, so it's cool. >> I attended the FBLA conference

029with the students at McGee. Um, my daughter also participated. Um, she placed I think it was fourth in her category. So Julia, I think that means that she also advances. I don't think we're going to Texas. However, I think it's awesome that for their first time that they had this opportunity. Um I think that just this experience in general, even though they're sixth graders, it exposes them to a lot and prepares them for what could be for them. Um I can't wait to see what we do next year. I know we're going to make it much better next year and I've already told Julia I'm going to help jump on board to help her with anything that she needs. So I'm excited to see where this goes next year. >> Thank you Julia for bringing

030that to [clears throat] our town. >> Yes Julia, thank you very much. >> There's a lot of people in this room too who were really involved in making it happen. Jen, Jed, Ashley, Chris, Brian, all you guys. There's more. I just could keep listing and listing, but I'm excited that we have three families from Berlin that will be attending nationals for the very first time. So that's it's it's exciting to see what will come in the opportunities for the students. So Anything else from board members to report? Okay. Um I attended kindergarten orientation last week as a parent, not as a board member. Uh but it was John Campbell did a fan- tastic job and uh yeah, I'm I'm excited and I think one thing that he's done a great job highlighting was that though

031there's renovations going on with the HVAC, the school still looks incredible and students don't even notice and they're not impacted by it and it's still a clean, fun, safe, welcoming environment. Um so I'm really excited. Well, I'm happy I was there and didn't forget and excited to be part of uh you know the Griswold community, so. All right, so moving on to committee reports. Vanessa. I'm sorry. I'm I'm literally reading this and I just I think I'm one ahead of the next. All right, turning it over to the student representatives. >> So, on April 21st, Berlin senior class was recognized for their achievements on the next generation science standards test. Those who attended this ceremony were awarded for scores of four on a four-point scale. This year, for the first time ever, Berlin boasts two

032perfect scores from Ryan Lavender and Alex Alquist. This is a great achievement for our seniors and for Berlin High. And we wish the best of luck to our juniors taking the test now. >> Throughout the year, Berlin High's Carpe Noctem independent study has flourished. Most recently in representing Berlin at the Lemelson MIT Open House. Students presented their research and prototypes alongside the top invent [snorts] teams in the nation. A huge milestone in their ultimate goal, curing white nose syndrome in bats. >> This year, instead of your typical run-of-the-mill pep rally, Berlin High participated in a field day in anticipation of junior prom. With the spirit week leading up to this event, along with a class colors war to end it off, field day was a fun and new twist to keep spirits up in the

033last months of school and get the class of 2027 excited for their upcoming weekend. >> Junior prom was hosted on April 25th at Cascade Fine Catering. Students enjoyed a night of dancing, laughing, and making unforgettable high school memories. A huge thank you to everyone who made this incredible night possible, especially the class advisers and officers. It was a phenomenal night. >> The girls golf team was recognized on April 21st for their unprecedented dominance in the state. With four consecutive state titles and a fifth in the works, the girls golf team is the best in the state without a doubt. This is a great accomplishment and honor for the team and Berlin High alike. >> The distinguished members of Rho Kappa National Honor Society were celebrated during their induction ceremony this past month. Congratulations to all

034the newly inducted members on this incredible achievement. >> On April 30th, Miss Portal's senior speech class will continue Berlin's Shark Tank tradition. Students have crafted ingenuitive yet fictitious products and will pitch them to a live audience on Thursday, April 30th. Hopefully, our seniors are prepped and ready to enter the Shark Tank and make it out alive. >> This past Friday, April 24th, Berlin boys baseball was able to play at the Yard Goats Stadium. While they unfortunately fell to Southington 2-5, Noah Foster, Ryan Lavender, and Gavin Bennett each had hits for the Redcoats. >> And while we had an awfully chock-full schedule, I do just want to touch on the arts. I was fortunate enough to go on a field trip and see the museum while it was fully stocked with all of our students' work

035and it was phenomenal along with the spring play. So, I just wanted to put that out there that Berlin has a lot of good stuff going on in arts as long as along with sports and everything else. And that will conclude our presentation. >> Thank you so much. Any questions? No. Okay. Now, we can go on to committee reports. I'll follow the list in order. Uh Vanessa, do you have anything? >> Yes, the committee community engagement is meeting Wednesday at 3:45. >> Okay. >> Curriculum just met and we're going to be discussing on a further in in the meeting. So. Um Yeah, Peter's not here, but we haven't met since the last meeting. Um all right. Correspondence to the board. >> No correspondence to the board this evening. >> Okay. Uh audience of citizen, if

036there's any members of the community that would like to come and approach the board, you certainly can. Just state your name and address, and each resident is given 3 minutes to speak. Okay. Um Moving on to our next item, personnel. We have a retirement. Do we have a motion for consideration? >> I move to accept the retirement of Allison Wilson as her music at Mary E. Griswold School, effective June 30th, 2026. Also, to thank her for the 18 years of service she has provided to the youth of Berlin, and wish her good health and happiness in her retirement years. >> We have a motion by Brian. Do we have a second? >> I'll second. >> Second by Jen. Anyone like to add anything? >> Just want to thank Allison for her 18 years of service.

037She's done an outstanding job with our elementary students. Allison was instrumental and vocal music teacher at Griswold School. So, wish her the best. >> Any other discussion? Okay, moving on to a vote. All those in favor? Aye. >> Oppose? So, the vote carries 8-0. Um moving on to the consent agenda. Uh that's been posted in Schoology, and it's in your packet. Um Before we get into any discussion, is there a motion for consideration? >> I move to approve the consent agenda as presented. >> Is there a second? >> I'll second. >> So, motion by G- uh Melissa, second by Gina. Any discussion on the consent agenda? >> Just to have fun on the trips. So, that's really exciting. >> The trips do look really fun. Um All right. Any other discussion, questions, comments? Okay, move

038to a vote. All those in favor? >> Aye. >> Opposed? So, the vote carries 8-0. Um new business. So, we are going to talk about the facility dog at Berlin High School. >> Yes, I'd like to have Karen DePree is here, as well as Jess Goodman, to speak about the dog. Katie Mentis is at a NEASC visit. Um So, she's not here this evening, but Karen and Jess, I'll turn it over to both of you. >> I'm Jessica Goodman. I'm a math teacher at Berlin High School and co-founder of Learning Tails, a nonprofit that helps schools um bring facility dogs. And um my husband and I are co-founders together after we heard about the amazing um story of Walter at Griswold School. Um and we are ready to bring a wonderful addition to Berlin High

039School. >> All right. I'm Karen DePree, assistant principal um at Berlin High School. I've been working alongside Jess to um collect the funds so that we can purchase a facility dog. So, we're just going to go through just an outline. I know you have probably seen some of this before with Walter coming on board at Griswold. Feel free to stop us and ask questions. Um but so, we are using BluePath and Learning Tails, Jess's nonprofit. Um BluePath's goal of their organization is to train highly skilled facility dogs. They help people with autism and organizations like schools. They provide dogs that support emotional wellness and connection, and they are specifically trained for 2-plus years before they come on board to any school or facility. Um, and then Learning Tails is the nonprofit organization that has helped

040us raise funds and and take care of that side of business. All right, next slide. Thank you. Um, so what will our dog do at Berlin High School? So, we really feel like it's going to be a great addition to helping students, um, not only with stress and anxiety, but also our students in specific programs. It's we're going to focus first on our autism program, Pathways, as well as our, um, behavioral program, Step. Um, we hope that it will visit classrooms through advisory, and, um, also be in our counseling services office, uh, to meet and greet students, as well as probably in our library, too, and just out in the hallways to kind of start the day with a welcoming, um, soft, furry friend. Um, so our students are not required to spend time with

041them. We will send out an opt-out, and, um, obviously look at any health plans to see who may have allergies and can't be around the dog. I think high school lends itself nicely to students being able to advocate for themselves and steer clear. Um, we'll also look at at scheduling, as well, if we feel like the dog potentially will be in a certain classroom or a certain space, and if there are students there, we can, um, preempt that and place them someplace else in a in a separate class. Um, funding for our facility dog. So, we have raised the funds that we need to purchase the dog. They cost $10,000, and we did that through personal donations, through um, Jersey Mike's sub days, through a Wizards game, which Jess really put on. Yes. No, go

042ahead. >> Last time I was at Jersey Dog, they said that they wanted to help, but then I still have the email on my table. So, they said they would do a fundraiser for you guys. >> Okay. We actually have raised what we need. >> Okay. >> Um but if I think there potentially be >> I'm sure there's always more you can raise. >> That's true. That's true. >> It's actually my dream to get a dog into every school >> Yeah. >> our district. >> In our district, yeah. So, the owner was very, very um responsive. So, I will send you her email. Yeah. >> Um And then just some of the details. So, Jess will be the caretaker, which means she will home the dog and bring it to school and and home from

043school and keep it in the evenings, weekends, vacations, and along with her family. Um the handlers right now will be um me, will be Janice Gregorek, our step teacher, and and Jen Vitale, our Pathways teacher. And then we hope to get it into some other spaces, but they like to keep it very tight, small to start, just so the dog can acclimate and the students can acclimate and we can set set the stage for success. And our vet, the Animal Hospital of Berlin, has offered to donate its services, uh and Dog Father Mobile Grooming has offered to donate their services as well. So, um you'll see the van hopefully parked out front getting um spa days. So. And this is just a a temporary kind of mock-up schedule that we put together again. We'll see

044how the the dog does when I I believe we're getting a female. They haven't assigned us a particular dog yet, but they're looking at a couple of girls for us. Um but we'll start the day kind of meandering the halls and greeting students and staff and then it will spend some time in our um autism program. It will have built-in breaks. It will spend some time with our behavior students in the step program and then it will end the day with Jess um as she's see sees fit to bring it to different locations and whatever it's ready for. I think we'll make that part of her her duty. So um >> So it's my vision to bring the dog to the preschool. Um maybe have teachers sign up if they're giving a test and would

045like the dog to to come in just for a few minutes before the test and and create a really nice learning environment for students to to kind of brush away their anxiety. Um as well as the library and other locations such as counseling until we can get one of the counselors trained. >> Mhm. All right. Does anybody have any questions? Sure. >> As I love dogs and I think it's a great idea, but who's liable if the dog bites somebody? Is that Does that go back to the town? Does it go back to >> No. It goes back. It's on Jess's Do you want to talk about that a little bit insurance? >> So we have we we are required to have homeowner's insurance cover the dog. Um I've already sent all of that in

046to um the the rightful people. Um so that is is already covered. >> Okay. Okay. >> Look Chris, we'll Walter. >> Right. Yeah. >> If if we've to check with the attorneys, if there ever was a dog bite they they definitely would they would may go after the homeowners, but they definitely would come turn to the town and the district. You know, if there was a lawsuit, we would definitely have an Ashley can speak more on it cuz we went through this. And so just so you know, as he went through this process speaking with Karen was you know, let's follow the same practical manner that we went through the first time with Walter. We spent, you know, a lot of time making sure that things worked. One of part was finding the funding, find

047a volunteer vet, setting this up. So I'll let Ashley speak a little more because I know she actually spoke talked to the insurance company. So go ahead, Ashley. >> Yeah, so it would really depend on where the incident happened. So if it's outside of the property outside of our school hours, something if Jess goes to the park on a weekend, something happens, uh the primary liability would be Jess's homeowner homeowner's policy. If something were to happen on school property or at a school event, it would trigger the town and board's liability policy. But just like any other kind of lawsuit, um when you have multiple people or multiple people named ownership of um and this is going to sound really insensitive, but dogs are considered property um in accordance to the state, um anybody who

048is associated with that type of property will be liable. So it's likely in those kind of incidents is both policies [clears throat] would be tagged for a lawsuit. >> I just want to say, as we worked with Walter, >> I've had countless opportunities to be around Walter. I I don't ever see that being the likelihood after 2 years of training. But but I definitely there there is liability. Gina, you're absolutely right. >> something a citizen is thinking somewhere, you know, in their house and I >> No. That that question was before. No. Nope, I nope. >> Yeah. >> Um I also don't want to be a downer, but I we're a huge dog family. I've had a dog my whole life except for recently. Um allergies. They truly concern me. I was concerned with Walter

049also. I know Walter has brought so much joy to Griswold and I'm sure this dog will bring tons of joy to BHS also. Um I have a severely allergic child and I know she's not the only one. Um her allergy is so severe if she brushes up against something that an animal such as a dog has brushed up against, she'll break out in hives. Um so if the dog's going to be visiting other classrooms, granted she won't be in BHS for a very long time. Um is there like like sanitation methods that you guys are going to be handling or is there going to be like only specific areas the dog is going to be entering and if so, are these going to be areas that children with allergies will not also come in contact

050with? Um I I just know like my daughter's been hospitalized several times for coming in contact with dogs and oral steroids and again, I know she's not the only one. So that's my only concern. But again I've had dogs my whole life. We love them. We're devastated that we can't. Um but it is a concern for me. >> Yeah. And I think initially it will be in very specific locations until we figure all of that out. Um that's really our plan and that's Blue Path's um projected outline when they place a dog is to keep their schedule tight, too. So they know where they're going and what the expectations are and have their breaks and um their breaks will be in a small room in the library. There's a little kind of office space where

051when they do take their breaks, they they prefer them in a crate. Uh they are trained to go there and nap and that's their downtime. So when they're kind of having their downtime, they're not roaming or around other other students and that will be her space. Um I believe it is carpeted, but it's there's going to be a crate in there, so it will be on the carpet, but going into the um into the crate. >> And usually these dogs, I'm not sure, it'll probably be like a golden retriever, a lab, or some sort maybe, or German Shepherd. And those dogs carry a lot of dander, and my child unfortunately is allergic to dander, saliva, and urine. And the built-up dander and things like carpets are what cause a lot of problems with kids with

052allergies. So, that's the only reason why I asked, maybe there's another area that's not carpeted that the crate can go on, or the dog's maybe not spending time on carpets. >> Kids won't be in that space. >> Okay. >> Ever. It will be the dog space. >> Okay. >> Um so, they won't be if if they're visiting the dog in say the library, the the dog will be out in the library space, but will not be in the dog. That's their downtime and their siesta so, um but I do think that's a good point as far as carpet and tile. Our our custodial staff, I mean, I know that this is not about them, but they're amazing. >> Oh, I'm sure. >> do think that once we get running with it, I think they'll know

053the places that really need to be sanitized and vacuumed and wiped down and um I think too once we get a little closer in the process, we'll know who has severe allergies and who has the specific needs and and like I said, I do think in high school students are really good about advocating for themselves staying out of the way if if need be, but I also don't want to eliminate them from going into certain spaces. So, we'll find all of that out and then um create a plan for those students that need it. >> Especially if the library is carpeted and the dog's going to be spending a lot of time in there, I I just personally think that may not be the best choice. Maybe try to keep it in the tiled area.

054Just an idea. >> I know that when we went through this with Pres as well, and maybe John can speak a little more to this. We were receiving emails and reports from you know parents as well as concerned community members about you know even things like ventilation and airborne allergies. And then I know that you have reported out said that there haven't been any of these concerns and it's all kind of worked itself out and been such a great addition. Have you had any of those issues and then also I think the other thing to add before you answer maybe this applies to elementary not applies as much elementary as it would to high school but in power school adding an alert like you would with like a peanut allergy or a food allergy or

055there's all those alerts you can add and that's simple enough and keeps kids safe and then the school nursing staff can also you know work on making lists but I don't know whether you guys have utilized these alerts or not but also with the all those concerns that we cuz we had lengthy meetings before it was approved. A very very long meeting I remember. I looked at the dog the whole time. >> Yeah no they're definitely valid concerns those are one of the biggest obstacles we continuously navigate. I've been speaking with Karen and Katie at the high school a lot about how we've done it. You know one of the primary things that Karen said that's really important is where for us at with Walter he primarily where he's staying there's carpeted areas that's not

056where students go. So every school is going to be different and unique. Our first year where he didn't push into classrooms now he's going into almost every classroom. We definitely have students that have significant allergies as well as some staff members. So it's kind of individualized for how we're going to navigate that. Um We have a HEPA filter in one of the rooms that he primarily goes like an air filter just to purify the air and we got a HEPA vacuum for any areas that might have carpet so those are all things we take into consideration. The alerts are really helpful the individual conversations with the parents to navigate it. It seemed like a lot of work at first, but now having done it for 2 years, it's actually very easy to come up with

057different solutions, and I'm not aware of any families that are unhappy with how we're doing it at Griswold, and I know the high school will be able to do that being such a bigger building, so. >> Any questions for Mr. Campbell while he's up here? >> Well, yeah. Just a quick question as you're talking about the filters. Um as the cost of the dog, like you said, was taken care of with personal donations, etc. And I know with Griswold, it was the parents organization that um for the funding. But you talk about the air purifiers and the different things within the rooms. Now, was that covered under the cost of the school budget, or was that >> That's >> covered under donations? >> That's a good question. So, when I was talking about the air

058purifier, that's in just the room that he is in, so that filter only needs to be replaced once a year, and it's like $40, I think. Um the regular HVAC filters and all I can only speak for Griswold, but I believe it's for all the schools, especially after COVID, they are really, really good, so that was a non-issue for each of the actual classrooms. Um and because they Griswold is getting a new HVAC system to be up-to-date like the high school in McGee, um those already are covered and doing really good air quality flow, so that's not an additional cost at all. >> What about the bathroom? >> And let Gina go first. >> But I just have It just came to mind when you were talking about funding. Once the dog is purchased with

059the donations, and the the dog lives out its life, you have to fundraise again to get another dog? Is that how this works? >> Yeah, so you have to And if something happened to the dog at at age, then you'd have to do the same thing as raise the money. >> Right. Yeah, cuz we don't we don't have a PTO or an organization that helps, so we had to do it on >> is the dog? >> $10,000. Okay, so the same as as well. >> Yeah. >> But that's not a that's not a heavy lift for the high school to raise, right? Like I know my club at Newington High of however many kids, they can go out and raise 10,000 on one or two fundraisers and cover the cost of a few things. >>

060Yeah. >> The Wizards the Wizards game brought in just about 10,000 dollars. >> Yeah. Yeah. Yeah. >> It's great. >> I just want to mention that Blue Path is um an amazing organization. We are actually the first high school that they have approved to have a facility dog. Um and I think that's because of the wonderful relationship that um they have with Griswold and Walter. Um I mean, we also have a a facility dog at my son's elementary school through Blue Path. Um they're they're just an amazing group of of people and um I'm just I'm I'm very excited to hopefully bring this dog to the high school. >> A question and then >> Oh, that's not an additional purchase. Our school had it. >> Okay. >> I didn't have to go buy anything. >>

061Okay. >> [snorts] >> Yeah. My son attends the University of Hartford and they have their own dog there and I have to say it's a a fan favorite. Um the university students look forward to that dog, especially during uh testing. The dog really helps to calm the students down. Um you know, it's that little advocate that goes around campus and you know, you see the kids run up and they're so excited. It's So, I think it's a good addition. I think it helps students. I know they also um have worked with students like in Newtown after tragedy and stuff. I know that was extremely helpful. My brother's a police officer there. So, he you know, he shared with us some of the things and techniques that they helped students be able to transition and and

062have that comfort. So, I think it's a positive addition. >> Thank you. >> I think last time it was really just the um people felt like they didn't know. Nobody I don't think was really opposed to the dog. They were just concerned about their kids and they totally get that. So, whatever you think you're going to do for communication as proactive and as if you think it's enough, maybe just do a little bit more. Just don't give anyone any reason not to feel like they didn't know or they were unprepared. And I agree I think it'll be a little bit different at the high school level, but I still just want everyone to be able to have a sense that it's coming and ask any questions with plenty of time so that they're not anxious

063about it. >> Yeah. >> And then go from there. And I think the board gets a final interview with the dog. >> [laughter] >> The people had the perception that the dog was just going to roam the hallways. >> So, it's it's it's a lot more um planned than what people think. Um and the those that were concerned, the parents that came to the board, um John and I met several of them after that are now very supportive of the dog and how it's being done at Griswold. So, um I know that I spoke with Karen um extensively about following what John did, set the the up similar, and you know, the funding and everything um because we do have a model that's working and Blue Path as Jess said Blue Path supports the work

064that's going on. I don't think this is going to be the last school that's going to come forward for wanting a dog. So just so the board knows. >> Anyone else? Okay. Thank you for your presentation. >> [clears throat] >> And if this gets voted tonight, don't forget like Brian said the dog has the final interview with the board. All right, do we have a motion for consideration? >> I move to approve a facility dog at Berlin High School. >> I second. >> Any discussion? All right, hearing none. All those in favor? I, opposed? Any abstentions? Okay, so the vote carries. 8-0. And what do you guys, the student board reps, what do you guys think about it? Do you think it's >> Yeah, I was I wanted to say because I'm a dog person

065through and through. I have three little ones at home. So I really do think I'm so jealous I'm not going to be here to experience it. But I really do think especially considering AP testing season and stuff like for students to be able to just have that sense of relaxation, that calm, the joy that a dog walking into a room or walking into a room and seeing a happy dog like it's unmatched and I really think it'll be a positive addition to Berlin High. >> You'll have to come back and visit. >> Oh, absolutely. >> I will just say that I'm very excited to see the dog next year walking around the school. It will definitely be like a very unique experience especially now during this this time of year where it's like stressful for

066like AP testing. I think it'll be very helpful for the students. Like again to see like a happy joyful dog walking around the school. >> Thank Thank you. All right. So Welcome. I'm excited for the the new newest addition to BHS. Um all right, moving on to the food services presentation. Uh director of finance and operation Ashley Dorsey and Wendy Rawlings, the food services director will will present. >> It doesn't matter. Anyway. >> She's going to when we get into the in the presentation she is going to give a little bit of uh her experience on the day-to-day. So we're here today just kind of highlight one of the very important department in the Berlin public schools that doesn't really seem to get a lot of attention. Um I don't want to say credit because

067individually each school principal and the the school admin school teachers um are very appreciative of all the hard work that gets done in these cafeterias. So we wanted to take it some time to kind of give you a little bit of what we do on a daily, um how it's funded, and then some things that we've got going on in the future. So we're going to go ahead and start with a video. Just attach it. >> Mhm. So I want to check the >> Our food service team takes their responsibility to our students incredibly seriously. Every day they're navigating strict USDA and state guidelines and working hand-in-hand with the health department up to standard. But more than that, the staff cares for our kids like their own. Whether it's accommodating a special or serving up

068to 1,300 meals daily and 1,000 a la carte items, they do it with a smile. We're also leaning into technology to keep our families informed. This year, we launched the Mosaic Menu Planning Platform. It's a game-changer that allows our parents and nurses to monitor nutrient facts in real time. Whether you're tracking allergens or managing carb counts, Mosaic ensures that everyone knows exactly what's on the menu and their students stay safe and healthy. One of the best parts of this program is our connection to the community. We partner with local icons like Beckett Farms, River Ridge, Goad's, Karabin, Wilkinson, and Cold Spring Farm. Along with our weekly vendor, Gargiulo Produce, we're bringing in the freshest options available. We've even teamed up with H2O Farms, a hydroponic farm right here in Berlin, to bring local innovation straight

069to the cafeteria. Our students have recently been tasting the results from hydroponic lettuce to local honey and marinara [singing] sauce. We've got local maple syrup coming in May, and we've already pre-ordered a bounty of summer and fall produce. Partnering with our local farmers is a core focus for us, and thanks to state incentives, it's a partnership that's only going to get stronger. We're proud of what we're serving, and we're excited for what's next. >> Okay. All right, so we're just going to kind of go into a little bit more detail on what you saw in the video. Um so Um our department uh operates out of the five buildings. It consists of of 25 to 30 staff members when you include the substitutes. We don't really get the opportunity to ever put the face with

070the names. So, these are some of the men and women that are working in our buildings every day. Some of A lot of the kids It's their favorite time of day. It's the time they get to relax, be with their friends, and just wanted to give an opportunity and shout out to to the men and women in our department who as in the video it said we serve about 1,300 meals a day and about 1,000 a la carte items a day. All right. So, the program is really driving What what drives the program? There's three major components. There's the USDA meal patterns that Wendy's going to go into, affordability, and then the staffing. So, Wendy, if you can go into the components of the meal program. >> Sure. So, I know a lot of um

071people are interested I'm sorry. Hi, everybody. So, I know a lot of people are always talking about um waste in the cafeterias and the Why do they have to take this? And why do my child have to take this? Um there are requirements that we have to follow. The USDA and the state gives gives us strict guidelines. Um we do uh implement something called offer versus serve. It is a requirement in the high school, but we offer it at all our schools. And what it says is that for every breakfast uh we have four components involved. Students have to take three. One of them has to be a fruit or juice. That's something that we can't change. So, when the kids says we can't really I don't want the fruit. I don't want this and

072that. We They Our hands are tied. Um same thing with lunch. There we offer five components. They can definitely take all five. We offer a rainbow tray with all kinds of fresh uh vegetables from all different subgroups. They could take as much as they want. Um but they got to at least take three items. So, we reduced waste. We're not making them take all five components for lunch. So, they could just take the three. The USDA recognizes that as a reimbursable meal, and one of those components has to be a vegetable or fruit. Big push on the vegetables and fruits. The second component that drives how we create our menus is affordability. So, this what you see on the screen right now is actually the cost that we have for the fiscal 26 school year

073for breakfast and lunch at the at the different levels. And I think we could all agree that you can't even buy a cup of coffee for that price anymore. So, we are really limited to certain things that what we can and cannot do, not only with the USDA, but what we could afford. So, the program is 100% grant funded. Our students are broken up into three tiers, either free, reduced, or paid. And based on what category the student lands on, we get a reimbursement from the federal government. For lunches, we for a free student will get reimbursed $4.60. A reduced student we get reimbursed $4.20. And then a paid student we are reimbursed $0.44 for every sale. And for breakfast it's $2.46, $2.16, and $0.40 based on whatever category we have. Currently, we our free

074and reduced population is about 25%. So, a majority of our students being paid, only receiving an additional $0.44 back on every meal. It it add up it adds up after a while. And we are starting to see that as our cafeteria funds are go are no longer as flush as they used to be with our COVID reimbursements cuz we were receiving oodles back. Everybody was considered free, so we got the $4 back then I think it was $4.27 for every student that was buying lunch. So, just to kind of volley this up for next meeting, we're likely going to take a price increase for both breakfast and lunch based on what we're seeing as far as trends. Cuz what covers what is covered in here is not only supplies, but it's also staffing, benefits, any

075major equipment that we have to purchase for the cafeterias to run every day. And then Rosemary's going to go into the staffing components that kind of really help us shape this menu. >> Yeah. So, this is where I'm going to talk about prep time, serving time. Okay. So, um a lot of prep is done the day before for the lunch that we have coming up. Um some of it is done in the morning. The fresh fruits and vegetables, that kind of stuff is done every morning fresh. Um we have Well, each kitchen has a different number of staff. Uh when I go in, I look out get just prepare stuff for the day, make sure that everybody has what they need to do. I will get stuff out of the freezer so that everything is

076ready. Um then our orders come in uh and again, I make sure that everybody knows we have to make so much of this and so much of this. I I make a list so that my staff can just go and look and see what they need to do for the day. Um yeah, so it it's a lot and uh we have a down my kitchen anyways has it down to a very good system and uh then we're ready for serving time. Serving time is um quick. We serve every half an hour uh and then in between we have to restock, make sure everything looks nice and restocked and pretty and ready for the next line. And that uh we have five lines that come through. And then uh we finish serving usually between 10 after

0771:00 and 1:15 and my girls go home at 1:30. So, we get 15 minutes to do all the dishes that we have. Um we do dishes throughout the day, but um to get everything cleaned up after that last line. And uh yeah, that's one of the favorite parts of my job is that we go in, we make a big mess, um we clean everything up, and it's like you've actually accomplished something every day. Yeah, it's very satisfying. >> So, these are the three things that really drive our our menu and how we create our menu cuz our menus are created with a lot of intention and and thought. So, Wendy is actually going to go into some of the things that we have on our menu, and I'm just going to kind of drive what

078our new interactive menu looks like to give people an understanding of um what it looks like. Wendy, you want to go anything? You want to Maggie, you're going to be our You're going to be our guys today. >> Just your own breakfast. >> Yep, let's switch over. >> Have any of you had a chance to go on Meal Viewer to What do you think? >> I think it's fantastic. >> Yeah. It's >> information that's provided. I mean, it just allows the parents to make the choices that they want for >> Yeah. >> You know, they might have a desire for a certain meal, but maybe you know maybe parent says otherwise. >> It's Yeah, it's it's gives the parents so much information and the nurses. And before this we were writing carb lists carb lists

079of every item we sold for the nurses, and they would have to tally up what each child got. And now you go into this um let's add it up on the far left lower far left. And if that student came in and ate half a bagel and half an orange, you could actually get the carbs for exactly what they ate. And it just makes their jobs Now, obviously, if you're not carb counting, it doesn't seem as exciting, but it really is helpful. Um it has all the ingredients listed, all the uh nutrient values. Um it has been a big game changer. It also has made our menu look a lot different and not as maybe friendly as it was before. Um and that's something that I'm kind of working with. It is a lot of

080data entry and it's not my strong suit, but um they're still printable though. >> They are still printable. >> You can print it. >> You just don't get the cute little clip arts on there anymore. >> That's the difference. That's the difference. >> And then the um there is now online um just that month at a glance for some parents who asked to see the whole month at once instead of on their phone or app that they could just scroll and see. So, there there is that too. Um does anybody have any questions about that? >> I just think this is great. >> My son is um at [clears throat] Willard in the pre-K and he's a picky eater, but he also has anaphylaxis egg allergy. So, there's certain things we have to be very,

081very careful about and then I know you guys will always have something for him and he'll always be safe, but will he eat it? And so, seeing all the ingredients is actually going to kind of take it the next step further. >> is it on here? >> Right, right, but he's going to kindergarten next year. We still have the paper copy >> Yes. >> and even this morning I was not at school. I was home and I heard the conversation with my husband going through it, determining what he's going to do. Um but he does bring his vegetables home every day and thinks ranch is only for dipping carrots in um and sucking off their ends and not eating the carrots. But but I think this is great especially as allergy parents because we know

082how severe the egg stuff is and we know like what certain items trigger it more so than others and then that helps kind of keep the dialogue open. >> Yeah, that's great. >> One of the things that we did when we were reviewing softwares to to kind of like make this just more productive is we were looking for something to make it as transparent as possible because some of the things we were hearing was that oh, I don't know what's in it and we have a lot more parents that are more interested in macros. So, this was like a perfect fit in addition to the allergens that you could cancel out if your child has various allergies, it also shows you what we serve on a regular. All of our cafeterias serve six different items

083every day for lunch. So, if you don't want the hot lunch that's being served as the bulk meal, you could select depending on what building you are on different different items that we're serving. And then the allergen feature works on our alternative days as well. >> So, moving on. >> Um So, the US Department of Agriculture had about $2 million a few years ago that they wanted to spend uh food services programs to help with the supply chain issues that we were seeing. Um so, they partnered with uh many of our school lunch programs to have incentives if we were to buy local to kind of take the stress off of the supply chain and also get the communities to spend locally and and get that experience of the fresh buys. So, Wendy could go

084into some of the partnerships. These are just uh the farms that we go partner with that are part of this incentive. We do receive additional funding from the federal government for partnering with these farms, but Wendy could go into some of the really fun things that we're doing with the uh products that are coming out of these places. >> Yeah, so this is exciting to me. I love visiting the local farms and I like helping them out and I love bringing the produce back to the schools. Um one day I did everything in the back of my car and had each school say I said, "It's farmers market. Ladies, come pick Ladies and gentlemen, come pick what you would like." Um All these farms we've dealt with for a little while actually before the incentive

085was so strong. Um right now we just finished all the federal funds which um gave us 100% back on what we spend and now Connecticut is doing 50%. So, um a lot of these farms I visit myself and pick up the produce and then some deliver. Um it's interesting to me that the funds will come out in like December with a short window that we have to purchase and what grows in Connecticut in the middle of winter? So, we've gotten creative. Um they've allowed us to do some forward contracts. Um we do forward contracts with um especially um Beckett Farms, one of my favorites, and um he will grow apples, peppers, tomatoes, um cucumbers, what else do we get from him? We get from him. That's about it. And um when the those items are

086ripe, we come and pick it up then. So, we're paying ahead of time to get that. Um but some of the other ones we've done is Wilkinson's Farm is brand new and they're in I want to say Coventry. He's maple syrup. Um maple syrup is really expensive and really what I buy last only a couple days, but it is again supporting a local farm. It's putting something on the table that the kids could enjoy and try and understand where it comes from. All these farmers offer to come to the classroom and teach a little bit about what they do. Um Ashuelot Farms is brand new in Berlin on Chamberlain Highway if any of you have seen that. They do hydroponic lettuce. We get deliveries every week from them. We use their lettuce in every school.

087It is a phenomenal product. It's beautiful. Um Karabin is in Southington. Uh where we got a lot of uh marinara sauce, um again some apples and other produce. Uh marinara sauce is great cuz again I can buy it in winter and use it whenever without it worrying about going bad. We've tried some really unique stuff, kohlrabi, um radishes, uh different stuff that kids didn't know what they were. We've actually had students say to us, "When we put cucumbers in a cup, what is it?" They don't even know what a cucumber is. And that breaks our heart, but it's fun to bring the stuff and see their reaction. Um the schools do a great job with putting out signs showing the kids where they're from. Um so it's just a it's a great thing. >> And

088then um we just want to go into some things that we have on the horizon. Wendy, do you want to talk about the new menu items that we're testing or piloting right now? >> [laughter] >> Recently some of the staff went to a food show and got to sample a bunch of different products and we brought back maybe half a dozen or so um items and some scratch cooking ideas and there was a chicken teriyaki noodle bowl. There was a buffalo cheese perogie, cheeseburger calzone. Um Remember any of the other ones? I got a whole list in here somewhere. But anyways, we're sampling those and giving those a try. >> The papusa, bean and cheese papusa. So some unique stuff we haven't tried before. Um getting their feedback. They're giving it to some students to

089sample, but mostly it's the staff telling me what they think. Um We're we're very interested about putting new things on the menu, but the students have to like it. They have to eat it or it's really just a waste of time. So um yeah, I mean >> Yeah, that's [clears throat] the biggest driver. If it's not selling, we we have to pull it off the menu unfortunately. And and there are a handful of the fan favorites. So you see it on the menu every month, sometimes a couple times a month because that's where the kids are like, "I'm buying lunch today, Mom." And and >> Very true. >> And that's really what drives another piece of the menu. Um we have some things coming down the pipeline with sustainability. Um there was a a law

090that came through last year about composting. Berlin does not have to do it. However, the restrictions to who is required to do it were kind of limited in the beginning. So, when we reached the when we received the further guidance, we don't have to, but we already did all the research. So, we're in the process of deciding whether or not we're going to roll this out because we may not have to do it this year, but it's likely a very big possibility for the next year or the year to come. And then Wendy proactively got rid of Styrofoam, so >> Yeah. >> It's that hasn't passed either, but it's probably coming. So, there are some new products fiber board that um are sustainable. They're actually compostable, but we don't compost yet, but when we do,

091we'll be ready. Yeah. And then the professional development, this has been on the agenda for all departments, and it's just it doesn't stop in the cafeteria. It's very important that the guys and gals of the department are up to date with the things that are coming down the pipeline with the USDA, new menu items, different ways to prep things. It's just important that we invest in our staff because that has a direct impact on our students. And then um this is something we don't really want to talk about, but it's important to know is the negative debt. Um the negative debt is for students who overdraft their account and do not pay. Um and in the past several years we were able to sign a waiver cuz we had a surplus amount in our cafeteria

092fund to cover the negative debt. Uh one of the statutes does not allow us to pay for a student school lunch debt out of a general fund. So, before these waivers came into play, the the student activity funds covered the end of year student debt. And back then it was maybe $300 here, $400 here depending on the school. It is now district-wide over $15,000. So, at the end of this school year, and that's only going to increase. Uh it will probably be closer to about 20 by the end of the school year. We do have the waiver in place now for fiscal 26 to cover that. However, based on the existing financials, the increases that we are going to see in food, staffing, I I I am not going to sign the waiver. I don't

093believe we will qualify for the waiver for fiscal 27 based on what we have in our accounts now. Um so, it will have to go back to the students' activity. So, we do proactively try to get the parents to pay their debts. >> We have a policy >> Uh we do have a policy in place that we follow, but uh some people don't >> [laughter] >> And we appreciate that, but some families do not >> Well, why would my go for like a few extra weeks? >> Just to see how the policy played out. You guys got your money. >> [laughter] >> Actually just kept deleting the emails. >> something we want to have on your radar um moving forward. That is it will be a problem for us. >> for every district. >> It

094is. Yeah. >> I think it I think >> One thing that makes it easier and if it could be communicated, just letting people know that like you can put up to X amount on because I know when I go to log in, it like prompts me to do like the 30 or the 50 or the whatever. And I'm like, I just want to put 300 on so it's set for a few months, you know? And I I think that can be a misconception when you go in. >> Yeah. So, okay. >> I have another quick question. Um as far as the debt goes, so I had two kids in Willard at the same time. And I'm just curious, why can't like if I say, "Hey, can you just take it from Mia's account cuz Mia

095has more money and she never uses hers and Lila's negative, why can't you just take it from there?" And they always say they can't. What what are the reasons? >> Yeah, you have to at the register they can't, right? But I could if you tell me to email me, I could transfer the funds. >> Okay. >> They can't do it at the >> I was just like even to like I'm like, "Can't you just put Mia's number in?" And they're like, "No." So but just to use the money between siblings even if a parent's asking. Like I understand like maybe so-and-so can't have something and they're being sneaky. I'll just put it on my sister's account, you know, but Yeah, but that's what I'm saying like if a parent asks, okay. >> Yeah, that's an

096easy fix for us. And then when your student graduates, if you have students that are in younger grades, you want to transfer that balance from your 12th grader to your seventh grader, that's easy fix too. We actually send out emails at the end of the year. You still have kids in the district, you want to transfer, you want to check. >> So based off the debt, I'm assuming that students who don't have money, just they give their number and they pay, right? They pay. Um >> Right, we don't refuse anything. >> Yeah, I just want to make sure students are able to eat regardless. >> We're talking about some owing hundreds and hundreds. >> Well, is there any way um I don't know, some school districts do it where like for instance you were saying,

097oh students have to be able to they have to take a fruit, they have to take a vegetable. If they're not going to eat it, is there any way they have like a community table they can leave it and they can share? >> There are there are those out there. >> Okay. I just want to you know, I hate to see food go to waste and there might be someone who's really hungry, you know. >> do have those situations where kids will come and take off of that. There are some tables like that share tables, yeah. >> All right, great. >> But the ones that aren't paying just the debt's growing. >> Yeah, that's bad. >> you know, the it goes through the the protocol, you know, I send out an email on Friday and

098then we send it out monthly and it goes to the homeless liaison. We're we're checking off all the boxes. The the debt's still not getting paid. So at the end of the year by our rules, by the regulation we have, we have to wipe that debt out. We can't put a kid into the next grade in debt. So we're paying it this year and what Ashley's saying is we're probably not going to be able to coming up. >> There's a calculator that comes out and it kind of lets us know whether or not we can do it or not and that's usually published in May-ish. >> This debt and they're just completely ignoring the notification and not paying the debt? >> Yes. Exactly. We're not allowed to at any point communicate with the students about

099debt, [snorts] only through the parents. >> Right. Wow. And oh, you can't phone them >> And we can't refuse a meal either. >> No, I understand that. The kids need to be fed, but >> Individual schools sent out letters. Um, we email them and then um, it goes to the homeless liaison. I think she I don't I don't know if she follows through with emailing them. >> She She does. >> Yep. >> And and the money's not coming in. >> It's still >> Can you Can you share Times have changed. It used to be that if a student we used to be able to say, "Okay, we'll extend one or two lunches for you and then if you did not pay back the lunches you were able to get like a peanut butter and jelly

100sandwich just to get through the day." Then we know if you want to share a little about that. >> Yeah, so the the policy changed where you can't restrict to a sunbutter sandwich if you're not paying your your your lunch debt. They could get anything they want. We could restrict ala carte items. So if they want a cookie or a bag of chips, we could say no, but they they have full rights to the breakfast and the lunch. Uh students can't be shamed or disciplined, I believe is how the policy reads. >> Yeah. Coming up on the next cycle, on the next year or whatever that that student or parent who didn't pay was not allowed to purchase the ticket. >> We can't do that. It's It's the law protects >> I mean it I

101to me it would jar the parent to say, "Oh, I need to pay that past bill before I get a new a new debit card, you know?" I just I I don't Yeah, it's hard for me to fathom. >> It's hard emails from when my my sons came through and >> [laughter] >> and it wasn't even the ability to pay. I think it was just like the timing and then saying, "Yeah, I'm going to get to it." And then saying, "I want to go in and make sure that I'm putting the most on it cuz of the fee." So you get like what? A $3 fee or something. >> fee though if you give us a check. There's no fee at all. >> Yeah, I don't mind the fee, but that's why I try and

102put the most on possible so then Right. It's It's My School Bucks. But um yeah, it just came, you know, this is not recently, but it came and then it told me what it was. $26.85 and I said, "Oh, okay, great. Let me go in." But I also got the emails from My School Bucks saying it's going going down, but those are probably the ones that just go right into spam. So once I saw that, I was like, "Oh, got to get on that." It was simple. It's simple. So I think their communication is great, um but I think if families are struggling financially, it's it's going to be a lot more than $26. It's probably And then each week it adds up. Right. >> We do take that into consideration, which is why we

103have that policy in place and it has to go through those certain steps because there are some families that are struggling financially and they don't know that there are supports out there. So, that's why after it reaches a certain amount, it gets referred to the homeless liaison who reaches out and then says, "You uh please fill out the application for free and reduced lunch." And it kind of triggers that. The only unfortunate thing about that is they don't backdate it. So, it's only free and reduced to a certain point, but at that time uh sometimes all it takes is a parent to have a conversation with either Wendy or Michelle, our homeless liaison. And we try to work out a plan, some type of payment plan for for those particular families if they've accrued several

104hundreds of dollars worth of debt. >> going to say, "What's the amount that it has to be at before somebody says >> three? Can we help you?" >> 30 30 30 meals, yeah. 30 meals before it goes to the homeless liaison. >> Is that like 300-ish? >> 90-something for like the elementary, 91. >> Okay. Oh, yeah. For an option for those who have a remaining balance to transfer to just sort of a pot of money that can help cover those that can't. >> That's that is allowable, but I don't know how to go about >> communicating that. >> Yeah, that that would have to be through a uh probably through a donation. We'd have to set up like a donation program for school. >> Could we do something like that? >> We certainly can. Um

105it would I would have to look into see how exactly >> It have to be set up different from the student activity fund. I just feel like there's like businesses in towns and individuals in towns who would love to, you know, even donate a hundred and few hundred dollars as their tax write-off, but also what you know, showing that they're partners of the community and then that could go towards supporting those, you know, supporting that like >> Can I Can I say that it's it's very hard for me to say that these folks that are not paying are having financial difficulties, quite honestly. >> Well, I know. >> Okay. So, when people are wanting to donate, I want to be open and clear that that's wonderful. Don't necessarily think that these people can't pay it.

106That's not the situation. >> That was going to be my question. >> They know the system. >> I was also going to suggest maybe like the graduating seniors if they had money left over maybe they could go into like do you want to donate it to like the >> into their other students' accounts or friends' accounts. I don't have to take it out and put it back in. Um, but to actually donate it just to a open I mean it >> Yeah, it's not going to work. >> And then and then does everybody just choose not to pay after that and they find out? >> There is plans in place. There is programs in place for people that truly >> Need it. Yeah. >> Right, of course. >> You guys send out Does everybody get

107the paperwork? I feel like like >> So, yeah, we and we send out the paperwork at the beginning >> Here we our community wouldn't be really considered a at need community. However, we encourage everybody to fill out that application because sometimes you'd be surprised on what you qualify for. So, you may not qualify for free or reduced, but you may qualify for some of the other benefits that are associated with these programs. So, maybe you don't get free or reduced, but maybe they get field trips covered. So, and I don't think people realize that these programs are there. So, fill it out. Takes like 20 seconds or [snorts] maybe a little longer. It's online. It gets submitted. I know some people are really concerned about the confidentiality, but it's all through a >> Very confidential.

108>> It's it's it's the only two people that process. They have to go through the federal um uh training every year um and it's it's >> And the all the for the registers, everything's coded. So, >> Yes. >> no one would know when >> Right. Right. Rosemary doesn't know who who her kids are that are getting it cuz it's not like you tell >> Even school counselors don't know, right? Like >> Correct. No, no, no. It is really under lock and key. Yes. >> [snorts] >> I have an off-topic question. Does anybody else have any more questions about the day and whatnot? No. Okay. So, um looking at the menu, I know we've had this conversation in the past, and the only reason why I'm bringing it up is because last week it was brought

109up again. Um I just was looking at the menu, and I don't remember which menu I was looking at. Okay, so the preschool menu. When I look at the nacho day specifically, um it says meat, cheese, rice, corn, and then down at the bottom it says halal nacho meat. Um one, are we still offering the pea protein meat? >> We That's That's not on that menu, but yes, we still have it. >> We are still offering it. Okay. And now, on this specific day, where it says meat and halal nacho meat, are we offering both or just the halal meat? >> It that is halal meat that we're offering. >> Okay. Um is there also an opportunity to offer the halal meat and the regular meat, beef? >> The items are exactly the same. >>

110Exactly the same, yeah. >> And you I would worry that my staff would either I don't know how that would work. Have They're exactly the same. >> So, they're not exactly the same if one is halal and one is not. >> You wouldn't know by the look of it. >> But it's not about knowing taste-wise, it's about the process. >> But there's no way for me to have the staff label it or know what one it is and not have a mistake. That's what I'm saying. That it would be hard for me to I could not have the integrity of the program say that this is halal and the staff would have been involved. >> What what's >> There's only >> So I understand the process and I actually think it's a great thing that

111we do offer because there's actually no difference and it like I'm I'm a very picky eater. I will eat halal meat. I don't care that it's been blessed by another religion and how it's been prepared and actually it's probably more humane than eating the stuff I can buy at Stop & Shop, the chicken. It's it's just a more humane process, I suppose. I think it also offers it up to so many kids who can't eat school lunch. Um but the process is just like how it's it's slaughtered and and and blessed and there's I don't know if there's any difference in me sitting down and praying over my food or having or like kosher, right? Kosher is another thing. Um so I >> So so the other thing that you have to consider is how

112the cafeterias are structured. There are only certain numbers of serving stations in each cafeteria or serving base to put the the the food. And because it looks exactly the same as when you said the integrity of the entire program would just fall apart at with those particular things. So we offer the halal for the once or twice a month for that community or that suit or that that group of students to be able to participate in hot lunch. And the halal days are some of our highest revenue making days. >> Right. >> All the kids love it. >> eating >> Everybody's eating it. >> just it's not just people who are looking for halal. It's actually a good product. It's actually genuine. >> It's a better quality meat product than what you're probably getting for

113anything else. Yeah. >> So that's exactly my point. So now we're going to talk about we're in the middle of budget season, right? We're talking about cost. >> self-funded. You're self-funded. >> Okay. Um but so now I'm looking at this menu. And again, this doesn't affect me cuz my kids don't eat school lunch. My kids their money's there more so for snacks. Um but if my kids wanted nachos and we didn't want to eat halal meat due to the process and the blessing and whatnot, there's no option for nachos for my kids that are not halal meat on this menu. >> Right. There isn't. >> No, there's not. >> There is there is the Mexican combo with the pea protein. >> But that's also pea protein. >> Right. >> So I either get a plant-based

114or something that's blessed by a religion that I'm not. >> Right. You're right. >> So I think that's not all-inclusive. >> Well, I think I'm selling large numbers of it. There are six other options on that day. And I just this this works. I mean, the people enjoy it. >> I don't really think that's the point. Um also, how often do you think that parents like people who are on free and reduced lunch, do you think that they look at the menu daily to see what's on the menu? Or do you think they're just sending their kids with what's on the menu such as the crispy chicken nuggets that were not chicken that were being advertised as crispy chicken nuggets. Yes, they did say plant-based, but also the elementary school kids aren't reading that and

115a lot of parents, I know for 100% fact, aren't reading that. And I also asked that you guys I'm still speaking. I also asked that you guys could send out a notification to the district, which would be a blast email just notifying mid-year that there was a change and you refused. >> I think if um I think if communication goes out explaining what halal is, you're going to gain more respect from people. Like this is just truly my unbiased opinion. I've other than I'm someone who does not like eating meat and I'm very picky about the quality. I would probably respect that that like knowing that this is a better quality product and it and that's that. But also, I think, you know, teaching in a district where, you know, I do have we we

116have Halal Munchies on the Turnpike and there's another Halal kitchen place. That is what all the high schoolers are talking about going to. Like, kids who are not even um of that religion, they say that is the best place to go eat. And when they go out and do gift cards or like collections for our club and stuff, they're always bringing back the Halal Munchy gift cards. Like, everybody loves eating at I I don't know. I haven't had it, but I think that, you know, our our population of of families, as we know it with the presentation to eat, is growing in in our community. It is us being responsive in a way in a place where we can. It's costing the cafeteria more money. They're self-funded, but I think it's them being responsive to

117an issue. And then they're offering the pea protein. And as someone who doesn't like meat and doesn't eat a lot of meat, pea protein is usually my plant-based go-to cuz I will not do like a whey or something. So, it's I don't know. I I really just I I respect the fact that you're doing it. And maybe with the professional development like utilizing that to then communicate so that other other people who don't know might might know and then respect it. But I know Brian wants to talk. I also want to see if Grace has anything. But >> I want to make it clear that I never said that I don't respect that we're doing that. I think it's great, but I also don't think that we are being inclusive to all people, which I

118think that's something that we pride ourselves on. >> But you can make that same argument for the days we're not serving Halal meals. to the other >> But but you're not but you're only serving Halal or pea protein. >> Could could I could I could I interject for a moment, please? >> Okay, let me just say this. There's options on each day that students can take that are not halal or pre-protein. It may not be nachos, but there's options that they can take in each building. There's no problem as a superintendent to send out a notice to all parents saying, "Please look at me." I think they showed tonight that there is transparency on the menu. They may not read it. There's nothing to say we're not going to send out alert that says unless

119the board votes to say that. If the board says, "You guys are the board." So, you can set a policy. If you say you want a notice going out and you don't want to serve halal meat, the board can decide that. It's not my decision. It's not their decision. That can be the board policy as collective as a board. There's no problem sending a message out to the community to say, "Please look at the menu. We're specifying the foods that we have. If you want further, click on this link and you can see what halal means and what kosher means and what all of the different um farms that it's coming from." That can all be there as access. But, as far as students having other options that are not being forced to eat protein

120or beef and whether it's protein or halal halal halal meat, there are other options on there. It may not be nachos that day, but there are options they can do that day. Now, I don't know if many of that well, but do you serve nachos on other day where it's just regular ground beef? >> Yes. >> So, then then those students get that that day. They don't And then other students can't get that. No, there's no there's no regular ground beef then. >> No. No. >> Because the product is identical to what we used to serve. It's turkey meat, but it's always been turkey meat. It's Genio. Because that product is identical to the other one, literally identical. Rosie, can you say anything about that? I mean, you would never know. >> you would never

121know. And you also could get nachos with all the other toppings except the meat. If you don't want to eat the meat, nobody forces you to take that part. There's there's four or five other toppings there. And and beans, we often include beans, so that would provide your protein. >> what's important is that everything is transparent and it's noted and then parents make choices to just make choices. So, as far as sending a notice out, here's our new menu, this is what we serve, there's no problem doing that at the beginning of the year and letting parents see it. But, parents have access to the menu. Everything's specified far more than it used to be. It used to be a piece of paper. So, I think that I don't think there's any No one's trying

122to dupe anybody or get them to eat Now, yes, would kids go maybe against their I'm not saying kids would and say, "Well, I want nachos. I don't care if it's halal or not." [clears throat] They might do that. But, I think if the parents know, they can direct their children what what they want to do if that's if that's what you're getting at, Jess, you know, just to notify. >> And and we we can't force people to read anything that we push out, but every school has like the the secondary they have it on their announcements. And then when the students are are eating or ordering their lunch at the elementary schools, I mean, it's very clear last year when the teacher is taking the order, they read exactly what the menu says, so

123the kids know I'm getting the halal What is it? Halal nachos today. And they raise their hand. >> But, I But, I just think a general letter stating about the local produce, stating about the halal chicken, stating about the protein, that's not a bad thing cuz we're doing it anyways. It's just notifying. >> Yeah, so we do have a letter that goes out that we did send out last year. >> Yeah. >> It says kitchen news and yeah, we also send out the updates from the cafeteria which do highlight some of the things that we are pushing out um in in the future. So, so we we give parents the opportunity to >> You did that last when you talked about >> And And when I talked to you about it, it was not. You

124guys 100% refused. >> For For what? The letter? >> When the menu changed mid-year. >> Last year? >> I don't remember if it was last year or the year before. Well, I can look back in my emails cuz before I wanted to speak on this, I was 100% clear of what I'm speaking of. >> So, so I think um Grace, do you have anything Do you even buy school lunches? It's okay if you don't. It's okay if you nothing to add. It's just as a student. >> I do every so often. Um my biggest curiosity would be do you guys offer any kosher options? Because having the halal and being inclusive in that sense is obviously important, but is there options for students who follow kosher? >> I'm actually working with our distributor now to

125find out how they how I can get that information cuz it it wasn't as easily found by >> I'm sure we have kosher items. >> All right. >> Yeah. They just aren't labeled cuz I I'm not 100%. I'm looking for that guidance from um our main distributor. >> I I don't know the letter and I apologize, but if it just states that we're serving kosher items, we're serving halal chicken, [snorts] we're serving a local produce, and then please it's noted on the menu, so parents take note. I'm comfortable with then the parent making the choice as long as the board is, whether they choose to have the lunch or not based on what's there, and that we're not discriminating against anyone because there's always another option that's not It may not be the same item,

126but there's always an option for the student if if they don't want because it's kosher, because it's halal certified, or even if it's a local produce, they have another option. So, I think that you know, I think that we're we're meeting the needs of everybody. I I really do. But I don't know Jess how you feel about it. I don't know if that's something we can do. >> Well, I think And does anyone else want to add to this before we kind of move on? I think you guys are doing great job though. I think like what you've presented is a lot of innovation in such a small department that serves so many, and I think that's really important that you are sharing that you're partnering with these farms. You're talking about the negative that

127the sustainability um and I don't know even like there may be ways to like expand your sustainability initiatives next year with like the high school and middle school science courses and stuff. Like I think you guys are are really doing a lot of great stuff. School lunch was never anything I was ever interested in eating, but as I see what you're presenting and talking about, it's something, you know, I I know my my child, you know, his teacher has us fill something out every day what he's going to want for the pre-K. We have My husband has to go through with him every morning. He says pizza is a mistake. You know, he has his opinions, but we always have backup lunches, and I think like you're not going to please everybody, and um pizza

128is never a mistake, so. >> And I will say that there's times when a student will get something, and they are always welcome to come back in. I didn't like this, and we I mean, we cater to them. That's That's what our job is. So, they are always welcome to come back and switch to something else. >> I think the last thing for those on the board who don't know, like, having our own food service here is another incredible thing we're doing in Berlin that all school districts don't have. They They contract out with Whitsons or other companies, and it ends up costing the district more. The quality isn't as great. You're not partnering with them. You're not employing your local people to fulfill your local needs. And I think that is one thing every

129year when I'm at like CABE, I see Whitsons set up with all their displays and you know, their tasting food that you know for a fact is not being served in a cafeteria, and kids probably wouldn't eat it if it were. But everybody loves it, and they But And And we've had a past board member who worked for one of those companies try and get us to switch. And I I know having you guys here is a point of pride in Berlin, so >> Thank you. >> You're welcome. >> Yeah, and after that Yeah, go ahead. Sorry, Brian, go. After [clears throat] that board member left and is now a business manager, um I can say he said, "Never let our local food service go." So, you know, he >> understands that, you know, what

130you do. >> a great team. You really do. Yeah. >> Been some of them decades I've worked here, so. And they treat our students like their own, you know, they like Rosie said, they I spilled this, I dropped it. I mean, we're just there to to cater them. And it is chaotic. It is chaotic, but >> You can clean a kitchen in 15 minutes. I don't know. >> Can I add something too? Cuz kudos to Wendy and her team, they've hired three of our students that graduated from our Transition Academy over the past 5 plus years. And these guys are built-in job coaches for them. And they've They've been there >> Yeah, it's a lot of work. They're good employees. >> Yeah, I've experienced that. Yeah. It was nice to see that. And they're happy

131to be there. >> I I think if there's anything that parents want to see that's not on the menu, and we can make it work, you would try it, right? I mean, if there's suggestions that they you'd want to do, you would definitely try there's things you'd want to see you think that students would want to just I we'd try it, you know, we would try to get it out there. >> Thank you because a well-nourished child does much better in school, and it seems like you all take pride in that. That's really nice. Thank you. >> Thank you. >> Can I I really love your enthusiasm for the daily work that you do. >> Yes. >> And I'm sure that that translates to how happy the kids are, too. >> Yeah. Yeah. >> I

132I can't speak to the chaos of a >> Yeah. >> cafeteria, but everyone I've never seen someone displeased coming back from the Berlin High cafeteria line, so great job. >> Thank you. >> Okay. So, we don't have to take action on that, but um thank you so much for your presentation. I really appreciate it. >> all. >> Um before we move on to our next item, I know the Boy Scouts are here cuz you guys have to earn your badge, but I think 2 hours is a long time. So, I won't tell anyone if you if you guys leave. >> Thank you. >> But you are more than welcome to stay. I just it's 8:00. I hope there's still cookies left out there provided by our food services. Um We still have a bunch of

133agenda items, so. If you don't do your homework tonight, just blame the Board of Ed. No, the boys can stay. They were fading. I felt so bad. As we are all fading. They are. All right. So, uh moving on to the state healthy food certification statement for July 1st, 2026 to June 30th, 2027. Uh section 10-215f of the Connecticut General Statute requires that each local Board of Ed for public schools participating in the National School Food Lunch Program must take action to certify whether all food items sold to students separately from reimbursable meals will or will not meet the Connecticut Nutrition Standards and whether to allow the food and beverage exemption. So, we need two motions for consideration. Um we will do them I guess separate. We'll just do the first one and then vote,

134discuss, and then move to the next. Do we have a motion for consideration for the first one? >> I move that pursuant to CGS section 10-215f, the Berlin Board of Ed certifies that all food items offered for sale to students in the schools under its jurisdiction and not exempted from the Connecticut Nutrition Standards published by the Connecticut State Department of Education will comply with the Connecticut Nutrition Standards during the period of July 1, 2026 through June 30th, 2027. This certification shall include all food offered for sale to students separately from reimbursable meals at all times and from all sources, including but not limited to school stores, vending machines, school cafeterias, culinary programs, and any fundraising activities on school premises sponsored by the school or non-school organizations and groups. >> Do we have a second? [laughter]

135Thank you, Jen. Oh, wait. No, do we need a second on what Second. So, second by Gina. Any discussion on that? No discussion. All those in favor? I. Opposed? So, that carries 8-0. Okay, for the next one, do we have a motion for consideration? >> 4 to 30 minutes after the end of the official school day. Location means where the event is being held and must be the same place as the food and beverage sales. >> We have a motion by Gina. Do we have a second? >> Second. >> By Brian. Thank you, Brian. Melissa. Any discussion? All those in favor? I. Opposed. So the vote carries 8-0. Thank you guys for reading those long ones. Um so now we are moving on to our next agenda item, the drip grant. So we can have

136Ashley Dorsey come back up and talk a bit about this. You what? There was two. Unless I'm skipping things again. I think it was built in. All right, Ashley. It's all yours. >> Okay. All right. So recently the office of uh OPM developed a program for uh district repairs and capital programs to help offset some of the burden that local taxes or local communities have with um capital projects. So um they worked together and they established a program for um money to be funded for minor repairs and capital projects within K-12 buildings. This money is not going to go upstairs. It's going to come directly to us uh for the fiscal 26 school year, we received $128,889. And uh we would like to allocate some of this grant funding to the Hubbard Library renovation. If

137you recall, we had that on our capital priority list for several years. What it entails is opening up a space to the in the library out to their courtyard to create a outdoor learning space over at Hubbard. I believe it is one of the only schools that we have so far that doesn't have a specific outdoor learning space. Um so it would certainly open up the opportunity over at Hubbard. Uh project also entails new carpeting, upgraded lighting, and and paint. Um, one thing that is not covered in this grant is furnitures and fixtures, so we're going to have to come up with a plan for the new uh, circu circulation desk, but we'll get there. Just we're going to phase it as we can. So, the total estimated cost are the estimated cost for this

138project is $78,864. So, I'm asking permission to utilize a portion of this grant funding for the Hubbard Library renovation. >> So, let's go to a motion for consideration. >> And then we'll open it up for discussion if you guys have any comments or questions. Do we have a motion for consideration? >> I move I want to second the $78,864 of grant funds for renovations to the Hubbard Library Media Center and authorize the Director of Finance and Operations to issue purchase orders to Aresco Construction Company, make Pride Wayside Carpet Company, and Rexel USA for renovations associated with the Hubbard Library Media Center. >> Do we have a second? >> I'll second. >> So, we have a motion by Jen and second by Vanessa. Let's open up for discussion. Are there any comments or questions for Ashley

139or as the board? I think that's a great idea. Anything else? >> So, furniture cannot be covered? >> So, >> part of the rules >> Right now, it doesn't look like furniture and fixtures are included in this grant. Uh, it looks like strictly construction and construction based product uh, expenses. No, they're looking to make this an annual grant. Uh, the way it works though, it's it's based on a specific calculation which includes uh, socio economic status of the town, student enrollment, percentage of free and reduced students. So, the grant will fluctuate year to year, but they do anticipate this funding to be available year after year. And whatever funds are not used, it rolls over into a non-lapsing, so we don't It's not one of those use it or lose it grants. >> Nice. >>

140And it'll change based on what the status is of the district >> this going up to 500,000. It's probably going to stick around this 120 amount, but uh yes, it will fluctuate year to year depending on those criteria of the grant. >> And then it may go for 1 or 2 years, and it kind of pulls back. So, I just I don't I I just don't think we should It's great that we got it, and it's allowing us to do some capital things we couldn't, but I wouldn't just bank on it. >> Don't take it for granted. >> No, don't take it for granted. Don't think it's coming all the time, but be happy we got it. Yeah, that's that's the message. That's the That's the message. >> Any other comments or questions? Yeah, we

141can move to a vote. All those in favor? I. Opposed? Eight eight zero. Thank you. Um moving on Thank you, Ashley, for all of that. Um >> I'll stick around for a while. >> You'll stick around? Yeah, I wasn't sure. I mean, I was looking ahead. So, moving on to the facilities update, we're going to turn it back over to Ashley to provide us with a brief update. >> Okay, so since we last met, the bids for the BHS flooring projects were reviewed. Eight contractors bid on the product project, and the lowest qualified bidder had been identified. However, the $900,000 allocation for the project is less than the value of the total contract. Per Connecticut state statute, we cannot officially award the contract until all funding has been um identified. The request for additional funding

142is going to be presented to the town council at their next meeting, and the town anticipates this project to be officially underway this summer. However, we don't have specific dates, and we can't start actually planning those dates. So, it may be slightly delayed. The contract for A&E design services over at McGee for their science labs has been signed. The town engaged with Fire Architecture. The kickoff meetings are expected to start in June and the anticipated timeline for these designs will take about 6 months. Significant progress has been made on the HVAC projects over at Griswold and Hubbard. Both contractors are making progress with the necessary exterior and interior work as we gear up for the summer. One of the current challenges with this project is the planning the electrical shutdown over at Griswold. The upgrades

143will require the facility to be shut down for approximately 4 weeks. Um we have we've been working with multiple departments to identify the critical areas that will need generator power. Griswold administration and office staff will be relocated to McGee Middle School and custodial staff will be relocated to various locations throughout the building. Um as we get closer to the day and with the actual shutdown dates, we'll have a more definitive plan for where those people are going. And then, this is some good news. Uh hasn't been on your radar yet, but the A&E contract for improvements over at the CCTA were approved by the town council. The town received 405,000 through the community challenge grant to be allocated to the CCTA. The grant was awarded for the daycare investment the YMCA made at McGee and

144Hubbard and the scope of the project includes paving of the parking lot and ADA bathroom renovation, HVAC, and kitchen renovations as well. So, we're going to look at a brand new facility in a in about a year at the CCTA. >> Within the last couple weeks, too. Um at CCTA, so. Which was badly needed, right, Linda? >> Yes, it was. >> Any questions or comments on the facilities update? Okay, so moving on to the Effective School Solutions contract for the 2026-2027 school year. So, as you can see in your expanded agenda as well as Schoology, um we have all the information, the total contract amount, and the term of services. Um so, before we open it up for discussion, does someone want to make a motion for consideration, and then we can go ahead and

145open it up to discussion and invite, you know, Linda, Ashley, Brian, or whomever else to answer any questions? Do we have a motion? >> I move to approve the one-year contract >> with Effective School Solutions for a total contract amount not to exceed $441,938 [snorts] with the service term established as July 1st, 2026 through June 30th, 2027, and to authorize the superintendent of schools to sign the agreement and issue a bid waiver per section seven? 567? >> [laughter] >> Section seven. >> of policy number 3323. >> Two, thank you, Vanessa. Do we have a second? >> I'll second. >> So, the motion by Vanessa, the second by Jen. Now, we can open up to discussion. Comments? Questions? >> As there is a discount as it was talked about, it is 1% of the total. Um

146and the thought was we've not discussed um reducing or cutting ESS at all at this time. So, regardless of the budget, at this point, um speaking with Linda, we have all of our spots filled at the high school and at the middle school. So, um it is definitely needed. And I'm not recommending reduction of it, so. >> How many students does this serve? >> Um we serve up to 30. >> Um 10. >> Up to 30. We have three clinicians. One >> Each clinician is only supposed to have Well, they're only supposed to have nine on their >> You can always have a little more. >> Our cap is to be 10, so they each have 10 students on their >> Any other questions? comments? >> Just kind of clarification going back into history for

147how long we've had the program. And I know just recently we this got it added to our operation operational budget, correct? >> No. >> A few years ago. >> The high school has always been in our operation budget. Uh those the middle school we were paying through with SR funds when we tried to we when the SR funds were exhausted we did request it in our operational budget. However, um the board at that time elected to move that to choice funds. So the middle school program is funded by choice. >> And it still is. >> It still is, yes. >> Okay. So there's been no change. >> So this this cost right? I just >> The 441,000. >> So the two of those >> So there's a total of three three clinicians in that is

148the cost. So we're paying for three clinicians um in this contract. The contract is for both Berlin High School and and McGee. I believe it's written in the agenda item that it is split funded between general fund >> It is split funded. So essentially McGee essentially McGee is paid for by the choice grant and the high school is paid in the operational. So a third of it is paid out of grant, two thirds is paid out of the operational budget. >> Yeah, that's the last sentence of the first paragraph. >> For for years for those of you >> That's okay. >> For for those who haven't been on the board for years it was something that was talked about um at the town meeting. It was discussed and it was always on the deciding whether

149we're going to keep it or not. And the last few years it's just been parents come out, students come out. So we didn't even entertain discussing it this year as a possible reduction. >> I think the amount like the investment in it like pays dividends to the comparison of outplacements. Um and then what that would come with outplacement, the tuition, the transportation, and then also like parents want their kids to go to school in Berlin, parents don't want their kids to be outplaced. >> So, before this was all implemented because of COVID, correct? >> No, it was way before. >> So, what >> the second district in the state to have it, right? Third? Okay. >> Little town in Madison started and then we It was really school avoidance. It was spite. Students just were

150not coming to school. >> Okay. >> That's when it >> I thought it was I thought it was a >> with the SR funds that we >> Linda, can you speak to you know, how intense of the program is and why there's a need for it just so the board knows? >> I think you all know that the mental illness continues to be on the uprise students, adults. >> Mhm. >> And how We actually the ESS get more services than if they were outplaced. So, the students participate in individual counseling every week. They participate in uh group counseling every day. So, it's considered quite a bit of um um And then there's a family component. And the family component is what's huge because sometimes that's where the parents are the ones that just need coaching

151to help get their kids to school, to help access resources for their kids. Um so, the the it's required. So, if the parents don't want to participate in it, it's a bi- um monthly family counseling. And the kids may join it or it may just be with the parents. Um then they cannot be participating in the ESS. Also, if students are actively using drugs or having eating disorder and they're not in treatment outside, they also cannot be put in the program due to the ESS conditions. Um That being said, they're on the phone with the parents every day. So, even though they have a scheduled group twice a month with the family, they're doing a lot of case management with the families on a daily basis. So, it's it's really intense and that's why they

152can only have a case load of 10 students. So, these are medium to medium to high risk kids and they either have an IEP or they have a 504. ESS can also diagnose. So, if some of our kids don't have a 504 plan yet, they can Excuse me. diagnose with depression or anxiety. Our staff can't do that. So, they would have to come in with an outside diagnosis. So, it's been a really successful program for us. >> I think [laughter] you may be thinking of Gina. The middle school program was brought on through ESSER funds. So, that that's maybe where you the timeline with the program. >> Thank you, Brian. Not losing it completely. >> [snorts] >> Any other comments or questions before we move to a vote? Okay, so all those in favor? I?

153Opposed? So, the vote carries eight zero. Okay, so we are going to Thank you so much, Linda and Ashley for that. Ashley might need to say bye, I'm not too sure, but our next item is the status of the Board of Education's adopted budget for 2026-2027, the moment we've all been waiting for. Um and the referendum is tomorrow, that's why we have no school. So, you know, if people forgot, that's that's the reason. Uh so, we got to make sure people go out and vote. Um but I'll I'll start it out with Brian and I have a few things that I'd also like to add as well. >> I I have three brief slides. >> Just to talk about some things. I know there was some people were sharing from the board about things being

154supposed on a social media. I just want to make sure everyone understands you know, this is a this is a a graph that all citizens will be getting with their tax bill. Um it's now part of something that's going to be mandatory every year. When you see 50% of the Board of Ed that may cause some people in town to be alarmed. But when you look at other towns they're at least 50% or more. Typically boards of Eds are the ones that take most of the town's budget. So I don't think it's unrealistic to have that, but I think it's great data for people to see. Um our budget is driven by over 80% of it being staffing and that's typically what boards of Eds are. They're they're people, right? So that that's where that

155is. So that's the first slide that I wanted to talk about for a moment. And the second slide which I think is important. We're at 3.35 and I know there's been a lot of discussion out there about you know, we have enough money and some of you even quoted they've had plenty they've had surplus every year. And yes, we have a surplus. I think that as I said to all of you that the town also has a surplus. But everything I've heard about a surplus, if you're between 1 to 3% you've done a you've done a great job on the budgeting. We're typically around 1% or less in surplus. And as you see every year the surplus is used to buy equipment. The same equipment that we're cutting out of the budget right now to

156get to the 3.35. I know there's been a lot of conversation around the assistant super intendent and what what we've done. I think it's important for the public to know that you know, at our last the last two years prior to this year at our retreats we talked about recruitment and retention of staff and that being a priority in the district. I I think you can look at the teachers that we were able to bring in um in a very tight job market especially for educators. So we've brought some really high quality teachers and high quality administrators. That's a credit to all of you and the board. And not to having positions being cut, not having people be rifted, not having people lose their lose their positions, and and and really strategize what we do.

157This last year we talked about succession planning and sustainability in the district. The assistant superintendent's position to be really clear about that. All of you are aware it's a little over $30,000. We are not filling a special education supervisor position. Linda retiring, you all of you interviewed appointed Michelle Zoisner as the director. Jenna will be the one supervisor. However, backfilling those responsibilities for that supervisor, that'll be backfilled with Karen DePree at the high school. In her school as assistant principal, the the the number of students at the high school has decreased over the years from 1,100 to around 800. So, one of her responsibilities will be special education underneath her umbrella as special ed at the high school. At the middle school, the responsibilities will be a teacher who'll also be a department head, and

158the assistant superintendent will share in those responsibilities. We're not taking assistant superintendents saying they're just a special ed special education. They will have responsibilities in the special ed realm working with Michelle, working with Jenna, working with Karen and the other. The idea of bringing assistant superintendent back, I can share with you in the last 3 weeks, Cromwell superintendent retiring. Just today, Rocky Hill superintendent retiring. [clears throat] As I said to you at the retreat, there's 28 superintendents last year in the state that retired. I'm not planning on retiring unless you force me out. So, I don't want to say that. But, I do think with Linda leaving after 20-something years experience, and this person gets upset when I said there's another person that's going to be leaving, who's already put the letter in for next

159year, who's been here over 20 years, and there's going to be voids and there's other people that are slated to leave in the near future. I think it's the best direction for the board to put assistant superintendent back in this year. I think it's great to have someone can have adminis- administrative experience at central office. So, as these pockets leave, you have some continuity against and not be out there with the other 28 districts possibly competing. If If If If when that time comes and to have continuity. So, that's the rationale for the assistant. It It is It is not We're not adding another body. All we're doing is removing a body and reallocation, you know, renaming it, re-putting person as assistant superintendent. So, I just want to be clear about that. And I know

160there there's a message has been, "Well, you're possibly cutting teachers." Is that The hope is if we were at the 3.8 or close to the 3.8, we would not have to cut those teachers. There wouldn't be a reduction. The problem with the 3.35. I know that some of the graphs that were put on social media state, you know, "Plenty of surplus. You have enough." My position is it's up to you as a board to decide what enough is. You're making those decisions. The town's responsibility by statute is to determine a number, but you as a board are the ones that get to determine how the money's spent and how it's structured and so on. Um so, it's important to note that. And I also am concerned that the public has has has if the education

161system wasn't moving in the right direction, it's not going to be a town that they're going to look at. It's going to be myself and all of you. So, that was the rationale for the assistant. I've said it publicly at the parent meeting. I've said it publicly in the budget presentation. And now it's on record again. Um I know that often times in the budget year in the past, um you know, individuals look and target certain areas of the budget and try to critique and say, "You don't need this. You need that." And everyone's entitled to their opinion, but ultimately you're as a board it's it's your it's your decision on on how things are going. And because you're you were elected to make those decisions. And the state statute is saying there's supposed to

162be a buffer between the town and the board. And that's in every town. That That's That's by design. >> how the Connecticut General Statute is written. And we often go back to that. Um you know, I just do want to thank you, Brian, for that. And I do want to say, you know, all over our local news in Connecticut, we're hearing about this budget deficit. It is not unique to Berlin. It is not a situation we are in. Actually, our ask is a lot lower, and the gap we're trying to fill is a lot smaller, and I think that's credit to Ashley, Brian, and everybody they work with and then the work we've done here. You know, you can see Hartford, you can see um you know, New Britain and then other affluent towns and

163communities who are having much bigger challenges than we are. Um we as a board, our job is to set the number, and we have to let the town you know, we determine how this money is allocated, what we're doing. We let the town do their job. We stay focused on our job, which is driving our school district forward to serve the students and and fulfill a promise to the parents who choose to send their kids here. You know, then there's a trickle-down effect of tax dollars, taxpayers, this and that. But if we want to go go ahead and start talking about the the people on Facebook, whether you want to call them trolls or, you know, your informants, your community informants. They like to inform all of us. Well, number one, data can be skewed

164however you want to skew it. That's number one, and we all should know that. If you don't, you can skew your data, too. You can pick and choose what you are choosing to report. And so, just you know, a little data I gathered today was exactly that. People are choosing what they're sharing out, how they're sharing it out. And then three, questioning the people who are reporting out, how many of them, if you were to make a little tally, have the best interest of the students attending Berlin public schools? You can Maybe people who who's kids are out of the school, they can say, "No, I have the best interest." Right. Okay, that's that's fine. You might, but then it goes back to often the similar statement, "Well, I'm a taxpayer, too." Right, you're a

165taxpayer, but you're not focusing on the students. That's what our charge here is. That's why we've been voted in. Um I know that, you know, restructuring a position with special ed assistant superintendent is probably one of the smartest things we've can we we can do. We are being innovative and creative with limited funds. So, you know, I always kind of laugh every time I see it spun, "Look at what they're doing to special ed. How dare they with numbers going up that high?" Or I can't believe they're adding another admin position. No, we're actually cutting one and restructuring it to fulfill the needs of the kids to do what's best for the kids. And then it's going to be us on the line when when it hits the fan and it's an epic fail. When

166people are going to town council saying, "I can't believe they didn't add a super an assistant superintendent when, you know, he's no longer here and then expectations are no longer being fulfilled." I don't know in any career or industry where succession planning isn't a thing. So, it's absolutely insane for people to think that we would not do that when we are dealing with children. We have a promise that we are fulfilling for children. And again, like I stated, we are not unique in this budget situation. We're not even in a crisis like many other towns. We are being proactive, responsible, and reactive to the needs of our community. Um so if people are questioning transparency, I think it's important to say, you know, "Have you come to a meeting? Have you spoken to town council?

167What have you watched? Did you listen to the podcast that Brian and I recorded where we speak about this?" Um Ask, "Do you have children in the system? Do you care about your children who are in the system?" Just simple basic questions. There was someone, you know, who likes posting a lot and and, you know, I know personally they don't have kids in the system. They don't want to be exposed to that. So we know I'm not saying let's start info wars on Facebook on Berlin forums, but I think it's all really like critical questions that people need to be asking themselves but more importantly going out and voting. Um because we you know, we are delivering on a promise for all the students who attend Berlin public schools not just you know, the taxpayers.

168So we have a different charge and that's outlined in Connecticut General Statute. So if anybody else would like to um chime in, I'm all ears. >> You know, I think it's just really important. You both said it, but we are not cutting special ed resources. Um we're just realigning things. Um and that's something I've heard a few times in the last week and I just want to be sure that's out there and that's clear before people vote tomorrow. Um you know, we as a board taken a lot of information from the administration. Uh all of the administrators have worked really hard to give us that information and we make our decisions based on that and what we are given for numbers and it's not an easy task to to think about reductions, but we are

169there and these are the ones that you know, as a group we've talked about that could have the least impact if we have to do it. >> But in any of your professional careers, um reorg or you know, reorganization happens and and it happens to meet the needs of the changing demands. And so we for us to make no changes based on assessing needs, like we are not being responsible. Um so if people are saying I can't believe they're doing this or they're adding this or not being transparent. No, we are doing what we should be doing and and seeing where we can make changes. So. >> Concern from the community was and it may be a testament to to the great job Linda has done is she's been the dedicated special ed. It was

170more of like not having that. I I don't necessarily I agree with the reorg. I agree with what we're doing. So, you know, Brian, maybe you could just, you know, really once more reaffirm that special ed will be covered and will be a focus of the positions as you indicated earlier and it will be there. >> I think I think what we did in appointing Michelle Michelle Zeisner, who's been with Linda for a number of years, you're keeping continuity within the within how things are done. I think there should be a reassurance with parents that that same type of mentality is there. Jenna has been our supervisor and also be her third year. So, Jenna is still going to be our supervisor, but I think having Karen at the high school as an administrator been

171there for years handling special ed and, you know, they're going to have a department head at the at McKee working with Chris and Devon. Not exclusive to department, they'll also be a teacher. So, I think it's covered. Then you have assistant superintendent on top of it. So, I I think I think we're in a good place and if we're not, then we need to go back to the model and talk about it later. I think some of the interpretation might be, "Okay, what are they going to do next year? Bring the supervisor back?" Well, that's not the intention at all. The intention is to be forward thinking and look at where the district's going to be. Just like it the intention was recruitment and retention like I said, you know, that was a big deal

172for the district and who we hired and were able to hire in the last 2 years. Getting in excellent teachers and educators in here make the biggest makes the biggest difference in the district. It's not just a difference today, it's a difference 10 or 15 years out cuz teachers stay. So, you know, one of the issues I have right now is that even with this budget going through two referendums and having to hire in June is not the best time to be hiring. We're at job fairs and, you know, there's people we'd like to hire right at that job fair. We know we have openings and we can't. And we're passing on candidates that are strong candidates that are coming in out of school, which you also pay at a lot less. So, it's that

173to me is huge what the board's done with recruitment or retention of staff. And it it it shows. It shows that, you know, we're able to maintain our staff and also attract high quality staff that that are leaving positions with tenure to take a non-tenured spot or have multiple offers from other districts and are willing to come to Berlin. That that's not always been the case in Berlin. We have not been able to compete at that level. So, um you know, I hope that people see it. I This this last chart went out to all the parents. You saw it. And I just want to just, you know, there was a message sent out by the town today. Um and uh they asked me to do a video with them. And I I did call

174Julia and I said um to the video and I did call Jess, our attorney. And Jess said, "I'm recommending that you do not do the video." >> do it. >> Not do the video. Um and and and Ryan was fine and Mark was fine with it. The mayor was fine. But they also sent out and you know the >> Did you explain why, though? Because I think I think that's the biggest reason. It's not worth it. >> The board The board The board is not able to communicate about the budget. That is the advice from our law firm, Shipman, saying it's not. >> Based on Connecticut General Statute. >> Statute. Not even saying "Reminder to vote." But the town attorney is advising that they can. So, they sent out, uh you know, a nice It

175wasn't horrible It was It was very positive. It wasn't So, I think that the level of uh respect this year was different than it's been in the past. It wasn't that It was just a reminder to come and vote. It just balanced what was out there. It It was It was very good. We can't do that, though. But the town can. So, um and that's dealing with what our turn Well, the town how their attorney But their their attorney's interpreted it one way. I I asked Jess today why and Jess said, you know, point-blank, "This is I'm I represent the board and I'm recommending that you don't communicate." So, you know, I'm following the lead from our attorneys. Um The only other thing I want to say is I want to double down on what

176Julie said about succession planning. I mean, in any well-run organization, you are thinking 3 4 5 years in in advance and otherwise, we are going to have a period of transition. I mean, of course, it doesn't mean >> We won't. >> Yeah, but I mean, we are doing everything we can to minimize that happening. And those students who are here, if we have that kind of disruption, it will be felt. >> Mhm. >> And that that is critical. So, I think a few year period of an assistant superintendent for them to get up to speed and see if they like this community, if the community likes them. >> And also, if you as a board like them. I mean, it gives you a chance. You still can go out and not superintendent, but you still

177can go out and interview a superintendent if you don't and you have an assistant, but you also have other positions that people that are are critical essential office that will be leaving looking ahead. And you know, I'm I'm not trying to put doom and gloom or anything. I'm trying to set uh set things up so that we would sustain you know, where the district is and move it forward. That's really what the thought is. And when and then hearing about two surrounding towns where the superintendent just announced retirement, um it it it's you know, the the um road map forward is is happening across the state. So, um and I just think now's now's the right time. So, I mean >> And I think when you're looking at some of these other towns that we're

178hearing about in the news, they're they're struggling just to get through and and figure out the next year. We have are proactively looking at 3 years down the road, 5 years down the road. And that's that's what makes us different and that's why people look to come to Berlin because they know there's those excellent um resources in our schools and and that we have a really good school system and that's how you do it. And it costs money, but it's worth it. >> I also think If look at the budgets, you know, even us at even if we were at we we somehow end up getting the 3.8, that is still much different than where other districts are. I mean, I'm from a district in our district where I live that's up about five, and

179there's much more of a budget crisis elsewhere. So, I I don't think I always say this, and it's not to say we've never get what we asked for, but if you look at the last years we've been above 3%. Our average is 2.73. It's far better than what we were 6 7 years ago at 1%. So, but you know, the number is always around four to maintain staff. So, and I think we're all in agreement that should should we find the additional money, the two ELA teachers would be the first things to go back in. Are we all in agreement of that? That the public knows that, too. I think that's I know we're not voting, but I think that's the >> And I think also for those who are going to criticize the Board

180of Ed for our surplus, like like I stated at the town meeting that the joint meeting we had last month, look at what the Board of Ed side is compared to the town side. And the Board of Ed is far more transparent about what our surplus is and what we're spending that surplus on. versus the town where they're they're criticizing us for having any surplus and even if and when we send stuff back. So, ours What was our surplus last year? >> It's a 500,000. >> 500,000, and they were what? Approximately >> 1%, yeah. >> So, we were 1% 500,000. It was used for our technology replacement cycle. The town was over 5 million. Is that roughly roughly around 5 million when we're looking at roughly a 50/50 budget split. So, we're not even hitting

181a million. They're hitting five. And credit and we are getting criticized for that. So, again, our charge here is very serious. We are serving students whose parents trust us to make decisions to provide the best possible education. And we're coming in with 500,000, not 5 million. So, you know, I just I don't know. It's you know, so when whoever's listening in or whatever, when you see the people commenting, skewing the data or presenting one side of the data or, you know, criticizing the Board of Ed and not the other elected boards and councils, like ask do they have kids in the school? They might have grandkids in the school, but but but are they here criticizing us with their own children receiving the benefits? So, you know, I know I'm going to have kids in

182the school for the next 20 years and um like I've stated before and I'll state again, like it is my choice to keep the kids in the school, but I don't want a bad school system where I have to make that choice ever because I support our public schools and, you know, the decisions we're making now are going to pay dividends in the next 10, 15, 20 years to come. >> And when we think about the funds that we had left to put into technology, I think about the Quest presentations tonight. Without technology in the classrooms, those presentations would not exist in the way they did and that is a resource that these kids are going to have forever from that point. So, it's really important to have those resources in the classroom, too. >>

183Well, that, too, and it also not being a state mandate. So, if we have to keep cutting and cutting and cutting, we're going to be taking away these extras where students are being prepared not just for college, but to enter the workforce. They're learning a strong work ethic early on and we're providing them with these like Brian always says, options and opportunities that are making well-rounded citizens that are going to be our colleagues, our neighbors, future taxpayers. Are they going to want to come back and live in this community and pay taxes? >> And what's the alternative, by the way? A deficit? We would get slammed for that, too, right? >> But they say we can't go back. We haven't. But like that is not us doing what we should be doing with the education

184budget that is allocated to us. Like we're looking at every Berlin learner and thinking, "What is What is going to be what's best for them?" >> And I just think you have some very large changes that are occurring, you know, with Linda leaving, other people are leaving that have been huge have a huge had a huge commitment to the district for years to come. And I think you want to find people with the same commitment that have the same passion. And then one of the criticisms that someone text me was that, "Well, they were able to hire new people despite the budgets that they received." The real position we hired was we hired Millie, who's our career pathways program, which now has, you know, almost 35% of the students getting involved with it, which is

185really >> And it's grandfathered, right? And you have ESS >> uh yes, we have we did ESS because we would have had to out-place students. So, yes, we're able to do things within, but we're not adding on. And the one one more slide I just think that was tough is they looked at the the number of staff members. They took just a grand total. You're right, we may have more staff members than we had 6 years ago, but they're not teaching positions. They're probably paraprofessionals, which are now now allowing us not to out-place students, which cost three to four times what a paraprofessional cost. So, it's all how someone says it's all how you look at the data and how and how you're going to, you know, analyze it to make your point. Um and,

186you know, there's always going to be when we push back that it's not enough money, there's always going to be this criticism, there has every year that, "Well, there really isn't enough money." And it really it it and it's going to be this balancing act. So, as I said to the parents at the parent group the other day, you know, the hope is that and I we can't speak about the referendum that comes out a certain way and that at a minimum we have enough to to at least put those ELA teachers back in um at McGee. Um and we'd love to have the math teacher back at the high school. I think ISS we can try to go for a year and see how it works um and with one, but I think those

187those lower three are are are important. And and and, you know, the big staff reductions, so. >> I think my biggest concern is when it comes to staffing is uh looking ahead. Right? So, I my fear is if we do have to cut positions, even if we have to rework where they work, we lose those positions, and the likelihood of us gaining those positions back it's so minimal. And you know, it's like you're trying to save money for today, but you know, you're missing out on opportunities, keeping classroom sizes smaller, making sure that the resources and opportunities that our students have stay. And um you know, that is concerning, especially with test scores, different areas. I really don't want to see the math teacher be cut. Um and then the same thing with ELA. If

188we have to cut those positions, I I don't know if we even have the statistics. Like, what's the likelihood of us rehiring those people? Because every year we come with the budget, every year we propose a certain amount, the city says you don't need it. So, I think retention is the most important thing. I want to make sure that we keep the teachers and the positions, both things, because there's there are two separate things. Um as people retire, even though we can move people to those positions, um it's so important to keep the positions as well. >> And I I think we saw a slide at one point with like over the last 3 years, how many positions actually have been cut, and I don't know the number of >> there, it's we have it

189broken out of teachers, parents, and staff. >> I mean, there have been positions that no longer exist, and >> They're not back. >> And they're not back. So, that is that's absolutely right, Christina. Like, if they go away, they don't come back. >> So, I was looking at the enrollment of our current fifth grade, who's going to be in sixth grade next year. And in the budget presentation it was 192. The current sixth grade is 197. Not that big of a difference and to consider two less teachers in that grade level I mean absolutely not. >> Class size around 25 per class. >> And then there are a few houses on the market. They don't stay on very long and they can move in with families and then that that 192 197 can easily push

190that right back up, right? You've got a few >> going on right now. >> Oh yeah, absolutely. Then they have apartments and you know >> And and and and kindergarten is always always a anomaly too. We don't know exactly what the number is. So, you know, the hope is if K's not maybe we could get it get some uh get a teacher from K that we could then you know, move. We just don't know, but at right now and the budget is fluid those are the three positions we really need back in and it puts us close to you know, if we got close to it the 3.8 it does it automatically. We get close to it more than 3.35 we'll do our best to try to you know, squeeze out what we can to

191make that work. So, the hope you know, the hope is that there's additional funding put back in and those are the the teachers get back in. >> The only other thing I want to say Joey, you are right about people with kids in the school, but somebody advocated for you when you were a kid. Whether you have kids in school or not, whether your kids have been in the school it's your community and as your community goes or as your school system goes, your community goes and you're part of that. >> Oh, and I agree like I know like your kids are out, but then you're still here sitting sitting with you like you guys are still here sitting at the board advocating supporting it. But I'm just talking about the people who are publicly

192trolling. I you know, I I have neighbors who are retired and their kids have been out longer than I've been out of school and they still support and there's many people who do. But I'm saying the people who are out there picking and choosing the information they are publicly disseminating to the public, uh you know, might that would be my question and then for those who do have kids at the school who are saying don't vote for this don't support of this. Like, okay, obviously, you know, they're disgruntled about something. Uh they're not focused on our taxes cuz our taxes have been favorable year over year over year. Um and then when you look at our school budget compared to other town budgets, the number that we're at plus our mill, like Berlin is a

193very desirable town to live in. Um but yes, Brian, I I agree and I just think some of the people though will choose to say, "Well, I'm a taxpayer. I I'm I'm allowed to care and >> Not a stage in life you can't say that about another stage in life, though. >> Correct. Thank you, though. Anyone else want to contribute? No. Okay. Well, there's That was just a discussion. So, moving on to our next item, preschool tuition. So, the superintendent is proposing uh offering a 10% tuition discount to families with more than one child attending the preschool program. Before he talks about it, do we have a motion for consideration? >> I have I have a motion to move uh move to approve the 10% tuition discount to families with more than one child attending

194the preschool program. >> Do we have a second? [clears throat] >> I'll second. >> So, the motion by Melissa, second by Jen, any discussion? Brian, do you have anything you want to add? >> This is not I think we have one one issue where there's twins, if I remember correctly. And so, it's something they asked and because it's a revenue source, it has to go to the board. So, I'm just suggesting if you if they do have that again, it's not like it's going to be, you know, I don't think we're going to get a preponderance of students that are going to multiple, but is it okay to do that is what I'm asking. Are you willing to >> I think most preschool programs have it. I mean, I know >> lot of them have

195it. >> At mine, we do. >> Yep, a lot of them do. >> Yeah. >> Uh any other discussion? All those in favor? I. Opposed? So, the vote carries 8-0. All right, revision to the 2025-2026 adopted school calendar. So, I'm very excited to discuss this topic briefly and take some action on it. I know it went through your committee. Um and as we all know, this has been a very long school year. So, uh I don't know who would like to Let's just start out with a motion for consideration, then we can discuss it. >> I move to revise the adopted 2025-20 2026 school calendar reducing the number of student days from 181 to 180, making Thursday, June 18th, 2026 the last day of school for students an early release day. The last work day

196for teachers will be Friday, June 19th, and it will be [clears throat] an early release day. >> Do we have a second? >> I'll second it. >> So, Jeff >> Either may or may not discuss. >> So, we'll do Jeff. Okay, so um Yeah, I know a few years ago that, you know, the Board of Ed adopted cuz the town side that June 19th is a holiday um for custodial, full-year clerical, non-certified professional. So, I think by having school this day, it would actually cost us uh some money um because we would have to figure out all those aspects, but um you know, I know the curriculum committee reviewed this, and do any of you guys want to talk about what you guys discussed in your committee meeting? >> Yeah, just in the committee meeting

197we discussed about what um Brian had proposed, and that was the suggestion of the half day for the Thursday and a half day um professional development for Friday, and having it being an opportunity for curriculum work to be done um in person while staff was still there. Um I mean anything can be added to this, but we thought instead of it [clears throat] potentially being curriculum work um in the middle of the summer where we would have to pay a separate amount of money, right? As we're talking about budget, um just to have it be the last day done after that, and enjoy summer. >> Uh >> [clears throat] >> I know that in one of my conversations with Brian, and this might be where I was a bit confused with the narrative. Um would

198we be able to either make that professional development virtual uh or something that they could have access to before, or just not make it a professional development day on June 19th and just have everybody in on June 18th because I'm sure I'm sure the teachers worked at some point on those snow days that they weren't expecting or spent extra time. Um I don't know. >> Would teachers be doing the full day on Thursday or just an early release day for the >> They would be doing a full day as it is right now. As right now it is a full day. Um and then the 19th Juneteenth um as Julia said, the custodians, the clerical, it's supposed to be a holiday. >> money. >> If they could not if they couldn't come in the holiday,

199we would have to give them a floater, Uh floating holiday later on cuz it's contractual. So, that's one of the issues. >> I don't know. I think we either push this to virtual or just end everyone on the 18th. I know I know that people in I know that, you know, we we could be challenged or criticized for giving them one free day off, but all the other things that we get criticized and challenged about, this is one that I would gladly stand up against. This this would be great to advocate for compared to the other things that, you know, people take to Facebook and criticize the board. This would This would be fun. But, I just >> My only concern is I'm one of those people that likes productivity. So, in order for them

200to be able to get their work done and curriculum and plan ahead, they're already in the motion. They're already there. If they work together, they can have their meetings, they can discuss everything, and it's done. Instead of, you know, doing it later or having to do virtual, it just seems a lot of back and forth. If they have the opportunity to come in, everybody can plan ahead, get everything squared away for next year, and they're set. That's my only push that I'm That's something we discussed >> So, you suggest having them come in on Friday? >> Have them come in. It's a half day. It's a half day. >> What's the downside to virtual work on Friday? >> They're going to be working if they need to if they're going to work anyway. Those who

201aren't going to be working are not going to be working. Like, there's people who aren't going to give the next 2 weeks to working, and they will, and then there's those who aren't Like, I just I don't know why wasting the resources with clerical, custodial. Like, if we are going to give them something, make it virtual because I don't know, but I don't I don't think there's a downside other than we're respecting and trusting that you're going to get your stuff done as you see fit. >> I think the only downside is the collaborative comes, you know, you're on a screen, you're not together. But other than that, um you could do it. I just think that that becomes just, you know, more a little more cumbersome to work on things. Um and whatever the

202plan is for that day. >> What's going on that Thursday afternoon? Whatever they were going to do on Friday. >> Well, the Thursday afternoon was going to be more building-based. You know, they were going to they they were going to it's a half day for students. Right, but teachers would have teachers would do a full. So, be more building-based PD, wrapping things up at the building, closing out meetings and things of that. The Friday was going to be more PD, professional development, moving forward, curriculum work and things. And the thought was that on Friday we have the staff, so it's a matter of, you know, whether we would pay the staff to curriculum work. And they're they're later than usual to do we're we're going to the year is going >> everyone does curriculum work,

203right? >> No, but there's what if you're meeting as a department, departments might meet together, you have everyone there. When you do curriculum work, it's it's elective, right? You ask people, but they say yes or no based on availability. >> So, then how like have those people come in the following week if they want to do curriculum work? I just I don't know. I this year's already going really long. We're starting next year a week early anyway. I think you where we start cutting away from people's vacation, I think you start looking at this then people start criticizing the snow days, this and that. I understand why we have them. I'm all for a snow day, but um I don't know. I I know when we put the policy in place for June 19th cuz

204I was on the board. I don't know who else was. We literally had the conversation we don't think school would actually ever go on until June 19th. And now here we are. And that's why I'm like just end the year June 18th and just do everyone a favor. I know that comes with giving people a free day then assign them something virtual to get ahead of for next year, but I don't know. That That's That's my unpopular opinion. I would gladly >> Thank you. Is [laughter] anyone else with me? >> And from an administrator perspective, having teachers here on Friday, is it making a big difference or not? >> It It makes a difference in the sense that if there's work that was going to be done, they're here to do it before the year

205ends. I mean, I think if you do if the board decides to do it, you're doing it because it's June 19th. You know, it's it's it's it's a holiday for most students. You expect them to be there. But if to say I can't sit here and say there's not work that doesn't need to be done cuz there's always work to be done. But that's really a That's really a To me, it's really a board decision to decide if it's something you want to do for for the teaching staff. >> I think like a day like tomorrow or the second half of June 18th, you're going to get far more done than making people wake up on that Friday, especially if they live in town, have kids in town, and their kids are not in >>

206We've done that before. >> They still have a full day, the students do. Teachers still have a full day. >> Teachers have a full day, right? So, like Brian said, they have that half day on Thursday, and then if you brought them in a half day on Friday, you're saying you want to do it virtual, give them the opportunity to do it virtual, so they don't have to come in on Friday. >> I either don't do it at all or do it virtual. My number one choice would be don't do it at all. My second choice would be do it virtual. Those who are going to come in will come in, and they'll join virtually from their rooms. Like, there you're going to have the people >> What? They get paid either way. >> Yes,

207they do. Teachers do 100 Teachers do 180 days. >> Right. >> So, Friday is the 180th day. Students Students should do 181, but we're foregoing the Friday for students, giving them 180. >> So, don't they have to by contract? You just said that's >> No, we We can do whatever we want. >> The The board The board can say you only have 287, not 188. Students You're already saying students students are based Students are due to 181. We're pulling it back to 180. >> Got it. >> Teachers do 188. >> Mhm. >> So, the 188 day is Friday because they come in before school starts. >> Mhm. >> And the PD days that students aren't here, it's 108 days. >> So, now are we saving them a day or time over the summer that they

208would be doing planning if they come in the half day? Or are they still going to be spending their whole summer planning and coming in the half day? >> Yeah, they'll still be Like I said, like the teachers who are doing curriculum writing and getting paid, they're still going to be doing it regardless. Like the teachers who work all summer because that's what they do, are going to continue working all summer cuz that's what they do. The same teachers who worked all snow day every snow day, they're still going to be working. Like I just >> I'm just thinking it has to do with collaboration. Getting the job done. Be efficient. Get it done. Get the work done. Everybody's in the same room. That That they need to discuss everything, get it planned out, and

209just be done. Then go enjoy your summer. Have fun. I don't know. I just think it's more productive if they're in person. >> Did they Did we on Zoom? >> Yeah. >> Yes, to be on Zoom. >> I agree with that. >> Of course they do. >> I agree with that. >> Yes, you're definitely right, you know, about being together. >> Like I I'm someone who works like through the end of June until I take my students to nationals. I go in every single day for like the 2 weeks after school ends. Some do, some don't. But I will say there's some years some days the last day where we have to meet. Like that's the last place I want to be. I'm not as productive. Like, you know, like I think I I think

210it really depends. And I think I don't know. I think it also depends on like who's coming back, who's not, the team dynamic, what team is changing, what team is not, what team needs to change. I think there's so many factors that go into it. But I think one thing we talked about is retention and recruitment. This is not something we've ever been in this situation to consider before. Like I said, when we had to consider June 10th as a holiday, we said, "Oh, we'll never even go to school that long, but we'll cross that bridge when we get to it." Here we are, but I think this is like a one-time situation that's come up since I've been on the board in 10 years. And it's like, okay, we we focus on retention and

211recruitment. Do we want to be the district that keeps people happy and does things for people even when we're not asked? I don't know. Something I And that's why I said, like, if we were to do that and then get criticized, I would pride myself on it because it's taking care of a whole entire community of teachers and workers. >> What's the downside of not having the teacher? I'm not understanding because I'm not an educator. >> Because whatever the work that needs to get done isn't still needs to get done. So, there would be teachers coming back the following week. >> Right. >> And do the work and so on. >> What's the work though for everybody? >> The The work The work is definitely curriculum work, looking up at the curriculum. >> everybody. >>

212But it is going to touch everyone. You know, it could touch everyone. That typically during curriculum you don't have everyone there. You're right, because we're paying staff and some staff don't want some >> And some people can't even wrap their heads around it, never mind the last day of school on a half day. >> let's figure this out. All right, so just speak just [laughter] speak clear. >> I don't know what ever about it. >> So, it's either completely have June 19th half day >> The motion is for >> half day half day in person. >> In It doesn't >> Well, it doesn't specify. It could be virtual, so you you would want it to be >> Okay. >> Or we could vote to make it >> virtual or change the motion to make it

213virtual. I would want it to be crystal clear if we're moving it virtual and that's what the board backs because then you know you're going to hear from someone who says something. So, I think there's the three options. The one, the motion. Go to Friday half day, we assume it's in person. The second one, go to Friday put it in in writing that it's virtual. Three, just end Thursday and go with my unpopular opinion, but I'm fine with you guys not supporting that. I'm cool with that. Don't worry. Vote how you want. Be empowered. >> June 18th is the last day for the >> For students. So, everyone agrees that June 18th is the last day for students, right? >> Yes. >> Okay, cool. All right. Where we go Where are we with the teachers?

214Do we keep the motion? Yeah. So Yeah, so let's uh I just think this needs to be separated though into two motions because we need one last day for students and then last day for teachers. We have to amend the motion. So, okay, let's move to a vote. We'll vote it down and then we're going to have to make two separate motions, okay? Okay. So, all those Well, yeah, vote for it if you would like to. Vote however you would like. I don't I don't care how you all vote. You just know how I feel. All those in favor >> Of what? >> The motion that was made by Melissa and seconded by Jess. All those in favor. Is my microphone on? >> [laughter] >> All those in favor. Opposed. Raise your hand if you're

215opposed. You abstained. We're going to Now we're going to remake the motion. So, because we need to separate the student day and the teacher day. Those are really the two things that we need to first separate. So, was anybody in favor of the motion that was made by Melissa and seconded by Jess? The original motion. >> I. >> Okay. So >> I. >> Yes, that is the original motion. >> Original motion, student day on the 18th, teacher half day on the 19th. So, one. >> So, two. There's two. >> And Gina. >> Three. Opposed. >> No. >> One, two, three. >> Five. So, five. So, the vote fails. So, now we're going to move on to >> You're welcome. >> Now, we're going to move on to Can we get a motion just for the

216student last day? >> Yes. >> Whoever Whoever's going to make a motion >> I move that the adopted 2025-2026 school calendar has Thursday, June 18th, 2026 as the last school day for students, which is also an early release day. >> Do we have a second? >> I'll second. >> So, the motion by Jen, the second by Gina. All those in favor. >> I. >> Opposed. That's unanimous. Cool. Moving on to the next. So, does anybody want to make a motion for the last the last one, the teacher last day? So, again, I think there's three different options here, and there's the first one of students go for a half day in person on June 19th. The second option, students go for a half day virtual. Teachers Teachers Teachers Teachers go for a half day June

21719th in person. Teachers go for a half day June 19th virtual, or teachers just get get a a bonus day to start their vacations early. Whoever >> I move to revise the adopted 2025-2026 school calendar uh making Thursday, June 18th, 2026 the last day of school for teachers. >> Do we have a second? >> I'll second. >> So, we have a motion by Jen and a second by Brian, making June 18th the last day for teachers, full day in person. Any discussion on this? Please please talk about it because again, if if people take it to Facebook and we get criticized like I know, but just following the parliamentary procedure, we want to make sure we open up for discussion. >> concern is going that extra half day, don't hate me, is because you said

218there's still work to do. So, I get panicked like well, what does he mean? Like there's work to do. So, I don't you guys are going to be left holding the bag. I don't know how that works. I'm not an educator, but you need to do your work. >> There's there's there's always work to do. So, yes. Yes. >> it's got to end sometime, right? You got to have your summer, but >> Right. >> I know my mom is an educator. She's not an educator at school, but she does and I can speak to the fact that she would want to be able to start her vacation with her family and I'm sure a lot of other teachers would and regardless of the work day, she will be working throughout the summer. There will be

219classroom prep, there will be curriculum planning, there will be days where she's sitting at the kitchen table doing her schedules not on a work day. So, I really think at that point in the summer give the teachers the day off. >> I agree. I agree with you, too. >> And I think even the snow days like teachers teachers don't anticipate those all the snow days and they still open up their computer, they still do work. All right. >> If we had said how much we really value and we do value the teachers who are here, we are going to trust that they will do what they need to do. >> Yeah. >> And it's it's it's a consistent message. >> Mondo's a great job at it. Allowing teachers to stay and by giving them that

220one day day summer, it I know at least my mother would be appreciative of it and I'm sure a lot of other teachers who are parents or just tired teachers would be as well. >> I agree. >> I think if you do vote to do it, I think it has to be special because it is Juneteenth. I just don't think I don't think you want to get into I don't think you want to get in a practice of that. It's supposed to be a holiday for everybody else. So you recognize for teachers even though it's a thing of both. That's the way I think it needs to be framed if you are going to vote that way. >> And I think But I think also like going back to when we put this policy in

221place for the staff for Juneteenth, we said, "Well, they've never gone to school that long and hopefully we never do." And now we we're here and that's just the only reason why. But I think it's, you know, also to the other the union group saying, "Well, they got a day, we don't get a day." You know, again, but but they're still getting Juneteenth and we're just recognizing that a holiday and not carrying it on and forcing people full days and all the other things that come. >> All right, you can vote vote in opposition if you would like to. If it fails, we can go to another motion. That's totally fine. Be empowered. Um all those in favor? >> I. Opposed? >> Me. >> Any abstentions? Okay, so one one no. So the vote carries

2227-1. Okay, so let's let's call another vote. That's fine. Vote however you want. So all those That's why our discussion is so important. All those in favor? >> I. Opposed? >> Me. >> So two. There's two Okay. So the vote carries 6-2. Thank you, everybody. Um well done. I don't know. We'll find out, but Hey, feel empowered to vote how you like. Moving on to the next next thing. J policy revision in review for the second adoption of the board budget procedures in line item transfers and the wellness policy. Do we have a motion for consideration? >> I move that the board adopt the revision policies 3100 and 5141 as presented. >> Do we have a second? >> I'll second. >> So motion by Jen, second by Vanessa. Any discussion? All right, all those in

223favor? >> Aye. Opposed? Okay, 8-0. Moving on to the next item, the non-renewal of contract for non-tenured staff members. So the superintendent is recommending the non-renewal of contract of an of employment for Alicia Fallon. I can't >> Tellingas, a non-tenured staff member who was hired for a one-year assignment. Before we open it up to discussion, do we have a motion for consideration? >> I'll move that the contract of employment for non-tenured staff member Alicia Fallon Tellingas not be renewed for 2026-2027 school year upon its expiration at the end of the current school year. >> Do we have a second? >> I'll second. >> So the motion by Gina, second by Jen. Any discussion? Okay, move to a vote. All those in favor? >> Aye. Opposed? Okay, vote carries 8-0. And the next one. So I

224know it was brought forth by a few board members today. I fully support this. A discussion and possible action on forming a committee on the use of associated risks in AI and social media. Um So, I'm going to move to a motion that I can open up for discussion. That's where, you know, General Bryant, if you want to add more, um by all means. So, do we have a motion for consideration? >> I move to authorize the superintendent of schools to form a committee on the use of associated risk of AI in social media. The committee will consist of board members, educators, and community members and will be responsible to propose a plan with action steps for moving forward to further educate parents and students. >> So, motion by Felicity. Do we have a second?

225>> Second by Bryant. Um we can open it up for discussion. General Bryant, do you guys want to kick it off? >> Yeah, this is something that um I definitely wanted to start talking about. I know it's something that the school has been the board of ed has been paying attention to, but AI, social media, the two of them together is a forever-changing, uh you know, beast, if you will, and I think making sure that our students, our parents, our community is uh you know, trying to as much as possible move with the speed of technology so that we can inform, we can uh you know, shift policy as needed. I do not want to see kids get caught up. Uh there's, you know, there's obviously there's the things that we do have rules for.

226Cheating, using AI to cheat, things like that are are fairly clear. But then there's a lot of other social ills that come with it that not so clear. You know, we don't want to see our kids We want every opportunity for our students to know what the rules are before they get themselves into trouble doing something that uh you know, is new technology or new things we didn't even know existed and could exist. So, I think it's super important for us as a community to move in this direction, to make sure that we do everything we can to, you know, really manage this. And to additionally, you know, highlight where AI does have benefit and and to make [snorts] sure that those those clear lines are are are clear and that and the delineation is

227made. That's why I'm advocating for it. >> I have nothing to add to that. I know. I fully support it. Um any other discussion? >> I just wanted to say how we've been utilizing AI more recently throughout our high school curriculums and obviously you know the risks of it, no cheating, no you don't want to AI assignments, but I think too to also highlight the benefits of it and how it can be useful. I use it in my capstone to create questions and to help me write emails to different businesses around town and I think having a committee to also couple that with social media is could be very beneficial for students. >> All right, we can Thank you. We can move to a vote. All those in favor? I. Opposed? The vote carries 8-0.

228All right, the next two items on our agenda, um I believe we have to enter into executive session. >> If we could go into the little room because we have PD tomorrow. So this will give you a chance to collapse you. Okay, Cam. Is that okay? Then we just It's very It should be very quick and then invite Denise with us also. >> Yeah, do we have a motion to enter into executive session inviting Denise and Ashley? >> Ashley too. That'd be great. >> Do we have a motion? You guys we're not we No, no, no. Entering into executive session. >> We got to go into private. >> I'll move to make a motion to enter to executive session. Inviting Ashley and >> It'd be good to stand for a minute anyways. >> Ashley and

229Denise. Do we have a second? All those in favor? Opposed? 8-0. Okay, let's go into executive session. >> Mhm.