001Would it be a 42% >> Chromebooks hold power better than laptops? >> Do you need to still >> I don't think so. It's it's still trying to log me on. >> All right. I'll >> Yeah, just Yeah, it's it's it says that you're 100% there, but it's still spinning. So, I'll I will be able to follow along. >> Thank you. >> Okay, everybody, please rise for the pledge of allegiance. I pledge of allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> At this time, I'd like to offer a moment of silence for two members of the Milford public schools family who passed away in the last uh recently in the last several months. First,
002um, retired superintendent Dan Center, um, and former board member Eileen Monahan. >> Thank you. >> And I'm going to open up floor to public comment. Is there anybody here for public comment? Okay. We'll move on to student recognition. Thank you. So, our student recognitions, as you know, emphasize our district ideals, which are focus, heart, collaboration, and creativity. Participating in theater allow students to practice and excel in each of these areas. Even though she is now a New Milford High School graduate, we wanted to recognize the achievements of Meadow Hall over the past four years of theater participation. Most importantly, Meadow had two important achievements this spring, which are a big deal. So, she was the winner of best actress in a musical at Connecticut Steven Sonheim Awards. That's a very, very big deal uh in
003Connecticut theater. And that was for her performance as Vivian Kensington and Legally Blonde. This victory allowed her to compete and perform in the National High School Theater Awards at the Minska Theater on Broadway where she was named a semi- finalist for best actress. That's also a giant woohoo. Other performances and recognitions over her four years include so uh this year she was also nominated for a Halo award for being Elizabeth in she was Ariel in the Little Mermaid. She was Helena in a Midsummer Night's Dream. She was nominated for best actress uh in the Steven Sonheim Awards for her performance as Sophie Sherin in Mamma Mia. She was Leanne in Puffs. And in her youth in ninth grade, she was Harrison in Chicago and a Cobalt and She Kills Monsters. And so we're going to
004play a little clip of Meadow >> and she said it was okay that we do this. So this is Meadow on the stage in New York on Broadway. Um, and as part of the Jimmy Awards, they do medleys of songs uh for all the kids who participate. So, this is Meadows part of it. Um, and here she is on a Broadway stage, which is really fantastic. [Applause] [Music] >> I'm [Music] about to You prove it to me now. Show everyone what you can do. You're back in the game. That's all the case out of the world. [Music] [Applause] Meadow will attend the Shenandoa Conservatory for Musical Theater in Winchester, Virginia in the fall. And we say congratulations to Meadow for her heartfocused collaboration and creativity as one of our ideal students. So you [Applause] >>
005sing you guys already heard it. >> Thank you so much. >> You're welcome. >> Let's see. >> Where should we stand here? >> This is mac and first and then ready. >> Beautiful. Make sure you get mom and dad. >> Two, three. >> Thank you. [Applause] >> Thank you very much. >> It was a very fun experience. >> I was going to ask you. Yeah. What did you think of it? Tell us one thing about it that you really love. >> It was crazy. I mean, like getting to stay at is really hard. There's cockroaches, but that was New York. >> Um, it would been all fun experience, but like Josh Groin who like a very well-known musical theater actor >> and also Linman while Miranda was there who like created Hamilton so that was
006pretty cool. >> Um but like a lot of great experiences a lifealtering life-changing experience so great lots of great friends too. >> Y >> on a personal note one of my favorite things in the world basketball. So that is even more exciting. Uh, thank you, M. I see Mr. Amenta is here. Uh, and he serves as director of our shows and certainly has nurtured Meadow's talent over the last four years. So, thank you, Mr. Aventa, for that. >> I would not be in the position that I am without him because he got me here. So, it was great. >> Well, Mr. Benta, >> okay, Meadow, you can stay in family or you can um depart quietly. Um, Thank you, >> family. It's like watching paint cry. >> I was just going to say we're not
007as entertaining. >> I I could sing, but I won't. >> I think she should sing. Really? >> No, I'm Ryan. >> Thank you guys. >> Thank you for coming. >> Thanks, Alandre. >> That's exciting. >> Very exciting. That's a very big deal for for Milford public schools, New Milford High School, and New Milford Theater >> and for that young lady. >> Well, I mean, you think thereund in candidates, you know, for >> in the entire country in Connecticut. >> Peter. >> Yeah. >> Okay. We're going to move on to the PTO report. And I don't >> anybody see anybody? >> So, we'll move on to the approval of minutes. Um, I need a motion to approve the following board of education meeting minutes. Regular meeting minutes June 17, 2025. >> So move. >> Second. >>
008Eric and Wendy. Any discussion? >> I just wanted to thank Sarah so much for taking over the duties of secretary and revising or editing and uh approving these minutes. I really do appreciate it. Thank you. >> Thank you, Sarah. >> Anybody else? >> All those in favor? All those against and abstaining. In the end, I have to abstain because I wasn't here [Applause] >> and we'll move on to the superintendent report. Thank you. Summer, uh, as you might imagine, is a time for planning, reflecting, and recharging for us in the district. And we can't wait until August and September to share with you our progress on the so many projects that we're working on. You'll hear about some of them this evening. Um, but we will show you pictures and give you more details as
009we move into August and September. Um, and it's good to know that we're working on so many projects and making so much progress as time goes on. For me personally, it also gives me a time in the summer in order to do a little of my own learning. Um, and so I attended the Leading Now conference in Washington DC, which is a group of national superintendents um, that I was actually chosen to participate in at no cost. So, and it was a wonderful experience. Um, and this week I'm participating uh through Yukon in the preK through three leadership program. Um, and as you know, I'm a high school teacher by trade and a high school administrator. So, I chose to sign up for this to uh expand my horizons a little bit and learn even
010more about that very crucial grade span of preK to three. It's fascinating to uh interact with people from across our state. And of course, I appreciate the board support of my ongoing learning. So that is a wonderful benefit of of the summer and also of having the board support. Thank you. We'll move on to the chair's report. Mine's going to be pretty brief. Today, um Dr. Carlado, Mr. Cunningham, Mr. O'Brien, and I met with uh Mayor Bass to talk about the five-year capital plan. Things are moving along nicely. We may hear about some of it tonight. >> A little bit. >> Yeah. So, that was encouraging and all good things. That's it for me today. I guess I got to go to the next one. Um, I need a motion to approve the budget position
011dated June 30th, 2025, purchase resolution D-796 and request for budget transfers. >> Second. >> That was Brian and Eric. Any discussions? Yes, Wendy. >> Um, we really it's regarding budget, but um I assume that our audit process has started, correct? >> Okay. Um, and we're still doing a wrap up on our fiscal from last year and are we still waiting for some money? So, I understand that. >> Yeah. >> So, just a brief overview since there wasn't subcommittee um this month. The balances shown on the budget position are dated as of June 30th and they are subject to two things spending down incumbrances and subject to audit. Nothing has really changed materially with regards to the year and balance projection that I provided last month. >> Nothing has changed really on that front. On page
012404, the budget position, what's shown um reflected here regarding excess cost which we discussed in February and in April. Um the projected amount we were anticipating shortfall was realized within $1,000 or so. Um, also on page 404, the box at the bottom right corner have been revised as the town made contribution to the turf field in the amount of $50,000. >> I have a followup to that. >> Thank you. Uh, so page 404, that was my next question. when we're talking about where we are for June 30th, were we able to establish uh the finality of our numbers for the bus company? >> Um it's part of the encumbrances that are still out there. We communicated to the bus company those adjustments to the final bill as per the penalty section for any third tier
013runs that had to occur this year as well as any runs where there were malfunctions of equipment such as cameras and the like. >> How much was that approximately that we were able to uh follow up to that? I did see the email. Thank you. Um but I guess when we submit that to them, do we anticipate that there's any kind of push back regarding that amount? That's my question. >> Um so last year there was absolutely no push. >> Not right. >> This year I got asked a few clarifying questions and answered their questions on how we applied it, pointed them to section 5B of the contract >> because I believe we dug a little deeper this time around. I could be wrong. um or we clarified a few things and um I was
014just wondering how that was received. >> Um there were more questions this year. I don't anticipate any of them changing the dollar amount. So last year was roughly $53,000. This year the amount we deducted from the final bill with Allstar Transportation was roughly 34,000. >> Okay. >> We also had less disruptions. >> Correct. However, not to minimize the disruption to the community, the staff, the students, and our educational system, >> particularly in the fall. Correct. >> Exactly. So, mean that as a dollar amount made it okay. It doesn't. >> No, I would. Yeah, I would go ahead. You go first. >> If I go, there's a new terminal manager transportation taken over and um going much smoother. >> That's great. >> Great news. >> And we're going to start off the school year hopefully on
015a on a better on a better path. So that's great news actually. >> Certainly we'll have an update meeting with them in August to make sure that they have X number of drivers in the queue and all that and uh >> just a gentle reminder of what our expectations are correct going to the contract. >> For sure. Um yes and I would say you know thank you certainly to Mr. Jvenon and his uh staff for um there was some some pretty firm and constant pressure that we applied uh justifiably so quite honestly and uh it it seems to have worked out in our favor. One last follow up on this because this is budget position dated June 30th. So the payment I think could you just remind me of ESG how that's where that's calculated
016in here. I know we had a a pretty robust discussion on that. >> The payment from ESG predominantly comes from the electricity lines but what you have to remember is that the payment window and construction window are misaligned by one year. >> Correct. So what you see here on page three or four and the electricity line $295,000 portion of that will go towards satisfying the bill in December the electricity line from 2324 subject to audit that >> which is our roll out which is our which falls which is taken from our bottom line. >> It will eventually fall into the capital reserve account. You're right. >> So going tracing all those steps, if we're looking at a projected at this dollar amount, does that take into account the balance less what we have in that
017line from electricity to the ESG payment? >> The box at the bottom left on page 404. >> Yes. >> So that balance does not include what needs to be paid to ESG. So the $3.5 million shown roughly 500,000 of that needs to go to satisfy the ESG payment and then withdrawal for the five capital >> right >> let me say the next iteration of the fiveyear capital plan and then there's an amount that'll be deposited into there 2324 balance so two withdrawals and one deposit and um the balance will shrink to probably about $1 million just under $1 million and then may climb back up to about 2.2. That's a good >> right. I tied that in kind of to your memo on the capital plan because there's a lot of pieces here. So, I
018hope you don't mind. And I think that it's kind of a good to revisit this because um when we look at $3.5 million half million dollars is um there, but it's also in process of payments and being used. >> Later on this evening, we'll be asking for motion to approximately 2.5 of that. >> Have a question. Anthony, I I probably asked you this before, but since um the savings isn't related to the amount budgeted for electricity, who determines the budget, especially going forward, you know, we're budgeting for electricity and we're assuming hundreds of thousand dollars of savings off of that budget. Yes. >> How is that budget? >> So, that comes from the town uh Department of Public Works director. >> Okay. He gives us the number to use for electricity taken into account commodity
019generation and what was due ESG. That's not a number that myself or Mr. Cunningham or any of us on the board um actually um extrapolates asked for that number from the town. >> And who on the town is it the public works director that calculates that or >> I not sure who calculates it. It comes from the public works director and the town purchasing uh agency. Okay. >> All right. Thank you. >> Yeah. >> I need a motion. Why would you make this? >> We just have to >> All those in favor, >> that's everybody. Thank you. The chair. May I add one thing? >> Please. I forgot to acknowledge um Dr. Culkin is here for her first board of ed meeting as an employee. Um so that's our director of student services. And so
020welcome. >> You're ready to go. >> Welcome. Welcome. Let's see. I hope my paint drawing you drawing comment didn't deter you. >> Oh, Brian, >> that's summer. I'm punching. >> Okay, we're going to move on. I'm I need a motion to approve the leave of absence request for Mr. Scott McKay, grade four teacher at Saranobyl Intermediate School for the 2526 school year. So moved. >> I'll second. Can I Can I ask a question? Second. >> Yes. >> I just have a question about this. Is this I mean, >> is this something we would vote on? I I don't know. >> Isn't the contract that way? >> It is. Okay. >> Coming up. I know. >> It's weird because we're voting on something we don't know anything about. Really? >> Yeah. >> That's That's a contract.
021>> Yeah. >> Okay. >> Yeah. No, I'm not. It's not something I would do at all. >> No, no, no. Not you. I know. Is it is it is it in the contract or is it our policy? Is it in their contract contract? >> Contract >> because of our policy. >> No, it's in the teachers contract. >> Thank you. That's curious. >> Interesting. All those in favor? Is everybody. Okay, we're going to move on to policy revision for first read. >> I need a motion to approve policy 5130 restored. Did I miss something? >> Discuss it. >> Do you Did you want to discuss it? >> It's per 7,000. I just want to say something about 7,000. >> Okay. >> You can see. >> Okay. Oh, >> so we had 7,000. We have and will
022have 7,000 on the books. However, um because we adopted that new policy regarding the naming of buildings and grounds and facilities that required that we take the part of 7,000 out that referred to naming buildings and grounds and facilities. So you don't want to have duplicate policies at play. So because we have the new policy, it requires us to revise 7,000 which is an existing policy. That's all that is. >> And you clearly state it's crossed out what's actually being removed. Correct. So that it's very easy to see what's what's being removed. >> Yes. >> And we are going to see this again, right? I mean >> this is first read. Yes. Yep. >> Anybody else? >> Uh question. Yeah. >> So, if I understand it right, there's no change to the actual facilities policy.
023You're just moving some of the language. So, the language we're reading here is all existing language. Correct. >> Are you in policy 7,000? >> Yes. >> So, um if you go down in 7,000, you'll see where I highlighted >> crossed out. Yes. >> So, that that will no longer exist. >> Right. And then the new policy, which number I didn't write down, uh the new policy has all new language. >> Oh, it is all new language. >> It's all new language. Yeah, >> we adopted policy 1340. There it is in June. >> And that was just on naming buildings and so forth. That piece >> remember that >> was in there, so it doesn't need to be here. >> So it's new. The uh 1340 is all new language. >> Okay. Thank you. Thank you
024very So technically that should have been deleted at the time we adopted the new policy. >> Well, we're not deleting the whole policy. It just just that part this part >> been revised at the same time. >> Good question. >> We've done it both ways. >> Okay. >> Sometimes with even a longer lag of months now. So >> Okay. Anybody else? Okay. I need a motion to approve policy 5130, restorative practice response policy. >> I'll move it. >> This is a second read. Second, >> Brian, any questions? Sarah, >> are there any questions? I didn't have a chip. I'm sorry. >> Dr. Corvado. >> Yes. >> How do you expect um maybe expect isn't the right word. How do you anticipate um this new policy affecting um behaviors uh dealing with behaviors in the schools.
025>> Well, I I'll give you two answers to that. So, um generally speaking, what this policy does, if I were to distill it down into a nutshell, it's really expanding formally the various options that we have in terms of the big umbrella of student discipline. >> It's not taking away traditional student discipline. The second part of my response will be so Holly and I will do some slides in a little while that will also answer your question. Okay. >> So, but please come back if it doesn't if it's not complete enough for you, but >> Okay. >> Yeah. So, how do I think it will impact student behavior >> dealing with student behavior? It's really formalizing a lot of what we already did, >> but makes it formal. But again, there's that continuum of all
026the way from expulsion, >> which is the most extreme severe punishment to a conversation to a restorative conversation. >> Yes, all those things happened in various ways, shapes or form in all the schools. This formalizes it and includes a training component which we'll talk about when we do the slides. >> And and this is a past, this comes from the state, >> correct? This is part of the CL school climate policy. So part of the climate legislation is that >> um districts have to adopt a restorative practices policy as part of the climate legislation. >> Yeah. And I believe like in 2021 all of the or many of the staff not all of them went through a restorative practices training. So maybe that's Sarah were you >> I remember it very well. >> There's some
027things we don't talk about and that might be >> sorry. >> Yeah. Didn't we remove it at some point? I was >> restorative practices. For some reason in my head, I don't know, maybe some we were talking about when I first got on the board, I thought that we got rid of restorative practices. >> They might I don't know. I don't think I was human then, but >> there was a there was a very big restorative piece that we were working on and then like CO hit and we were still moving forward with the restorative practices and and it and it just got very we just got caught up in everything COVID and it kind of the brakes went on everything but they obviously had to continue moving ahead with restorative especially when kids came
028back and >> were crazy and yeah >> did now did we write this policy or did we get it did did our lawyers write the policy or was it ce Uh we get our model policies from shipment and good >> from shipment. Okay. So this is actually from shipment. >> Okay. Perfect. >> Dean um question. I think you answered already Dr. Paulo. You said that we have because this is addressed in the climate policy. So I'm just wondering why it's again being like a separate policy. It's like it's in our climate plan policy and now it's literally called out separately. >> You'll see when I show you the checklist on our slides that it's its own individual discrete item that you have to do. is the answer I can give you. >> Okay. And then
029it again doesn't address it kind of circular reasoning. It doesn't really address or identify challenging behavior. It negatively impact. It circles back to climate and then climate circles to challenging behavior and then be it's kind of like it just runs in a circle without an actual identifying definition. >> We have a slide about challenging behavior. >> You'll see that in 10 minutes. Yes. Anybody else? All those in favor? >> Everybody. [Applause] >> I need a motion to approve the 2526 iteration of five-year capital plan. >> So moved. Second. >> Eric and Brian. Any discussion, >> Wendy? >> So, the intent is to take uh this um motion should it pass, and I would imagine it would because we've had discussions, and uh send it to the council on board of finance for further action. So,
030after tonight's meeting, we'll send them a memo asking for it to be placed on the next town council and um board of finance agenda, please. >> How we do it? >> Yeah, that's always the process. The process is the day after the board meeting, we send the memo. Yes. >> And with the attachments, >> correct? and the minutes. You see how we do it? Well, not to do it that way, but just any information that we can supply in advance. Um I regarding the 5-year capital plan, is there any particular items that are of urgency? I know this is >> pretty spelled out. We've had it at discussion at Nauseium. I don't see any, but >> yeah, I can um Mr. Cunningham, if you'd like to highlight anything and um then I will too. I
031don't know if >> I I guess how we define urgency. Certainly, I don't know about urgency, uh, not emergency, but uh, we've moved up things like the sidewalk repairs. We've hit a point that we can no longer just go and do basic repairs to them. We need to actually have them removed in some areas and report. So, that's something I would sort of put high on the list. >> Um, scroll down through the fire pump replacement. >> Uh, it's getting at the end of life the Senova fire pump that's original in 2000 when they did the renovation. So, that's an end of life issue, but it is functioning. It has tested annual tests. Um I'm trying to think of what something that would be more appropriate. >> And the total request is $2.5 million, correct?
032>> Yes, that's not just that's across the district. >> It's across the district, >> not just facilities. >> Anybody else? >> I have two things for the chair. >> Okay. >> Um if you could note, Miss Ellard, that uh Mr. Scoffield joined virtually at 658. And um I just want to point out that we did include the culinary program on the 5-year capital. >> That was my next question. >> Culinary room. Um and you can see that we put it as an amount TBD for 2627. Um just really because we're in the initial planning stages of still selecting the room um and then going forward with um you know potencil drawings and figuring out how much it's going to cost in the first place. So that's why it's TBD and that's why it's not for
033this upcoming year. Um because we wouldn't do any of the potential uh creation of that room in this year that's coming up. >> Okay. So it's on 26 27. What year did you put on? >> 267 >> 27 is a TBD date. >> Correct. >> Which means by the end of next fiscal year we should have some kind of information to bring forward because we'll need a dollar amount in a plan. Yes, indeed. >> Thank you. >> I have a question for nobody else. Um, is this going forward from this meeting? We vote on this meeting and it gets sent to the town >> tomorrow. >> Okay. So, I'd like to Can we discuss the tennis court replacement? >> Um, because we did discuss during today's meeting um that's a million dollars. we did discuss
034during this meeting that we were hopeful since it's a since it's a town it's a a facility it's of value to the town that the town would um uh work with us on the funding of this replacement and and what I understood the decision today was we might put this off for a year and um even though Mr. Cunningham has been very clear that this this is in very bad shape original needs to be redone. Um but there is a possibility if we try to get another year out of it uh the town might work with us on funding for the repair. Did I understand that correctly? >> Certainly that was part of the conversation. I think that as with any plan, right, I think that we are we're planning for the the most expensive
035scenario and of course if uh it comes in at a lesser amount or if there's help from the town then that money falls back into the capital. >> Okay. So we will go forward with this. >> Okay. >> That would be my recommendation. I'm sure the recommendation of uh my colleagues and >> Okay. Thank you for that clarifying. But just to be clear, the conversation on the tennis courts for a million dollars. Is that possibly it would wait a year? And >> that's my understanding. >> I think the mayor said he would like to put it off for a year. That was my understanding. I don't know if we're going to do that or not. We're going to move forward. Right. >> I mean, these that's uh Mr. Cunningham's um >> it's an operational decision,
036right? But it's my understanding that this needs to be taken care of >> and there's a safety concerns, community use, and this is uh you know, this is a >> I'm play it. >> There's a lot of pieces here besides just play. And I don't mean just play in a competitive way. I mean all the way around the board. So I just wanted to clarify that because I'll go on the record even further based on that meeting that I would absolutely support this and send this through to get it going because we've discussed this many times. I think Brian, you've even brought this up a couple times. We have concerns. I know I'm looking right at you. I can hear you in the back of my mind. Um, but I would encourage the town as
037we continue through all of our projects if there is a way that we can um soften that burden of the finances in this one line item. We're all ears >> because you mentioned community use. It's >> it's a community asset. >> Absolutely. And I I know Brian's gonna say, and I I my son graduated nine years ago. He played four years on the tennis team and it was in dreadful shape even then. And Mr. Cunningham's team has done an amazing job of keeping that play. >> I I defer to the tennis player. I'm sorry. >> No, I you know it the courts actually the you know I played on them. They're actually flat and the ball plays well on them. But the you know, you resurface it and the cracks are back in a year.
038Like we put $100,000 to resurface those courts and then I played on them a year later and my fir I walked over them. I hadn't been on for a year and I my first thing came out of my mouth was not a nice word and I won't repeat it here. Um so they definitely need to be replaced. There are avenues like I know um to get grants possibly um I hope we'll look at some of those like and maybe through the USA or you know that may help with this process. >> That's a good suggestion. I appreciate that. >> Can I can I ask a quick question? Um why what was the reason for the mayor asking for us to wait a year? Um, I think that he I can't speak for him, but I
039know that one of his concerns was the outlay of funds they had for the settlement >> most recently. Yeah. >> But, you know, to go back to that point, Tammy, the town has been generous. We have been collaborative on a lot of projects. I don't mean to any insinuation that there hasn't been, but I think just as Brian's comment on looking at grants and things like this, it's a, you know, it's a town effort. It's a million dollars. We've talked about this for years and it's one of those things that I'm I'm pleased that we're moving forward with it because we're criticized if we don't do something on it and we've identified it and now we're moving forward with it. So, um you know, I I I think that if it comes in less, great.
040If we get some additional funding, if we get some support, yay. But I would agree to send it forward. I do think our town grant writer looked into USDA for when they resurfaced uh Youngsfield uh courts and I believe they did >> may have received some money from US. >> They did for the Youngsfield courts. That that was my understanding. >> Yeah, mine too. So, do we ever look for corporations and things like that? A lot of them are always o open to supporting and granting for a sporting whether it's a baseball field or what have you. Why why not a tennis court? Do we ever do that? >> He's bail bombs comes to mind. >> But that's the >> 1974. What was that movie? What do you >> want? Somebody wants to put their
041name on it. >> Yes. >> Yeah. Go ahead. >> Um I see for Scatter Coke HVAC improvements $175,000. What is that entail? >> I can explain that. >> You were looking at >> What year are you in, sir? >> Hold on. Let me go to the top. 27 28. Oh, >> it's 60,000 for HVAC control upgrades at Scatoke. >> We looking at the US the additional that was 175. >> Mhm. >> So the 60,000 are being requested for Scatakoke. Scatoke has what's called a pneumatic control system. So essentially there are little hoses that run throughout the building and they use air pressure to open and close valves. >> Those date back to 1973 and some of them have started to fail on us last winter. We had to actually manually manipulate some of the valves
042to control the heat, some of the air, especially the sea wing, the science wing. Um, so we're looking to get that automated to our seaman's building management system. So that'll be electrified as opposed to being a pneumatic system. though, you know, I still have my concerns about the we lucked out this spring that we didn't get a heat wave for sure that it um you know, it didn't get turned bad up there, but we still we really don't have a plan for improving the air conditioning situation there, right? That's got to go. >> I think that's a a long a longer conversation with a lot of money required for that. I mean that's a that's a large ticket item that that would be able to manage by ourselves probably. That's a that's a town board
043of ed conversation in my opinion. >> Anybody else? All those in favor? That is everybody. Thank you. We can move on to the employment reports. >> Employment reports. Thank you very much. As you know, we've been very busy at this time. I just want to make sure I can. >> Um, so we have uh one change I just want to make sure you see under question Philips there was an error on salary from the first one that was sent out. So the second one that Miss Allard sent out is the corrected version. But we've been very busy. We have four people on the staff appointment report. Um we have four additional um that you'll see next week or next month. Uh two pending as of this morning. uh which is about 14 open positions including
044a 0.4 so 14.4 at faith those are the certified and we have um three parah non-certified which I'm going to talk to Dr. spoken about and three pending. Secretary, we've been very busy with the employment report. Um and then Sarah, you'll see that I added some internal transfers on the second page. Thank you. >> You will see additional internal transfers um next month, uh which open up additional positions for us, which is always a nice thing. Uh but it's a little bit of movement that we have as well. Can I just ask you a quick question just so I understand it under the internal transfers for Lauren De Mo it's I guess is that a negative one.0 That's just how it's just a >> So, okay. So, she is a one. So, it's a um
045a one point >> oh counseling position at at Saran No at Scatakoke and she's transferring to Scatico. >> It was a one-year position. >> Oh. >> Um so that position would have gone away. >> Okay. >> Um but the there was a resignation. So she was back. Just want to reflect that the one-year position um was that it was a one-year position that would have gone away, but she is now backfilling someone who resigned with just Kathy Sh. >> Thank you. >> Two different jobs in the same school. Same job. Yeah. >> The same title. It >> was a little It was a little confusing when I was reading. >> Yeah, that's understandable. >> Anybody else have a question? Are we holding steady with world language teachers? Because I know that that's been a problem.
046>> Yes. So we are holding steady and and those positions are filled at currently. >> Currently, >> thank you. >> I should knock on some wood, but currently >> I know. Let's all knock on. >> Moving on to the enrollment. >> I see that we're down kindergarteners. >> We're F. We're on F, I think. >> Oh, are we? Do I have >> Oh, we got to go. We got to the district. Oh, >> did we jump ahead? >> Oh, 9. >> We did jump. Okay, so I did jump ahead. Yep. Sorry. nine bay. We did I missed. >> Yes. So, we um Miss Hollander and I will will explain a few slides. I'm only going to stand up so I can see better. >> All right. So we will quickly go through these slides which
047provide a summary of not only the um climate legislation that exists in our state but as you saw today the restorative practices policy that is part of that um and so you can see in our 5131.91 this is a quote directly from the policy um and the purpose for it which is to support and promote teaching and learning environments uh where students thrive academically and socially have a strong and meaningful voice and are prepared for lifelong success. So that's directly from our policy and that sets the stage for all the work that you'll hear. Uh obviously and of course there is a connection to the district and school climate work to the board of education goals uh which have to do with district and school environment and family and community engagement which we'll talk a
048little bit about later in the presentation. So, I sent out to the board uh this week the April 2025 guidance. And so, they sent us guidance and sometimes there's a lag in the information we receive. Um, and so we received it April 2025. Um, and it helps districts understand and implement the school climate legislation, which is public act 23-167. And of course, it helps us inform our next steps. [Applause] In that 2020 April 2025 guidance, it gave us an outline of exactly what has to be implemented in 2526, including some timelines. It gave some resources for schools to assess your efforts and figure out where you are as a district with your climate. It gives you a checklist uh to think about compliance um and what best practices might be as we implement the policy.
049um and also provides resources and assistance in building welcoming and supportive school climates and cultures. So that was the whole point of that document. So you already know this, but we just as a point of review, the major changes in the policy um require that there is an adoption of the policy itself. We'll talk a little bit more about what does challenging behavior mean um not only within the policy but how will we spell it out in the school system over time. It defines in the policy what are the responsibilities for certain school personnel and it establishes new training requirements for school staff so they understand not only the policy but how to respond to challenging behavior. >> Can I ask a quick question? >> Oh, I don't want to interrupt you. Uh just just
050a procedural question. So it requires the adoption of the policy. We're not adopting it tonight. >> We've already adopted >> but I mean we're not we have the policy that we've already seen but are there any changes to it that there Okay. Okay. >> This is just it's just a reminder of all the things that we already thought we were redoing it. So I'm sorry. >> The good news is that we're a little ahead of the game. So that's >> So Miss Hollander will talk a little bit about the See, we already had a district safe school climate committee. um and she'll talk about the that committee's purpose. Um we did not establish the committee in response to the legislation. We already had it in place >> and that's really um a great place to
051start. It's not something new to our district. We all we already have great foundation. Um it provides um a little more explicitness in the work in the way that we do that and I we have a slide that shares that. So um just to let you know that it's it's not something else. It's what we've already been doing. This started actually um shortly after my arrival. We certainly had an urgency with as we addressed students coming back to in person. Um I don't have to bring us back to there, but we revisited what was in place and it allowed me to sort of take um sort of my drive and my collaboration with the faculty to move this forward. So this is starting our fourth year of of working with the um the idea of
052a climate committee and using the standards that is mentioned in the policy. We're already doing it. So just to sort of give you a breath, it's not one more thing or something different is exactly what we're doing. So it feels good to be sort of on the right path and and not starting from square, you know, one. Um and so um early on uh the climate uh committee um as a group of diverse individuals came up with a purpose statement, something that we wanted to do to sort of ground who we are and why we do it. And I certainly won't read it to you, but it does align with what is in the policy that you recently adopted and um the guidelines. So it's not something new. It was just something that we did
053as a group to give us um some just a a grounding force of our work moving forward. We didn't have this sort of mandate that we had to do it. Um there we go. And then um just so you know, the way that the committee works is at this point there was a district-wide committee and we met three times a year and um we assessed as a district. We used those standards and did some self assessment and then buildings had their own building-based committees that have been in place since then. So we meet three times a year and each building meets on a regular basis. Um I can't tell you it's at least you know once every six weeks or so. I know that for example just because I've been working with them at home
054plane it's every month. But it's looking at those goals that they identified as a as a group as a as a school and um were working towards meeting or addressing the needs based on um data uh survey data. I know that this the staff recently took survey data from Dr. Carla and making that um sort of what are we going to do next about it. So these are some of the things that we did. Again, not because this was before the um the the uh expectations from the state. >> Just quickly before we move on, I forget my train of thought. Did we ever see the results of that of the data that we're talking about that you sent out? >> Not quite yet. No, I I still have to put it all together myself.
055So yeah, we we'll we will happily share it with um I was actually going to put it in the performance report that we do in November, but when it's ready, I can also share it out. >> Thank you. Sorry, Holly. >> No, it's okay. >> That's good. That's the right question. >> So what does this mean for us? So I thought this graphic organizer helped me to organize the things that we um already are doing and then the things that we need to look at. And in some cases, it's just um um adding um some explicitness to it or going from having a districtwide um plan. We now will go to building base as well. And I've worked on a template to help the um building leaders to be able to do that to give
056them some structure and we would work on that starting in the fall. So um I I can look at this too. So we do have district level coordinators and building based climate specialists. There was always those people in place. I was in place. Each building had an identified person. Now we're giving them a fancy title. Um building based plans which I just mentioned. We had district but now building base explicitly written out plans. Um having tiered responses to challenging behaviors. That was something that was always if you SRBI, MTSS, those you know multi-tered systems of support, we've done a great job at articulating the different levels of supporting students academic needs. That area of how we're going to help our students behaviorally, social emotionally has been on our radar. Now we will address it. Um
057may I add one thing to that? I think it's also part of the training that we'll do is discussing not only what challenging behavior is, but what might be a minor incident, what might be a major incident within each school so that people start to gain a common understanding of what those things are because something that I might think is minor, my colleague next door might not agree. So getting schools on the same page with this kind of thinking uh is very important. And now that we have this idea of challenging behavior and a challenging behavior reporting form, um how do we get a clear understanding and more clarity around that as a district in in each school? And and that brings me to forms reporting. I know that that was um a conversation out
058there. Where do where are the forms? How do I get them? And most often it was about bullying. It's not just it's not about bullying. It's about challenging behavior. So there are new forms that we will have in place and have it accessible for our community. There's annual data collection on these challenging behaviors that we'll report out on um really redefining and retraining the implementation of restorative practices. So I will say to you yes during COVID it was an optimal time to get people trained. I would say to you it was you know probably a use of time. It was not the best way to do that type of training. And restorative training is not one particular entity. it is an approach and it is a piece of the addressing of student needs. So it's
059not in lie of um you know punish I'm not saying consequences and so we need to go back to that because first of all I think you know there are probably um not happy feelings in some people's minds about that word because they associate it in a sort of a negative way because it wasn't an optimal way to go about it. We have people in district who have gone through formal training and so the district is charged with however they see they want to do to move forward with restorative training and I was talking to Dr. Kulkin about that and bringing a committee together and thinking about what that training might be and how we'll do it over time to support individuals so it's not a oneandone. >> So you're saying that there was restorative
060practice training previously? >> Yeah. When I joined it was sort of it was kind of something that I think Tammy had mentioned nicely that it was started and COVID hit and then there I was in the district but there was times where teachers had available for professional learning and I I think we used that time to do that training but it was virtual and it was not >> but and it wasn't part of the climate policy either. No, it was a separate thing that you guys took up. Well, not us, but yeah, the district did. >> You you raised a really good point that what I think I think you said this, Holly, and this is minor, but is the term restorative practices. Is that the the actual term because it does give some pause
061of a negative, not negative, but I took all I signed up for all of those uh virtuals as a board member. I wanted to be on those to see what it was like and walk the walk. it was we could have done a better job quite frankly and I I I I I I thought it was not well done um for a lot of reasons. There's no fingerpointing. I just I so to to jump to the the end point is that it could have been done a little bit better and so when we hear restorative practices and that didn't roll out in a successful manner >> is there something else we can call it? We were talking about that. You were reading our >> we we will I think that is something um if I
062may bring you into my >> um is that we were talking about that we have >> a negative trigger. I'm sorry. >> No, no, no. That's fine. I think that's honest and we have to acknowledge it and it's really about it. I think in my mind coming into it when I did I think there was a misunderstanding that it was the way to deal with behaviors. No, no, that that there weren't con. It was like don't do that again. That wasn't very nice. that made me feel sad. >> I there are lot there are consequences that have impact but once someone sort of has that consequence how do we bring them back so that they can start a new or if they have done something that really needs to be addressed if we have a
063respectful way um to be able to do that. >> I know it's a silly question but I know the districts use that practice and that term restorative practices. I know that, but I didn't know if that was the, you know, the all be all. >> It's in the legislation and it's in the policy, but it doesn't mean that we have to call it that as a matter of practice. >> Go ahead, Brian. >> Be more. I'm sorry. >> Let Brian go. >> I didn't see. >> No, I I I also took part of that, Wendy. >> Oh, that's right. >> Yeah. Except for, you know, but remember it was during COVID, so we were all in different places. >> We were priorities. Yeah. And >> we we did. Yeah. >> And I think it was
064the time for it was wrong. Mhm. >> Um and and I think I because you know, like I said, I I I when it was brought up in one of my staff meetings at my school where I teach now, I was like I I almost choked >> because it does it does give you a negative. >> There were a lot of layers to >> Well, it also depends on who's presenting it and and I think that the people we had that school year were not the most effective presenters. >> Yeah. I think that the way that we tend to handle professional learning here is to have teacher voice involved, right? And so they will they will adjourn a committee that will come together, convene a committee that will come together and there'll be teacher input
065and how this will go, >> which is maybe different than the way it went the first time. >> Go ahead. >> Yeah, I have a small question. So I'm I see a lot about, you know, individual based plans explicitly defining tiered response to challenging behavior. You mentioned challenging behavior form to report challenge, but I have yet to see a definition. >> The slide's coming. Yep, the slide is coming. >> Hang on. >> I'd rather have seen the definition than saw this first and I could see how it applies. >> I I I will go back and forth for you. I've just in my mind as I was sort of ruling it out of my brain. I'm sorry. >> No, it's okay. >> Um and the use of data, which we've talked about, and the self
066assessment, we're already doing that. >> And then again, you have a a sort of um practices policy that you're considering here. So, it's not really new for us. It's just sort of giving us some shape and some focus in in sort of how do we take our work to the next level. Um, I also think that it's important to realize that while there is a broad definition of challenging behavior as part of the legislation and part of this work, uh, part of what we'll do with teachers is to define exactly what that might look like so that we have examples because the policy and the legislation don't give you specific examples. >> Well, you said I'm sorry, but you said with teachers, Won't that be identified in each individual school plan? >> Yes. Well, working
067with teachers to develop the plan. developed that plan and it will be in writing in Wisconsin in that plan. >> What's it >> the definition of what that challenging behavior? >> Yes. >> Um just to sort of see it's not one done. This isn't a checkbox for me for us. Um we have to build this capacity and it's done through thoughtfulness. And so a lot of what we what we're doing is already in process but and there's dates for anticipate anticipated completion. So again, just showing you that um that the work is started and it's again it's work to be done to be impactful and not just something to say that we >> Yeah. So yeah, that's not intended to to be that we're checking off the boxes, but I do I want to highlight
068that the individual school plans in the guidance from the state uh says they come to us by December 31st. So it gives us some time in the fall not only for the schools to look at the climate survey data that we have uh but to work together to come up with a plan. What >> was the July date? for the district policy >> implementation of the district policy. >> Okay. So I I was under the impression when I went through the minutes that everything needed to be done because all these things had to be done so it could be implemented by July. Um >> so we have a district we have the draft of a district plan and then we have until December 31st for each school's plan and that came in the April guidance.
069That's when I say there's a lag surprise you have till December 31st. >> Okay. because it felt like you remember and I looked through the minutes it felt like hey we have to vote on this now because we got to get moving because we have the budget and timelines picking up on us and we don't have these plans in place and now here we are in July the following year and we have till December and I just feel like it was a little bit I felt now that I understand everything changed but felt like we were under the gun to get it done um just wanted to understand why it felt under the gun if we actually had more time >> so you have to have the policy in place by July July 1st, 2025,
070which we do. We have a draft of a district plan in July, which is supposed to be. >> Yep. >> It's just the individual pools have until December to do theirs. >> Correct. >> That that that's so we still needed to meet this deadline, but the schools themselves have more time because they need to focus off of this one in order to build their own. That's what I'm >> just a quick question. >> Well, I don't think you misunderstood. They literally in April said you have till December 31st to do the school plans. That was not contained anywhere until then. >> And that's sometimes how we get information. >> And then the individual schools, are we the board or policy going to take a look at each individual plan before and we're going to okay
071it? >> I think that would be a conversation in terms of I would I think that we discussed the board approving the district plan. I'm not. So, we'll have to talk about if the school plans are are votable. >> Open for edit is how we left. >> Oh, certainly open for discussion. I don't know. Yeah. >> The um the district plan, there's a committee, a district committee. And so when I wrote draft, you know, um not for publication, it's because it needs to go to that district committee to look at it to give feedback so that because it's a district plan. Um and so I I imagine on that same note that building leaders will want to complete it using their building data, set their goals and make it be um sort um applicable to
072the work that they're doing. So it'll have their that their their piece of it will help to actualize it. So I think having your awareness and being aware of it is different than saying we don't agree with that because it has to be implemented at the building level. Now what I did do and I'm happy to share and and get feedback is I created a template. It's a first go so that it would be structured in the same way so that it wouldn't be different formatted. It would be >> for each school's plan >> for each school. >> But there's nothing in there right now because schools haven't worked on it yet. Yeah. >> So I would say that I don't think I'm incorrect by saying that we would bring the plan back to the
073board, the district plan back to the board in September. I won't meet with them until in September, but October probably would be where I'd have enough feedback time. Okay. >> So, this is how it's defined. Um, challenging behavior and then I kind of took a look at it in made it sort of like so what does this really mean in terms of teaching and learning? So, I don't happy to read it to you. um defined as behavior that negatively impacts school climate or interferes or is at risk of interfering with the learning or safety of a student or the safety of a school employee. And then um what I did in other words tried to think about it in so what does that really mean so that we could really um do something with it
074and I took it from sort of a proactive problem solving. So instead of waiting for something to become a crisis, we can step in sooner. Think of it like catching a small leak before it becomes a flood. Uh early interventions help minor issues from becoming major disruptions. School environment. Uh when we address address wider range of behaviors, it contributes to a more positive and respectful atmosphere for everybody. When students and staff feel safe and valued, they're more engaged in teaching and learning. It's about creating a climate where everyone is successful instead of trying to catch it being bad. How do we create the conditions for it not to happen in the first place? And school community. Um, this clear definition gives our educators and administrator a better roadmap for identifying and responding to any behaviors
075that may impact the well-being of students or staff. Knowing what challenging behavior encompasses allows us to act proactively allows us to act proactively plan and address needs in our school community. So, it's it's being more precise and comprehensive. >> The second one there, school environment, there's there's there's so much to unpack there. I mean, it contributes to a more positive and respectful atmosphere for everyone. I think in general terms like we can agree on what's respectful, but there are certain things that it's too subjective. I mean, respectful, you know, I've gone through it before. I don't want to go through it again, but that word respectful I mean maybe being disrespectful to be honest with someone and I guess you you run into the trouble of connotation use your words right um you can say
076something and be disrespectful by using a very common word and I mean in that case you know there's the gray right um but some things that I think you can say that are not meant disrespectfully but someone can interpret them that way and you can get into you know kind of a problem with that. Um, and then the word safe, you know, do you mean physically safe? And if so, why doesn't it say physically safe? Do you feel because it goes on in the in the policy that you talk about emotional safety and all the garbage and I want to know what do you mean by safe in this? is if this is defining what's the plan and this is the definition of what we're going to use as it relates to the climate policy
077and it needs to be a little bit more clearly defined from from where I'm sitting. >> So this is this is just an explanatory slide. Tell me if I'm wrong, Holly. Right. This is an explanatory slide and not taken from any plan. >> No, this was me kind of thinking about so what's challenging behaviors. So what does that mean? Right. Right. So I was just trying to think about it from problem solving, creating that environment for that and having that sense of community that in my mind as we talked about having tiered supports to address behaviors. If we are more proactive and clear about what it is that we um want to have in place for our students, including students, then you know can we in some cases prevent um disruptive behaviors? I mean, from
078my perspective, just so we're clear, I mean, I I've seen exercises in critical thinking where and a differing opinion was viewed as, you know, it was it made them feel unsafe that you would think that way. And and we got to be careful with that. If my words and my different opinion uh makes you feel unsafe, well, that's on you. And I don't think anyone should be punished for voicing a an opinion that can be now deemed as unsafe. So I just want to be clear that we're identifying you know that's that word safety as as a physical safety and not just some emotional safety. >> So can I I just want to address that quickly because that's actually perception Dean. So that's more about you and that person coming together and deciding you know
079it's like it's not on anybody if you make say something that makes somebody feel uncomfortable it's like then for you the process. So that's what part of this is about. Well, I'm just saying if someone interprets it as it it feels like offensive or unsafe because you speak that way. I've had I know people that were not allowed to speak on campuses because there and the violence that was projected against them because their words were tantamount to violence to them and that's not the same. Words aren't violent. And I just want to make sure that we're making a difference between words and actual violence. Somewhere it's got to get defined. I don't I don't I mean I honestly think that's part of the human condition and I don't know if it is necessarily definable but
080it is something to be overcome. >> There's a difference is do you not agree that there's a difference between physical violence and emotional violence? >> I I I'm just saying that when we're looking at this this is this is like a this is in the process and I and I think >> I'm waiting for that process to unfold. >> Okay. We might be waiting a while. What? Tell me what part of the process you're with. I don't understand. >> I'm trying to get to a definition. >> Definition of what? >> The word like safety. The word respectful is still the word of challenging behavior. These things were all going to be addressed and discussed and what they actually mean. And I'm yet to find what it actually means. And so I >> go back to
081the challenging behavior slide. >> Sure. >> So this is from the statute and from the policy. >> It looks like it's from the statute >> and the policy. Yep. Just to play devil's advocate, this could mean almost anything. >> Correct. >> I could see a child put their foot out and try to trip a kid walking down the aisle and I could call it challenging because you could my >> my fear in all this is is just, you know, my my instincts coming up. It's great to have all this stuff on paper. It's it's wonderful to have a policy and say we're doing this, this, but I'm more interested in how it actually is working, how it's actually impacting day by day that that staff or students who say, you know, this is happening or
082that happening aren't forced to write, I'm curious about the paperwork, Holly, you know, reams of, you know, this happened at this time and this and these people witnessed it and and then have it handed back to you. And so, well, I don't see that as a challenging behavior. We we can't let those kinds of things happen because then what happens is people stop reporting stuff. So, our data looks great, but things aren't really great. It's because people are sick and tired of filling out five pages that they don't have time to fill out when somebody, you know, runs across the chairs or, you know, says something really inappropriate. So, um, we just have to be careful that we really put this in action, that it's not just written on a piece of paper and we
083all read it and say, "Isn't this wonderful? Our schools are great." We have to be careful that this is really something that we can work with and and not make impossible to implement. And I I hope that's what happens. >> And I really appreciate that. And that's where as I'm thinking about this, you know, you think about it deeper and deeper. Um it starts with if you think about it at the tiered level the classroom environment and the teachers building that relationship and the understanding of these this is how we're going to behave in the classroom it it it empowers the teachers to have that >> and I I so I do think that um going to the building level and having them be able to co-create this because for me to write something that
084sounds good in my head may not be realistic in the implementation. You know, ownership is very important, but you can be the best teacher at creating a wonderful atmosphere in the world and you can still have someone who misbehaves in in a very inappropriate way. There's no magic. You know, >> for sure. I will say the to me one of the benefits of this policy is that it does open up the conversation for what challenging behavior is because the previous policy we're kind of pigeonholed into this idea well it's the bullying policy right and while that was fine and important this allows us to talk about well what's really going on in classrooms and what are we doing about it and how are we responding and what does does discipline look like and what is
085the continuum of discipline including restorative practices including detention suspension expulsion. That's the point of it that makes it to me better because it broadens the scope. >> But I thought you had another policy before that, didn't you? >> We do have a discipline policy. There's certainly discipline policy. There still is the same essentially the same policy. But in terms of a larger discussion about exactly what does that mean under the challenging behavior, it hasn't been categorized that way before. It was just a list of, you know, throw snowballs on at recess >> because that's what the that's what the climate policy originally was. It was the bullying policy. Correct. Bullying. >> Yes. >> And so this is what the change is. That's literally this is what the change is. >> Yes. Yep. So if you
086were to look at the the traditional discipline policy and there's a list of all the things that you might do wrong in school, those are all challenging behaviors for sure. But the conversation is what's a major offense? What's a minor offense? And what are we doing about it? Both in support of students and in and in quote unquote punishment. for us. >> Sorry about that. >> No, no. And so I just wanted to tell you bring to our um to this conversation the necessity the importance of building that community engagement that is part of the standards and the district is focused on that as well next year. It's always been um it's certainly one of your goals and and and the school's goals, but I just there we go. working really to build that school,
087family, and community partnerships. Um, and what we are engaged in, we're in a collaboration with um the Connecticut family school partnerships to help us focus and strengthen our family community engagement. and where we want to be. Our target is to ensure that the structures and processes for two-way communication with families are developed, the family's perspectives are solicited on both schoolwide issues and matters related to their own children, and that the family school partnership exists to support the school's interest and families voices are heard. So, that is also something that's part of that school climate that we're going to focus in on as well. Yeah, we had a higher percentage of responses to our climate survey from families this year than than I've seen in the last four years when I look at the data. And
088so, how do we build on that? Because that's a nice that's actually a nice thing to have more people interested in responding. So I guess in um the packet was the sort of that draft working document that we'll bring to um this the district climate committee um talk through with them get their impact I mean get their feedback and then be able to go and have a um a document that would be um you reviewed October is probably realistic only because everyone's coming back in September and I can't grab people too soon. Has to be sort of the middle of September and then we have enough time to get revisions to you for the um October meeting. >> Thank you. We're good. >> We're good. Anybody else? >> I think that was a lot, but
089I think it's important. I just think that's important information. >> We're going to move on to the enrollment report. Uh, as you might imagine, the summer there's a lot of flux. And so that is indicated once I find my page. Here I got it. Here we go. Uh, and so you want to look particularly at the bottom chart on the left hand side and then you look at the two columns to the right there. Uh, and so that tells you 2425 the variance from the projection. Uh and then we added year-over-year just as anformational item for everyone to see. Uh it also shows you how close or not close the projection um has been. So you can see um you know for example you know Senobyl that projection is pretty close. It's only off by
09012 but it's 12 in addition. Same thing with Scatakoke. um you know if it's under 20 it's pretty close but again it's this isn't really great data until people are rolling now and moving in and all that. So >> is Lynchfield Hills 20 20. Is that a lot? Is that like our biggest class? I remember >> last year was 19. >> Okay. So So we are holding study because I I thought it was like 18 19. >> Yep. That's a lot. That's good. Okay. >> I just want to know what happened to 82 10th graders. I'm concerned. >> 10th graders are just disappearing. >> That's a good question. >> It is. I I was wondering Do we call the X files? >> It's not like they're going on to, you know, other schools from 8th
091to 9th, you know. So, >> so that's the variance from the Are you talking about in the NMHS box itself? >> Yeah. >> So, that's the variance from the projection. So, we projected X and the projection was off by 52. >> It doesn't mean we lost 52 kids. >> But wouldn't you project it from the ninth graders? Like wouldn't you your projection is from how many you have in ninth grade. So why all of a sudden >> this is the current class. Yes. But if you look year-over-year that's the best way to do. So look at actual how many kids have we lost actually? >> 82. >> Yes. >> In that >> in the whole school. >> Oh no. If you look the variance from the >> look at 10th grade actual it's 334 um
092from 2023. Um, >> let me get >> I'm trying to see is it 20 is that 2024 25 is Oh, it's only a projection. >> But we don't have an actual from this past year. >> Yeah, it's there. 248 248. I'm sorry. It's 248 actual. >> So, we're down 50. >> Oh, we don't know. Oh, so we don't >> Oh, that's what we're projecting to be. Okay. I got I got >> It's not the same group of kids. No, no, no. As you know, October 1st is the >> that's the magic delay, >> the official snapshot of district enrollment. >> Okay, moving on to the McCarthy Observatory. We're still going to get a be able to go there one day. >> Please come down and I will schedule an I will schedule a meeting to
093have the entire board up there. They would love to have you all. Let's do it. We would um and I'm sure they had this picture was going to >> but you have to northern lights today. >> The choice would be either during the day or in the evening whatever but >> for sure. >> Yeah. >> So you can see planets during the day. >> No, not yet. We're not we don't we're not that sophisticated yet but we will be >> perhaps sometime between now and December as we get into budget when things get crazy if we could set aside a time. I'm more than happy to reach out to the gang and see they would love to have the board come in many times >> dark a little early so that garden night isn't you
094know >> just let me know >> so I can be in bed by 7:30 >> so you're taking charge of that >> I absolutely will there also I can guarantee that I'll have an email tomorrow asking if the report so yes so I'm happy to do that >> if you just I just want to point out one thing if you look at the second page of their report you can see the new telescope >> look at which is amazing. We got to get in there, Wendy, please. It's it's really neat. >> Magnificent. >> Impressive. >> And really, what a gem to have that on the campus of our high school is >> unbelievable. >> And just for the record, Mrs. Spenbach is on the board, right? >> I am a proud member. >> A member.
095>> Use your clout and >> you've never seen rings. >> Sadly, I missed the last meeting, so I don't know how quick they're going to respond, but that's okay. Um but yeah, they would they've been asking for a while and I really think that um as I said before, one of the reasons obviously this has been a longstanding relationship. We've made so many improvements between the board and the town's collaboration with this. We're one of the few in the state. We have both. We have a planetarium. We have an observatory. We are, you know, courting the crown jewel of this side of Connecticut over here. and board members really need to go in there and dig it. It's great. >> Sure do. And you know, they do have, as I'm sure Wendy is aware, um,
096like the second Saturday, don't they have this as a >> I also urge you to sign up for their newsletter. Go to the JJ. >> My husband has taken my little one all night long. I'm not fantastic program. >> Outstanding. >> Okay, ready to move on, Tammy? probably. >> Okay, we're going to that's items of information and pretty much for the cabinet, right? >> What you saying? We're moving on to >> Yeah. Exeive executive session. >> I hereby move that the board of that the board enter into executive session for the discussion and possible action regarding proposed memorandum of understanding between the New Milford Board of Education and the New Milford School Administrator Association regarding a minister overpayment. Invited into executive session are Dr. Janet Parlado, superintendent of New York public schools, Mrs. Teresa Kavanagh,
097I'm so sorry. >> Director of human services and Mr. Anthony Gioon, director of fiscal services. >> Second, >> didn't I move it? >> That was deer. >> It's all move. It's second now. We have to vote to go in. >> Okay. >> Did you you didn't move? >> I I moved it. >> She She moved it. She said, "I hereby move." >> Oh. So, so is it just Brian is the next person justly in front of >> Brian would be the second and now we need to vote on the motion. >> All those in favor everybody. Thank you. >> Is it 7:49? Tam, is that what you have? What I got? >> Sorry. Told you, >> dude. We should Well, if we overively not voted, we wouldn't have it going in. >> Funny just to
098do that once uh like Saturday. >> Well, the way it started me out and asks me to choose a different account is should I change my password or something? Try that. >> Do you mind being here? >> Okay. Thank you. Thank you. [Applause] >> That would have been good. Good night. >> Good night. >> Thank you. >> I'm I don't I'm working with um >> clean up our books. >> Okay. So, and we're just trying really hard, so we might need help. >> Okay. >> And she's trying to read the minutes and you know, like trying to make sure >> Oh, yeah. That's >> So, just so you know, we might ask for help >> back and forth. Yeah. anytime. Holly show. >> Thank you so much. >> No problem. >> End of this month.
099>> It's my birthday. Last week of July. There you go. He was a cool dude. He found a place somewhere in Rhode Island. He was so excited to show me. It was a pound of bacon was one of the appetizers. He was like, "I'm going to get one. Do you want one for you, too?" I was like, "I want you." >> Like, "All right, Ralph." Oh, and there was an all you can eat place there where you could have all the lobsters and everything else you wanted back in the day. Yeah, it was a famous one. I can't remember the name of it. Cost a >> cost a fortune, but >> lobster. >> Well, you bring a guy who's 610, they don't care who else is with you. >> And he could eat. Oh my
100goodness. Good guy. >> My friend had a beachfront condo in Beach. >> We stayed there for a year for a few years. her grand. >> Oh, so you lost the opportunity. >> You know, stay there for a week for free. >> On the beach. >> That feels like a vacation when you have something like that cuz all you're paying for is food for the most part and travel. >> Like a balcony that face the beach. >> Oh man, >> I can't believe they're like contemplating. >> Well, Florida real estate coast. >> Myrtle Beach. >> Oh, Myrtle Beach, South Carolina. Yes. That's where my um niece lives down that area. She went to University of South Carolina. >> It's pretty dunes, but everything else is >> Yeah, the dunes are pretty cool down there. You don't
101get a lot of those up north. >> Last time we went there was a hurricane, so we just stayed up for a week. >> But still, some some are different, right? >> Yeah. >> With better cable. >> Yeah. >> Goodness. >> Tired. I'm hoping this is fine. You want me to turn the off? We were getting some ting Uh, >> I go up there. >> Okay. >> That's like Yeah, Leslie. >> 7:49. Thank you. >> Okay. So, before I put the motion out, I'm just going to put on the record that I'm going to be a no vote. I do not think it's the individual um fault. I may be alone in this, but here we are. Okay. So, I need a motion to approve the proposed memorandum of understanding between the new Milford Board
102of Education and the New Milford School Administrators Association regarding administrator overpayment. Eric, >> you want it? Second, Tammy. >> Tammy and Eric, is that what we're doing? >> Yeah. All those in favor. >> What do we have? One, two, three, seven, >> four, six. >> What about is is is on? Okay. >> All those opposed. >> And I guess this passes >> and so Randy is not in the >> I need a motion to adjurnn. >> Who do we have? Um and >> it's I don't want to hurt >> 8:31.